Because institutional teachers are mainly to improve students' grades and to complete the task of improving students' test scores, the skills of explaining questions are the fastest. Moreover, the level of teachers in the organization is also mixed. Some teachers are really high-level. They can explain the knowledge points involved in this problem and the logic between them from the macro perspective of knowledge.

However, most teachers are of average level. If ordinary teachers only talk about exam skills, the work pressure will be greatly reduced, and the skills of preparing for exams before class are also very easy. Just review your knowledge, then make a paper, sum up the idea of solving the problem, and then you can go on stage to read. However, in school, people are cultivated in teaching, not problem-solving machines. Therefore, teaching in schools is often designed from all aspects.

In the process of speaking, most teachers also speak according to a template, and they can't notice the differences between students and cultivate their thinking ability. Many students who memorize templates by memory may not do so well in high school, so we should pay attention to the fact that these trained students will see their grades improve in a short time, but after a long time, their grades may decline.

Any problem-solving skill comes from the understanding of concepts. The cram school that only talks about exam skills is just to save trouble. In order to let parents see the short-term effect, they only seek short-term benefits, not long-term effects. Teaching methods that can improve students' grades in a short time will indeed increase parents' trust in the whole organization and make parents willing to continue spending money on these cram schools, but it is the way of thinking that is related to a student's lifelong development. In fact, school teachers also know the skills, methods and methods of scoring, but they can't teach, why, because these are not really the key things.