Focus on the qualitative & general strategy
The reality of the examination represents trends in the orientation of the examination, the regularity of the examination and the subject matter. It's true that you're doing it with the best people, and it's much easier to understand it. How can teachers use the test in three rounds to lay the foundation for a true examination
The first cycle of re-reading is the analysis of the problem
The first cycle was a process of learning new knowledge, reviewing old knowledge and covering all points of knowledge at advanced examinations. The first cycle of the review will be “lined, face-to-face” in pursuit of the systematic, integrated and systematic nature of knowledge, aiming at the systematic, structured and networking of knowledge so as to integrate parts of knowledge organically and build a knowledge architecture to form a holistic “thinking map” to further improve student perception。
In the first cycle, students are expected to familiarize themselves as soon as possible with the modalities, nature, form, characteristics and requirements of the examination and to adapt their learning methods and mindsets in a timely manner. One of the most appropriate resources is the fact that the question of a high examination is one that can be grouped according to the knowledge point, which can be matched by the question of whether or not it is mastered and sought to be solid. The high examination papers are essentially “point-like” years of age, and mastering these relatively stable points of view and feeling the style of the high examination issues will allow them to refine their knowledge and adapt to change。
The second cycle of re-reading uses a real-titling and focused approach
The second review should be focused. In the case of political studies, for example, candidates should take the initiative to focus on high-level examinations, using a typical high-level examination entitled " introduction " , which focuses on the major political and political areas of society, looking for knowledge points relevant to them from multiple angles and layers, in order to analyse, describe, evaluate and propose programmatic approaches to solving the problem. Because the political discipline is a discipline characterized by a strong age, high examination topics necessarily reflect the will of the state, high-profile political hotspots must be an important part of the examination of high-level subjects, and learning to use the knowledge acquired to analyse, describe and evaluate the high-profile political hotspots is a necessary requirement for candidates。
The second review focused on the subject, avoiding the “difficult” test, working on the basis of solid knowledge, competence and maturity, freeing students from unnecessary hard-on-hearing and mechanical brushes, and truly playing a positive role as a guide to the test. Teachers are required to collect and organize the most typical high-level examinations for the last 10 years. They are required to produce paper-based teaching programmes or ppt presentations, to consolidate their practice in a timely manner after the completion of the review of hard-won knowledge, and to provide students with a clear picture of how the knowledge they have learned in advanced examinations can be selected from the “life science practice” and “significant social hotspots” to examine their ability to solve practical problems and engage in scientific research. In recent years, high-level examinations have focused on academic literacy and high-level thinking, in particular by strengthening the skills of information identification and processing, logical reasoning and reasoning, scientific exploration and practice, language expression and writing, innovation and critical thinking, thus directing students to long-lived hotspots and key short-lived hotspots that exist at the national and international levels, enhancing the depth of understanding and integration of knowledge about disciplines and constantly improving their capabilities。
Teachers need to strengthen their research on topics such as graphics, curves, cartoons, introductory topics, analysis of narratives, graphics, research into open categories, cause-based categories, recommended measures, representational categories, subjective topics such as impact, situational creation, question-and-answer lines, reflections and ideas on high-test subjects. During the refresher course, particular emphasis is placed on building the capacity of students to interpret, summarize and justify material information, to guide students in refining keywords and information points, and to master their presentation。
The third cycle of retrospect deepens the experience with the real story. It's all true
Seniors entered mid-may and the third cycle began. Some teachers and students expressed doubts as to the need for a further examination. Actually, it's not enough to do it once in a year. The third cycle of review will consciously begin to summarize, fill gaps, and test the effects of the system, while conducting advanced examinations ahead of time, building on experience in the field, comparing the ideas and methods of solving the problem with comparative analysis, focusing on the development of the skills to do it and exploring patterns of solving the problem. For example, the choice of topics is to be followed by a review of the compatibility of the selection items with the questions and materials and a summary of the commonly used answer techniques; the subject matter is to be “one-on-one”, i. E., to examine first-instance, post-review materials, to draw out key words, to combine points, material information, and current policy, and to ask students to reject the perception approach。
Candidates should respond in advance to problems that may exist in the examination process, such as time allocation, content trade-offs, writing speed, output capability, etc., through advanced examinations. First, candidates can estimate the approximate time allocation in advance on the basis of the size of the subject matter of the different components presented in the real question, with individual adjustments. The view was expressed that “the more you write, the higher the score”, the better the measure would be the point. In order to ensure that all points are written in time, expansion and extension are pursued. Second, candidates can learn the orientation of the examination through real questions, identifying the form of the examination, the type of problem and the degree of difficulty of the knowledge points. In doing so, students need to mark recurring points of knowledge and error-prone points in order to review them in a focused, comprehensive and detailed manner, to analyse how the subject is wrong and to sort out the problem. Second, candidates can continue to develop a sense of the subject through real issues. The examination is not only about the ability of candidates to apply knowledge points in an integrated manner, but also about the adaptive ability of candidates to use knowledge in a flexible manner. The perception is one of that ability, and candidates can maintain a sense of the subject a few days before the examination。
(student of the third high school, hebei)
Chinese journal of education, edition 6 of 22 september 2023
