I understand it as soon as I listen to it in class, but I don't really understand it. Too many students ignore this problem. They never consider whether they really understand it. When the teacher asks "Do you understand", they will go with the flow and shout "Yes" in unison.
When you think you understand, the learning process stops. Of course, this is impossible. Learning begins with realizing that you don't understand, or admitting that you don't understand, until learners think they understand. Once you think you understand, whether you really understand it or not, the learning process comes to an abrupt end.
suggestion
You can't learn without understanding. You must understand what you didn't understand at that time. If all the other students in the class know the answer, the teacher doesn't know if there are any students who don't. In order not to delay the progress of the course, of course, students have to continue the following courses. In this case, students are usually embarrassed to answer if they don't understand, but they will ask teachers or classmates after class. In short, we should digest the unsolved knowledge in a short time.
Reading a book will help.
When reading a book, many students often skim a few pages, even if they have read it, they can't read it deeply. In fact, I didn't read the book at all, and I couldn't remember it after a while. For students, this reading method is really bad, so students should pay attention to intensive reading.
suggestion
For students, deep reading includes reading before class and reading after class.
Reading before class: think about what you have learned and what you should learn next when you preview. An important task of preview is to understand the key points and difficulties of new knowledge and prepare for better study in class. It doesn't matter if you don't know the key knowledge clearly or are not sure when you preview. For the more difficult problems in preview, we should make preparations in two aspects. Find out what is the reason for the difficulty first, whether it is the original knowledge base problem or the understanding problem. If it is a basic problem, we should make it up consciously to see if it can be solved; If you understand the problem, you can write it down, listen carefully in class and actively think about solving it.
After-class reading: Go deep into the questions you have mastered and then find the questions: Is the whole content system you have learned recently clear? What knowledge points are involved in this lesson? This part of knowledge has been learned here. What should I learn next?
Just bring the topic and do it.
Many students can't wait to start work when they see the topic, but they haven't studied it carefully yet. Therefore, it often happens that they can't see the topic clearly and all the conditions, so the possibility of doing it right is very small. The topic was wrong, and I suddenly realized that I didn't see one condition clearly!
suggestion
When doing a problem, it is a good habit to write clearly what is known, verified or solved before doing it. When you get the topic, you should first have a calm mind, don't rush to do it, but read it clearly before doing it. What knowledge points are tested in this topic? Can the direct conditions given solve the problem? What are the implied conditions? What conditions are needed to solve the problem?
Hand in the problem as soon as you finish it.
Many students are always rushing to finish the questions and hand them in. If you let him check, he won't find out at all. Some obvious problems should be obvious at a glance, but he can't see them if he stares at them for a long time.
suggestion
Turning it in without checking is one of the most typical impetuous performances. Students must leave time to check after completing the questions and be patient. This is a matter of habit and must be cultivated.
The wrong question is attributed to carelessness.
Many students will say, "If I hadn't made some' low-level mistakes', my grades would have been higher." Then ask yourself first, how many points did you lose because of "low-level mistakes"? Did you make "low-level mistakes" in the last exam? But if you keep doing this and do it every exam, how can you do it?
suggestion
Don't treat it as a "low-level mistake" from the beginning, it will make you ignore the important facts! We should see the deep reasons behind "low-level mistakes" and "carelessness".
Students must be aware of the importance of the wrong book, which is a shortcut to know that they are only weak points. The wrong questions on the test paper must be sorted out in the wrong book.
There are countless brush questions and no induction.
Many students themselves are very diligent, but they only know how to work hard! I have brushed all kinds of exercises countless times, and I don't know how to summarize them. Sometimes I make mistakes, and I will make mistakes next time I encounter similar problems.
suggestion
There is a saying in philosophy: "People are always easy to trip over the same stone." Thinking patterns will make you make the same mistakes often. It is suggested that students set up their own wrong problem books or induction books, which can classify and summarize novel, common and important questions, and sum up the ideas and methods of solving problems together, which is helpful to clarify their thinking and save thinking time during the exam.