In other posts, it has been mentioned that it is an effective way to deepen the ability, so let's start with my story.
At the end of the first semester of the third year of junior high school, when several of our classmates were basking in the sun between classes, one of the students said: "Next week there will be a final exam, this time I don't know what to take, and if I don't go back to the exam, I will be beaten again." ”
I thought of an idea and said to him, "I saw some topics in "Mathematics, Physics and Chemistry for Middle School Students" a few days ago, which is very good, or I will copy it for you?" ”
The classmate said, "Well, it won't be too hard." ”
"The difficulty is moderate, the basic question types have been seen in the classroom, that is, some of the questions have changed a bit."
When I got home, I sorted out a math and physics paper based on the final exam paper of the previous year and the recent comprehensive test papers, the main test points remained unchanged, I adjusted the original questions, swapped the results with the conditions, and some questions added a thinking curve.
The next day I gave him two copies of the papers, and he went home and did it, but there were a few mistakes, and I explained it to him.
In the final exam, the last two questions of the most difficult fill-in-the-blank questions and the last question of the application questions were actually bet correctly, but the condition data changed, the overall idea was exactly the same, and the ranking of this student increased by more than a dozen.
The difficulty of the problem is higher than the difficulty of solving the problem
The advantage of designing your own questions is that you really understand the test center and can design the questions that you think may be tested according to the previous question types and characteristics.
< h1 class="pgc-h-arrow-right" > stage one: simulating the original test paper and modifying the conditional data</h1>
At this stage, you may still be in the imitation period of the test questions, more is to analyze the conditions of the questions and the knowledge points of the assessment, modify the condition data in the questions, and output a similar question.
The core point is to find the main point of the assessment, that is, a certain principle in the textbook or a typical example problem.
For example, in the algebraic formula, there is a type of calculation problem that is simplified as a whole, and the original seemingly complex problem is quickly calculated.
For example, the question "If the algebraic formula a+b=3, ab=-4, find the value of the algebraic equation 3ab-2b-2(ab+a)+1" essentially simplifies the contents of the algebraic equation and converts it into an algebraic equation of "a+b" and "ab" to calculate the result.
The essence of this kind of topic is "integral substitution", so you can use "a + b + c = 3", "abc = 2" to modify the topic, in fact, change the soup without changing the medicine, there is not much difficulty.
Some students may ask: "This is not very difficult, isn't it just to modify the numbers, simple." ”
Yes, the topics at this stage are very simple, basically the deformation of the original topic, but it is necessary to firmly focus on the test point, so that when encountering such topics, there will be a solution idea.
In the process of writing the question, do not make a low-level error, for example, ab=4 appears in the previous problem, but this condition is not used in the algebraic formula, then this is a low-level error.
If you can output a paper similar to the most recent mock exam, you have basically mastered the solution to most of the problems, and you can score more than 85 points on each exam.
Simple transformation to output a qualified mock exam paper
< h1 class= "pgc-h-arrow-right" > stage two: determine the core test point, modify the conditions and questions, and realize the deformation of the question</h1>
At this stage, you can already flexibly modify the questions according to the test center, and you can deform the questions to make the difficulty of the test increase or decrease again.
For example this topic:
The number of point M on the number axis corresponds to -4, a beetle starts from the M point and crawls along the number axis at a speed of 2 units of length per second, when it reaches the N point on the number axis, it immediately returns to the origin, a total of 11 seconds, then:
(1) How far does the beetle crawl?
(2) What is the number corresponding to point N?
(3) What is the distance between point M and point N?
This topic combines two types of knowledge, the number axis and the application of speed, and has two pitfalls:
(1) One of the small traps is the "origin", which many students will think is back to the M point, but actually back to the origin of "0" on the number axis.
(2) Another trap is not to say which side of the N point is on the M point, but actually to be divided into two possibilities to analyze.
When re-authoring the question, you can make several changes:
(1) Swap the speed in the condition with the crawling distance in the problem, and let the students calculate the speed of the beetle according to the crawling distance.
(2) Replace "origin" with "original starting point" (i.e. M point) and redesign the trap.
Through such a modification, so that the topic to achieve a deformation, and the difficulty is slightly reduced, but also shows that you have eaten through the knowledge points and ideas of this kind of topic, and there is a large extent to be able to hit the same type of question, that is, as long as you assess this knowledge point in the future, you are very clear about which types of questions.
Design traps
<h1 class= "pgc-h-arrow-right" > stage three: according to the core test points, new design questions and traps</h1>
At this stage, you can already design new questions according to the test center, and there may be a shadow of the original questions, but you have begun to explore new question types and add new traps.
For example, the previous beetle crawling question can be modified to:
The number of point M on the number axis corresponds to -4, a white beetle starts from the M point and crawls along the number axis at a speed of 2 units of length per second, when it reaches the N point on the number axis, it immediately returns to the origin, a total of 11 seconds, while the white beetle starts from the M point, the black beetle starts from the N point, goes in opposite directions, reaches the M point after 4 seconds, then after crawling a few seconds, the two beetles are 3 units long apart?
In this revised title, some of the conditions of the original title are still used, but a new beetle is added, increasing the difficulty and traps:
(1) The change in the relative distance of two beetles increases or decreases over time.
(2) The distance between the two is also related to the crawling direction of the beetle.
In this topic, it has been upgraded from a simple assessment of speed and coordinates to a comprehensive analysis of speed, direction, and distance, which is a relatively high difficulty in this type of problem, if you can design such a problem, it means that your logarithmic axis application problems have been bypassed, and they can be easily solved.
Once you can design a new question based on the test center, you can achieve a score of 95 or more on each test, and it is easy to get a full score.
The key points of design at this stage are: deliberately increase the difficulty, and rationally design new traps, do not fall into the cliché.
After reaching this stage, your ability is close to the level of the teacher of this course, and you can even tell the paper on behalf of the teacher when the teacher is busy. (If you have the opportunity to talk about the paper, it means that the teacher also recognizes your ability.) ）
Increases difficulty
<h1 class="pgc-h-arrow-right" > one-sentence summary</h1>
If you can purposefully and purposefully output a test paper, and design the difficulty and traps reasonably, then the level of your course is close to the level of the teacher, and sometimes you can share part of the work of explaining to the teacher.
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