Research on the College Entrance Examination of the Examination Institute of Central China Normal University 2024-05-08 17:21 Hubei
In order to play the core function of "guiding teaching", the new college entrance examination attaches great importance to the extension and development of the knowledge of the textbooks, and many questions can be found in the textbooks.
In the state debugging stage approaching the college entrance examination, it is very necessary to return to the teaching materials and implement the double base. Of course, the return to textbooks is not to read through or read extensively, but to stand at a certain height, clarify the context, dig deep into the scientific return of textbooks, and pay attention to the reprocessing of textbook content.
Guiding students to return to the textbooks before the exam is of positive significance for avoiding blind brushing of questions, reducing the burden of students' revision, improving the efficiency of revision, and even winning the college entrance examination.
So what exactly does "return to textbooks" and "return to textbooks" mean? How exactly do you "return"?
The ongoing reform of the college entrance examination has launched a new round of return to teaching materials
(1) The reform of college entrance examination propositions should cooperate with and promote the promotion of new teaching materials and the implementation of related concepts.
(2) The propositions of the college entrance examination in the reform should comprehensively and deeply reflect the concept of the new curriculum standards.
(3) In recent years, the college entrance examination proposition will be transformed based on the knowledge in the textbooks, which can not only realize the examination of basic knowledge, but also guide the return to the textbooks, reduce the learning burden, and improve the pertinence and effectiveness of students' learning.
Returning to the textbook, two significant features are revealed
First, it is not simply a link to the textbook, but a return to the discipline from the essence of the discipline.
Second, in terms of operation, it emphasizes the evaluation value of in-depth excavation of teaching materials:
(1) The direct connection between the college entrance examination and the textbooks, such as the typical examples and examples of the textbooks;
(2) Relevant content that is helpful for the formation of disciplinary ideas, such as summary, introduction, etc.;
(3) content that reflects the concept and characteristics of the new curriculum;
(4) Middle school is the most likely to ignore the content that is important in college.
Based on the basic knowledge, according to the assessment requirements of the college entrance examination, the evaluation value of teaching materials is deeply explored from the aspects of knowledge formation process, discipline thinking and method, aesthetic value, educational function and unique role in solving practical problems.
The birthplace of textbook college entrance examination propositions
(1) Almost all the college entrance examination questions can be solved with the knowledge in the textbook.
(2) Many college entrance examination questions can find their "roots" in textbooks, such as many test questions in the 2023 college entrance examination echo the content of the textbook in the selection of materials, and also point to the design of the textbook in the setting of questions.
It is required that the questions, descriptions, questions, and answers of the college entrance examination propositions must be able to be found and cited in the textbooks.
(3) A considerable number of college entrance examination questions are the deformation, transformation and synthesis of the content of the textbook.
The content of the test should be similar to the content of the high school textbook
It seems that the content of the test should fully reflect the purpose of education and teaching.
Differentiation means that the content of the exam does not need to be copied from the textbook.
Emphasis is placed on the application of knowledge in textbooks, and the coverage of knowledge is not emphasized
(1) Nowadays, some schools still go through the textbooks over and over again in the preparation for the exam, and it cannot be said that it is meaningless to do so, but at least it can be said that it is not enough to do so.
(2) The current test questions, the background of which closely follows the hot issues in society, and at the same time is based on basic ability, some questions can be tested well even if they are not deliberately reviewed, on the contrary, they usually do not pay attention to the cultivation of practical ability, and even if they review hard, they may not get good results.
(3) It is required to train candidates to be diligent in thinking, have a wide range of knowledge, and have considerable background knowledge, and the richer the knowledge, the easier it is to answer the questions. Students who can learn well will be very advantageous.
The college entrance examination focuses on the handling of teaching materials
(1) For knowledge points, the college entrance examination focuses on the knowledge that can carry the corresponding ability.
(2) The degree of emphasis on textbooks is different in the college entrance examination propositions of various disciplines. Some subjects should closely follow the textbook, some subjects should be derived from the textbook but higher than the textbook, and some subjects should be far away from the textbook to a certain extent.
(3) When judging whether the test questions exceed the curriculum, there is a criterion that "the material is outside the class, and the answers are in the class".
It is necessary to read the book to return to the textbook, but how to read it? is the crux of the matter.
Back to the three basic principles of the textbook
The textbooks mentioned here can be broadly understood as textbooks and reference books classified according to knowledge points.
§ Returning to the textbook when needed, not returning to the textbook for the sake of returning to the textbook
In the last period before the college entrance examination, you must return to the textbooks. So when is it needed? When you do the wrong questions, when you forget the basic knowledge, when you don't know how to do the questions, when you summarize and summarize, and when you don't want to brush up on a lot of questions, etc.
§ Return to the textbook with a purpose
The purpose of returning to the textbook is either to understand or memorize a certain knowledge point, or to review a certain method, or to summarize the knowledge system. I can't listen to the teachers and classmates talking about returning to the textbook, so I pick up the book and ask for a psychological comfort and go through the motions, which is not right.
§ The way to return to the textbook is definitely not just to read the book
It is necessary to read the book in a targeted manner, do the exercises and exercises in the book. In fact, 80% of the questions in the college entrance examination are easy and medium. These questions are all about basic concepts and methods, and these basic concepts and methods are all in our textbooks.
Therefore, when reading a book, you should focus on it, and at the same time, you should also do the example questions and exercises on the top of the book, and do not let go of every detail.
The return to the textbook should be based on memorizing knowledge points, not to memorize all the knowledge points, but to memorize those missing parts (if you don't know what is lacking, tell you a method, take the table of contents of the textbook or reference book, and think of the content/focus/common test points/series of the chapter's content is what you basically master, if there is a vague or no framework that can be built at all, you must review it well, this is your knowledge blind spot!) Strive to get it right the first time, because there's not enough time for you to repeat the memory.
Return to the specific requirements of the textbook
(1) In-depth study of teaching materials: comprehensive, in-depth and full research, understanding and grasp of teaching materials, and "see through" the teaching materials.
(2) Dare to surpass the textbooks: adhere to the theory and practice, closely link the textbooks with the real life of students, so that they originate from the textbooks, are higher than the textbooks, activate the textbooks, keep pace with the times, supplement and update the relevant content of the textbooks, and "live" the textbooks.
(3) Correct use of teaching materials: we should not only pay attention to the content of the text, but also not ignore the content of the auxiliary text, relevant links, expert comments are also one of the contents of the college entrance examination, and the cases explored and shared can also be used as a reference for the proposition situation or proposition of the college entrance examination, and the teaching materials can be "used well".
(4) Four steps to understand the textbook:
o Research catalog.
o Specific chapters are not left out word for word. When reading the chapters, it is important to make sure that they are not word-for-word. At the same time, it is necessary to mark the key knowledge with different colored pens to distinguish different levels of comprehension.
o Keep browsing the knowledge points marked in the book to deepen your impression.
o In the final sprint stage, we should return to the table of contents again to form a sense of wholeness, be more global when doing questions, and be able to find the blind spots of knowledge in the shortest possible time, and pay close attention to tutoring.
(5) There are two major problems that should be avoided in the study of textbooks:
The most common problem with studying textbooks is the lack of freshness and leapfrogging.
Regarding the lack of freshness, candidates can continue to make some simple annotations in the textbook, and simply mark some exam questions on the textbook, so that every time they read the textbook, they will feel that they have something new.
When reading books, you must not jump to read, that is, you don't read a word when you encounter the content that you have mastered, which is very easy to cause knowledge blind spots. Once you get something that you've overlooked, you can be caught off guard.
The specific way to return to the textbook
The order of learning should be: first look at the part of the textbook that you are missing, then look at the reference book about this part, then do the exercises for this part, then look back at the textbook, repeat the above steps, and so on.
§ From the topic to the textbook
Returning to textbooks should be purposeful and targeted. To sum it up in one sentence: reading books with questions is most effective.
Therefore, we must learn to gather the test papers that have been tested in previous major exams, and then classify them according to the knowledge section, and then take out a class of questions and look at them again, do them again, and then experience them. If there are still things we don't understand, we will open the textbook and take a look at the basic concepts, formulas, example questions, and exercises of the corresponding chapters. It must be reminded here that just looking is not enough, you must do it! Be sure to do the questions by hand.
It's called going from topic to textbook. This process basically takes about two weeks to complete, but it's not enough.
§ From the textbook to the topic
According to the textbook chapters, from the first chapter of the first section to the back, due to the preparation of the previous step, we will naturally know the key points when we read the book, so we read carefully in the places where we often take the test, and experience while reading the book; Do it carefully in the place where the questions are often asked, and have fun while doing the questions. In addition, it is necessary to put the test papers of previous exams, the real test papers of the college entrance examination over the years, and the review materials in the upper right corner of the desk. At the bottom right, there is a notebook and scratch paper, and you can record it while you experience it. This record is the focus of the review in the last two or three days.
Remember, if you master the common test points, you will be able to get to the point.
§ Summarize and organize into a system
According to the notes, open the table of contents of the textbook or review materials, or close your eyes, or take a blank piece of paper, and start to recall what chapters are in each subject, what are the important test points in each chapter, what are the important test methods in each test center, how often do you ask questions, what are the commonly used solution ideas, and what are the common mistakes. The purpose of this time is to summarize the knowledge system and achieve a thorough understanding. This can be done every evening before the end of the self-study, and the content is sorted out in chapters.
§ Consider three questions
1. Why did the teacher choose this knowledge point as the test point?
2. Can you summarize the changes in the way this knowledge is asked?
3. In the process of doing the problem, what hinders you from solving the problem quickly?
When you find out what is preventing you from solving problems quickly and accurately, you should think about it: why did you ignore this knowledge point when you studied in the past? Summarize the reasons, for example, whether it is due to the lack of depth of understanding of definitions due to the imprecision of the text.
When everything is completed, we must return to the textbook, find the knowledge points that we are lacking, study and train in a targeted manner, and master them correctly and in a short time.
Return to the three levels of the textbook
· The first level: based on the textbook.
This is the root and foundation of the follow-up learning. If you are not familiar with the textbook and the knowledge points in the textbook, it is equivalent to a tree without roots and a soil without fertilizer, and you cannot accumulate it effectively.
First, it is necessary to be familiar with the teaching materials. For the content of the textbook, it is necessary to be extremely familiar, and the familiar content includes not only the main part, but also the notes and supplementary content under the class; It includes both conceptual theorems and example problems; It includes both explanations and exercises; It includes both text and charts. Read every chapter, page, and word of the textbook thoroughly, figure out the ins and outs, and memorize them in your mind. To what extent do you want to be familiar with it? When someone says a knowledge point, you can immediately say the location of the chapter and the knowledge point, and you can immediately describe its connotation, extension and related knowledge, and there is no mistake. If you can't do that, don't say you're familiar with the textbook.
Second, it is necessary to have the consciousness of compiling textbooks. Understanding the textbook from the perspective of the writer allows us to "know why" the textbook, understand the background of a certain chapter, know the purpose of the chapter, and know the extent to which the chapter should be mastered. When you have the awareness of the writer, you can look down on the textbook, and it is easier to understand and master the textbook.
Third, it is necessary to read the textbooks thinly. The reading of a book has a process from thin to thick and then to thin, and the same is true for the mastery of textbooks. At first, I felt that a textbook didn't talk much about anything, and it was just a thin one; But when I really learned it, I found that every sentence and every knowledge point in the textbook was profound and meaningful, so I felt that the textbook suddenly became very heavy; After continuing to understand in depth, I slowly found that although there are many things, if they are connected in series, they are nothing more than a few big knowledge points, so I feel that the textbook is very thin.
· The second level: jumping out of the textbook.
This step is equivalent to changing from a "fetus" to a "baby", breaking away from the warm wrap of "amniotic fluid" and bearing everything from the outside world alone. Just as we often say, "look at China outside of China, and look at education outside of education", after being extremely familiar with the teaching materials, we should also "jump out of the teaching materials to see the teaching materials".
First, it is necessary to dig deep based on the knowledge points of the textbook. The explanation of the textbook is generally relatively basic, and there is a large distance from the difficulty required by the college entrance examination, so we should dig deep into the deep meaning of the knowledge and think deeply on the basis of the brief explanation of the textbook. In the specific operation process, you can use teaching materials and more in-depth extracurricular practice questions for in-depth interpretation.
Second, it is necessary to broaden the knowledge points based on the textbooks. We should not only understand the background of the knowledge, but also understand the relevant information related to the knowledge, and also grasp the connection point between the knowledge and the current social development and social hotspots.
· The third level: beyond the textbook.
After mastering a large number of basic knowledge, after in-depth excavation and multi-faceted expansion, it is necessary to enter the next level to summarize, summarize and construct.
The scumbags will always only learn scattered knowledge points, and will not build a knowledge system, just like a bunch of scattered parts; Xueba can assemble scattered knowledge points into a system, into a system, and assemble parts into a car, so as to achieve the maximum efficiency and the most outstanding results. The significant difference between the two is the familiarity with the parts, the familiarity with the automotive system.
The first is to build your own knowledge system. Through independent summary, combing, and induction, we can discover the laws of learning in the discipline, discover the connection between knowledge, discover the commonalities between different knowledge, peel off the cocoon, remove the false and retain the true, and discover its essence on the basis of following the law through continuous and efficient repetition, form a knowledge system and knowledge network, and complete thinking modeling. When your knowledge system becomes more and more perfect, and your thinking becomes more and more meticulous, in the end, it will form a "dimensionality reduction attack" on the exam.
The second is to gradually form their own higher capabilities. At present, the college entrance examination is more about testing students' ability to solve practical problems, and all kinds of theoretical knowledge we have learned are ultimately to guide practice. The practice of high school students refers more to the ability to brush questions and answer exam questions. It is necessary to gradually form the ability to obtain and process information, the ability of logical reasoning and argumentation, the ability of scientific inquiry and thinking modeling, the ability of critical thinking and innovative thinking, and the ability of language organization and expression. Once these abilities are formed, they will have no way to win and solve the so-called problems that seem to be ever-changing, but are actually ever-changing.
In the process of learning, we should pay attention to the textbook but not stick to the textbook, and use the textbook but not rely on the textbook. Based on the textbooks, thoroughly understand the textbooks, and lay a solid foundation; Jump out of the teaching materials, dig deeply, and expand widely; Go beyond the teaching materials, build the system, and form the ability.