In 2011, I just became a high school math teacher, and I also like to leave a lot of homework. But now, I have very little homework left. Tell me why teachers like to leave a lot of homework. Most of them are self.

In 2011, I just became a high school math teacher, and I also like to leave a lot of homework. But now, I have very little homework left.

Tell me why teachers like to leave a lot of homework. Mostly selfish. It is not for your all-round development, but for the face and interests of the teacher. Because the school has a rating, the poor leader finds you trouble, colleagues look at you differently, students also look down on you, no matter where you go, you feel that the pressure is great, inferior. If you take a class that does well, you will find more make-up classes and earn more money. Therefore, in order to make their own subjects better, the teacher desperately keeps homework and desperately squeezes time, whether it is dragging the classroom or squeezing the lunch break, music, art, physical education class, etc., is to let students learn more of their own subjects. To put it bluntly, the purpose of staying in the homework is to control the average score, and the more tightly the homework is grasped, the higher the average score of the subject. As for how well you studied the other subjects, I'm sorry, it has nothing to do with me.

The above is the psychology of many teachers.

If you want to do well in the exam, or want to be a bully, how do you face a lot of homework?

Master three skills.

First, we must learn to make overall plans.

Whether it is the beginning of the small ascension, or the middle school entrance examination, the college entrance examination, it is based on the success or failure of the score. You want high scores, not to turn in assignments to satisfy your teacher. If you don't get into a good school, the teacher won't be responsible for you.

Your goal is to have the highest overall score, so you have to plan for each subject. Each subject is sorted by grade, the worst subject, the largest room for scoring, so the most important, and so on, so that the order of importance is discharged. Again, the worst subjects are the most important, and the best subjects are the least important.

The general principle is to make up for the difference in the subjects, maintain the advantage of the subjects, improve the overall score is the only purpose.

Second, learn time management, maximize inputs and outputs.

In a word, prioritize important things.

Time is invested, and what is output is scores.

Arrange the time of day in the order you've lined up. The worst subjects take the most time. Instead of which subject has the most homework and which subject teacher is the best, it is stupid to learn which subject.

Someone asked, what about homework? I only tell you the principles, and only those who can do it can become a bully. Unimportant things, you still do, important things but no time to do, spent a lot of time tired and half dead, but did not increase the score, input and output ratio is almost zero, is not this stupid?

Unfortunately, there are the most such people.

Third, we must learn to summarize and summarize.

This is the principle of specific learning for each subject. It is to summarize the question type, which is the core work. For example, if you study mathematics, you don't just write homework, but focus on summarizing the problem types. Focus on everything.

What is a summary? For example, in college entrance examination mathematics, there are 13 types of questions in the number sequence, and if you summarize these 13 question types, the number series will be stable. By analogy, summarize the question types of the required topics, and you will be able to score high. Brush up on the "College Entrance Examination Mathematics Trick" before the college entrance examination, and you will have no problem taking the 120 test, because the core of this set of books is a comprehensive summary of the question types.

Similarly, you look for reference books with summarizing question types in place for each subject. Or you can sum it up yourself. If you summarize it yourself, you first brush the topic, then classify it, and finally find commonalities. For example, if you teach yourself English, then brush up on reading and composition, because these two modules have the highest scores, so they are the most important. You find 50 sets of college entrance examination simulation questions and real questions, brush up on reading and composition in a short period of time, and then classify them, see how many types of questions there are for reading, and then summarize several solutions. In this way, the question type is summarized. And so on, and then summarize other topics.

To repeat, not summarizing is a fake learning, wasting time and energy. Many students, because they will not summarize, busy every day, do not know the screening of homework, do not know which homework is useful to themselves, which is not useful, spend a lot of time on homework, the result will be or will, will not or will not, this is the reason why most of the middle school students can not go up. i.e. input-output ratio = 0.

Inefficiency and stubbornness of thought are characteristic of most middle-aged students. Finally, I would like to reiterate my point: if you want to do well, you must maximize the ratio of input to output.