Executive summary:
You can't panic: steady, orderly
Post-discussion: clear-cut, targeted
It's a promise. It's a promise
Speed must be accurate: win with precision, steady and steady
Priority challenges: first things first, first things first, first things first
Question-and-answer: multi-pronged
A thousand days, a while. The three senior students who have been through so much have wished for a high level of achievement and achievement in their high examinations, but there have always been failures and regrets. How to achieve your full potential within the limited time available for advanced examinations is important for every candidate, and its impact on your mathematics performance may be a few, ten or more. Only regular sweat can shed less blood in combat。
The competencies of the final examination field must be trained in the normal course of life, continuously summarizing the gains and losses of each examination, looking for success stories, identifying the reasons for failure, distilling the examination methods and strategies that suit us, based on our observations and analyses, and combining the experiences and lessons of past students. The view was expressed that emphasis should be placed on refining examination skills in the following areas。
Tensions must not panic: a stable mood, orderly access to the entrance examination, a strict requirements, a serious scene and a tense atmosphere, often resulting in a reflection of conditions and emotional tensions. Indeed, it is a normal phenomenon, and moderate tension is necessary to foster passion, speed of thinking and efficiency in solving problems. However, some of the students suffer from loss and loss, go to extremes, become nervous, deformed, think differently and affect normal functioning。
How can we avoid panic? On the one hand, simulation examinations need to be given a high priority in order to create a realistic test environment, to be completed in a time-bound manner, and to create an orderly quality in which questions are answered in a stressful environment. On the other hand, it is essential to maintain confidence in winning the examination before it takes place. It is important to be more confident than ever to enter the examination and not panic, even if difficulties are encountered, because everyone is equal. Moreover, it is normal and necessary to make it clear that access to the examination grounds is moderate, as it facilitates our entry into the excitement and must not lead to unnecessary panic。
After the review, the issue was resolved: the sense of the subject was clarified and some were well stated, “the sharpening of the knife does not prevent the course of business”. In the examination papers, students are often found to have lost some of their answers, some of their posts, and some of their texts. To that end, we visited a number of candidates who felt that they had committed a low-level customary error — a poor trial. The issues were the basis for the solution, which required careful reading, careful elaboration, complete clarity as to the meaning of the text and symbols of the problem, precise determination of the conditions and conclusions of the problem, and, where necessary, the proper drawing of charts, listing, distilling the key points of the problem, forming the title of the subject and providing an overview. Rethinking the subject makes up for the shortcomings of the subject, and sometimes it is necessary to re-examine the “problem” to prevent misunderstandings, because the difference in the title can lead to a false conclusion. More caution should be exercised with regard to issues that seemed familiar, since most of the time they were new, and if they were not thought out, they would be “sophisticated” and the conditions and conclusions of the subject would need to be re-examined to prevent them from being misused, omitted or answered。
The guarantee is the right thing to do: take it seriously and turn your solution strategy into a score point, which is largely expressed in a precise and complete mathematical language, which is often ignored by some candidates, so that there is a proliferation of “yes, no”, “no, no, no, no, no, no, no, no, no, no, no. For example, question no. 20 (1) of the 2002 spring examination is the monotonous proof of the function, and many candidates find it difficult to obtain a full score by “description instead of proof”. There is also a lack of identification and rationalization of the elements in the three-dimensional geometry solution, especially in the computational one, although the solution is correct and even clever and scores are poor. Emphasis must be placed on the language of the problem-solving process, which cannot be “counted in the heart” and can be achieved. It is important to be precise, to be clear, and to be “doable” in order to score, it requires us to be refined in our normal training, to be on the ground, to be sure that we do the right thing and to do the right thing. Even if it is not fully possible to do so, it would be a series of steps, or a small problem, part of a solution, a solution as much as it can be, a few steps as it can be calculated, and failure as yet. In particular, for those topics that are of obvious resolution, or which have been proceduralized, every single score can be scored, and the final conclusion, though not yet reached, is over half, which is called “the big one” and is a smart move。
Quickness must be accurate: if you want to win, do it quickly, if you want to take a steady test, and if you want to check it later; if you want to do it properly, you can do it right. In the current high-profile and time-critical situation, it is necessary to work hard on the right rate in order to win in a steady way, and when the right rate is guaranteed, speed will naturally rise. You need to be able to answer the questions properly, correctly, in writing, as successful as possible, just because it's steady and accurate, so you don't have to think about spending more time checking. “fast” is the result of normal training and is not a problem that can be solved at the examination stage and cannot be compromised. Expeditiousness can only be quick, wrong, useless, and it is difficult to obtain full correction during inspections。
It does not mean dragging, finding solutions, writing concisely, fast-tracking, not dragging with water, repeating, and especially drawing snakes. As a general rule, it is sufficient to write a doctrine, so that knowledge that does not focus on the subject can lead directly to conclusions, since a higher examination allows reasonable omission of non-critical steps。
Priority issues: first, the benefits are to learn the rhythm of answers, to deal with problems and problems correctly, and generally, to divide the contents of the papers into three categories, one that is easy to handle, one that does not count well, and one that ensures the correctness of the questions, which enhances our confidence and stimulates the passion of thinking; second, that there are ideas but there are better calculations or ideas, which are done in the second round; and, lastly, the difficult questions, even if they are not solved, have no regrets, so it is important to be rationally distributed and given up。
Once the paper is available, the entire volume should be read out and answered in the order of difficulty, simplicity and complexity. The order of issues in recent years has not been entirely easy, such as questions 11 and 12, which are often difficult or innovative, so it is necessary to rationalize the responses and not to engage in protracted battles on a stuck issue, which is time-consuming and unscoring, and which is delayed. In the past few years, the mathematical test has moved from a “cross-the-board” to a “multi-problem” level, so that the answers are structured, the entrance is wide and easy, but deep and difficult, so that the seemingly easy question also has a “bite hands” level, and the seemingly difficult question has a point. So the easy things to see in the examination must not be taken lightly, the “difficult” of seeing new faces should not be afraid to think calmly, to analyse them carefully and to get the points they deserve. Question-and-answer: multi-pronged
Recent contacts with a group of senior students, many of whom were confused, were the subject of a number of subjects that had been wrong because they had been poorly thought out or miscalculated, but that had not been found at the time of the examination, and that often after the examination they had learned, regretted, seriously affected their moods and even created a vicious circle。
In fact, the test is an academic one, an important part of the solution, which not only corrects mistakes and improves the correctness of the solution, but also effectively nurtures the rigour, flexibility and depth of our thinking. In mathematics disciplines, for example, basic conceptual tests, non-variant tests, symmetry tests, special case tests, numeric requirements tests, valorization tests, whole-think tests, logical reasoning tests, digital combination tests, a polyly decomposition test, and straightforward test methods。
It was to be hoped that the various tests in mathematics would be known and that they would be perceived, pre-empted and successful in their advanced examinations. Just remind you to use the draft paper correctly. Some of the students had to recalculate and wasted valuable time by writing a simple question that was easy to write, which was messy and could not be compared at the time of inspection. It is recommended that the draft paper be folded out of the grid, calculated sequentially and labelled to facilitate cross-checking and to make the answer more efficient。
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