Guangdong province is one of the first four provinces (cities, districts) in China to carry out the new curriculum experiment in ordinary high schools. Starting from the freshmen who entered the school in the autumn of 2004, the new curriculum experiment was carried out in ordinary high schools. In order to adapt to the new high school curriculum, on April 30, 2006, the reform plan of implementing the new high school curriculum experiment in Guangdong Province was promulgated, which started the reform of the college entrance examination in Guangdong Province in 2007. On the basis of two rounds of practical college entrance examination in 2007 and 2008, our province launched the reform and adjustment plan of college entrance examination in Guangdong Province on June 5438+0 1 this year, and it was implemented from 20 10. Comparing the two college entrance examination schemes before and after, we can easily find that the adjusted college entrance examination scheme mainly has the following three changes:

Change 1: unify the simplification of college entrance examination subjects, and pursue the fairness and justice of the examination more.

In 2007-2009, the subjects of Guangdong college entrance examination were set as "3+ liberal arts foundation/science foundation +X", and "3" was a compulsory subject, which refers to Chinese, mathematics and foreign languages (including listening), in which mathematics was divided into mathematics (liberal arts) and mathematics (science).

"liberal arts foundation" refers to the foundation required by liberal arts candidates. In order to make clear the selected subjects, all multiple-choice questions are adopted, including ideological and political, history, geography, physics, chemistry, biology and other subjects. Among them, ideological, political, historical and geographical content accounts for 70%, and physical, chemical and biological content accounts for 30%.

"Science foundation" refers to the foundation required by candidates majoring in science. In order to specify the elective subjects, all multiple-choice questions are adopted, including physics, chemistry, biology, ideology and politics, history, geography and other disciplines. Among them, physics, chemistry and biology account for 70%, and ideological, political, historical and geographical contents account for 30%.

"X" is a professional elective subject, including 9 subjects such as physics, chemistry, biology, ideology and politics, history, geography, music, art and physical education.

From 20 10, the unified college entrance examination subject in Guangdong Province was adjusted to "3+ liberal arts comprehensive/science comprehensive". "3" refers to Chinese, mathematics and foreign languages, in which mathematics is divided into liberal arts mathematics and science mathematics, and foreign languages are any one of English, French, German, Japanese, Russian and Spanish (the specific subjects are subject to the regulations of the Ministry of Education of that year). The liberal arts synthesis includes three subjects: ideological politics, history and geography, while the science synthesis includes three subjects: physics, chemistry and biology. The comprehensive papers of literature/science are all in the form of three subjects, and no topics are selected.

At the same time, Guangdong college entrance examination English subjects began to pay more attention to listening and speaking tests. 20 10 English written test (including listening) full score150; Starting from 20 1 1 year, the total score of English written test and listening and speaking test is 150, of which listening and speaking test accounts for 10% of the total English score. In the future, the proportion of listening and speaking test scores in the total English scores will be adjusted according to the implementation situation, and the specific requirements will be stipulated in the examination syllabus. English listening and speaking exams are usually arranged from March to April.

The subject setting of the adjusted college entrance examination scheme in Guangdong Province is completely consistent with the spirit of "Guiding Opinions of the Ministry of Education on Deepening the Reform of College Entrance Examination in New Curriculum Provinces of Ordinary Senior High Schools" promulgated on June 5438+ 10, 2008: "The examination subjects are Chinese, mathematics, foreign languages and related subjects, and the related subjects are generally liberal arts or science, and other subjects can also be set according to the actual situation of this province. The examination scope of each subject is stipulated in the new curriculum "Examination Outline" formulated by the state. Whether to increase the content of the selected test and the proportion of the selected test content is determined by all localities according to the actual situation of the curriculum reform of senior high schools in this province and the characteristics of each test subject. "

It can be seen that the most remarkable feature of the adjusted college entrance examination scheme in Guangdong Province is that the unified college entrance examination subjects are simplified from 9 to 6, which will effectively reduce the excessive academic burden of candidates.

After the implementation of the college entrance examination plan in 2007, Guangdong Province has actually become one of the provinces with the most subjects involved in the college entrance examination and the heaviest burden on students. Because "Basic Arts" and "Basic Science" cover ideological and political, history, geography, physics, chemistry, biology and other contents, candidates must face the preparation review of nine subjects at the same time. Although some subjects only account for more than ten points, they cover a lot of content and the preparation time cannot be reduced; Although some questions are mainly multiple-choice questions, candidates can only guess at will if they can't master the subject content well.

Moreover, there are still at least 1 subjects in politics, history, geography, physics, chemistry and biology, and students are forced to take this subject too early.

The adjusted college entrance examination scheme in Guangdong Province pursues fairness and justice in the examination. In the implementation of the current college entrance examination scheme, although subject X embodies the new concept advocated by the new curriculum, that is, the course is optional, the phenomenon of unequal subject scores exists objectively. If it is difficult for candidates to choose a subject, the score of subject X will inevitably decrease, which will inevitably affect the total score and admission of these candidates, which will objectively cause unfair treatment to these candidates.

In 2007 and 2008, some phenomena appeared in some provinces (such as Guangdong Province and Jiangsu Province), such as the candidates who chose physics suffered losses, the candidates who chose chemistry got high scores, and even many candidates who chose chemistry with high scores were admitted. Many candidates who chose physics lost the opportunity to be admitted to the physics department because of their generally low physical scores. The cancellation of subject X can avoid the phenomenon of unequal scores of selected subjects, thus ensuring the fairness and justice of the college entrance examination.

Change 2: Establish an ordinary high school academic level examination system to lay the foundation for multiple comprehensive evaluation of college admission.

Consistent with the requirements of "Guiding Opinions of the Ministry of Education on Deepening the Reform of College Entrance Examination in New Curriculum Provinces of Ordinary Senior High Schools", the adjusted 20 10 college entrance examination plan of Guangdong Province stipulates that "the academic level examination of ordinary senior high schools is an integral part of the college entrance examination." The Guangdong Provincial Ordinary High School Academic Level Examination is scheduled to be completed before the end of the last semester of Senior Three. Ordinary high school students can apply for the exam twice during their school days, and will no longer take the academic proficiency test after graduation. The subjects of the general high school level examination in Guangdong Province are very similar to the basic examination in Hainan Province, and the "reverse examination" of arts and sciences is implemented: the candidates of arts and sciences are designated as physics, chemistry and biology; For science and physical education candidates, the examination subjects are designated as ideological and political, history and geography.

The examination contents of all subjects, including the compulsory contents of the curriculum standards of all subjects and the elective contents stipulated in Guangdong Teaching and Research No.7, appropriately reflect the diversity of candidates' learning contents and reflect certain selectivity. All multiple-choice questions will be adopted in the near future, and other questions will be gradually added in the future.

Full marks in all subjects 100, grades. The published scores of each subject are divided into A, B, C and D4: 100-85 is A, 84-70 is B, 69-50 is C, 49-25 is D, and 24 and below are not given.

The Guangdong Education Examinations Institute organizes the proposition, examination, marking, evaluation and results announcement of the ordinary high school academic level examination. The implementation of the "reverse examination" of arts and sciences in the academic level examination of ordinary senior high schools in Guangdong Province not only lightens the burden brought by the general college entrance examination to candidates, but also avoids the premature division of arts and sciences by candidates, thus ensuring the full implementation of the national curriculum plan and laying the foundation for the multi-dimensional comprehensive evaluation of college admission.

Change 3: establish a multi-factor comprehensive evaluation model for college admission, and the academic level test scores will be directly linked to college admission.

The basic mode of college admission in the adjusted college entrance examination scheme of Guangdong Province on 20 10 is: "Based on the unified entrance examination, combining with the high school level examination, students' comprehensive quality evaluation and entrance examination, comprehensively and comprehensively examine students. According to the requirements of different levels, types and characteristics of colleges and universities, the admission conditions and methods are set according to levels and categories. "

High-level universities built by the state can be admitted on the basis of the unified test scores of the college entrance examination, combined with the test scores and comprehensive quality evaluation of ordinary high schools, or combined with the test admission of enrollment schools; Ordinary undergraduate colleges and universities are mainly based on the unified college entrance examination results, and are selected according to the level and comprehensive quality evaluation of ordinary high school academic level examinations; National demonstrative higher vocational colleges implement the admission method of combining the scores of ordinary high school academic level examinations with the scores of professional basic knowledge and skills examinations organized by enrollment schools; Ordinary higher vocational colleges focus on unified college entrance examination results, and select according to the level of ordinary high school academic level examination and the comprehensive quality evaluation of candidates. In the future, we will create conditions, actively explore and strive for higher vocational colleges to implement the method of selecting the best candidates based on the results of ordinary high school academic level examinations, combined with the professional basic knowledge, skills examination results and comprehensive quality evaluation of candidates organized by enrollment schools.

It is worth noting that the results of the high school proficiency test in Guangdong Province will be directly linked to the admission of colleges and universities, and the following thresholds have been set for the admission of colleges and universities: a college requires candidates to achieve grade C and above in three subjects; Two colleges and universities require candidates to obtain grade scores in three academic proficiency tests, and at least two test scores have reached grade C or above; The third batch of colleges and universities (including the third batch of A-type and B-type colleges and universities) require candidates to obtain grade scores in the three-science-industry level examination, and at least 1 of the test scores reach C level and above; Each batch of arts and sports majors requires candidates to have at least two scores of D and above in the academic level test of three subjects. Candidates who take two or more ordinary high school level exams in the same subject will get higher grades.

Because the 2009 candidates in Guangdong Province have been teaching according to the 2007 college entrance examination plan, in order to make a smooth transition, the adjusted college entrance examination plan in Guangdong Province has been implemented since 20 10. It can be seen that the adjusted college entrance examination scheme in Guangdong Province is a brand-new scheme under the framework of "Guiding Opinions of the Ministry of Education on Deepening the Reform of College Entrance Examination in New Curriculum Provinces of Ordinary High Schools", drawing lessons from positive factors such as Jiangsu Scheme Academic Level Examination, Hainan Scheme Reverse Basic Examination and Zhejiang Scheme's different admission conditions, and combining with the situation in Guangdong Province.

Compared with the current Guangdong college entrance examination scheme, which pays attention to curriculum selectivity, the adjusted college entrance examination scheme can be said to have realized the return from ideal to rationality. Of course, we can't expect any set of college entrance examination plans to be perfect. Only when the college entrance examination scheme is tested in practice and improved after the test can it undertake the important task of selecting talents for the country fairly and justly.

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First, the significance of the division of arts and sciences

The division of arts and sciences can be said to be the first choice faced by high school students. Judging from the college entrance examination after graduation, except for a few subjects (such as economic management), most professional admissions are very clear and strict for students to study literature or science.

Therefore, from a realistic point of view, high school students have chosen their future study direction and career development direction in college to a certain extent when they divide arts and sciences, so students must choose carefully when they divide arts and sciences.

Second, the arts and sciences are divided into classes.

(A) class size setting

According to the development plan of the school and the actual allocation of teachers, the preparation for the second year of senior high school will be arranged according to 8 liberal arts classes and 12 science classes.

(2) Division procedure

Students fill in the personal intention form-the class teacher summarizes and submits it to the academic affairs office of the school-the academic affairs office reviews and allocates (the allocation is based on the students' major test scores and the first-year liberal arts ranking)-the list of subjects is determined-the classes are divided according to the subjects, and it is included in the student status management system of Zhejiang Province.

Third, an important factor in the choice of liberal arts disciplines

(1) Our thinking ability and study habits should be important factors in our choice of arts and sciences. These two aspects can be reflected in the students' usual problem-solving ideas, the reaction speed of classroom learning, and the new knowledge and experience gained by reviewing the past. After reviewing and sorting out, students will clearly choose the ideas of arts and sciences and make choices.

(2) The enrollment ratio of colleges and universities is an important reference for the division of arts and sciences (see annex).

Fourth, several misunderstandings in the choice of liberal arts disciplines

(1) Myth 1: Second, the language is strong and the science is weak.

Actually, it is not. Throughout the history of running a school, No.2 Middle School is characterized by its students' good humanistic quality and strong scientific spirit, and it is a school with both arts and sciences. In recent years, the key points of college entrance examination, the number and proportion of undergraduate students are in the forefront of similar schools, which is a strong proof.

(2) Myth 2: If you don't get good grades, you want to transfer.

This is an escape psychology. Think about it, your study is a problem now. Can you learn well in another subject? The reasons for poor grades are generally problems in learning attitude, learning habits, learning time and learning methods. Finding out the reason and solving the problem is more important than simply starting over in a different environment.

(3) Misunderstanding 3: I think that the knowledge of liberal arts can be learned well as long as I work hard.

Actually, it is not. It can be seen from the liberal arts college entrance examination questions for more than ten years that you can't pass the college entrance examination questions by rote memorization. Moreover, students with poor academic performance choose liberal arts, because their enrollment school plans are few and the relative path is narrow, so it is better to choose science. Because there are many science enrollment schools and plans, there are also a wide range of ways to choose.

(4) Myth 4: All subjects are single-line liberal arts.

Actually, it is not. Arts and sciences are all sciences, which require good study habits and strong research ability, and are all intellectual decisive battles. There is no distinction between high and low arts and sciences, and there is no difference in intelligence. Liberal arts classes are not equal to "science classes", and science classes are not equal to "literature classes". Human civilization is a peak, and there are three ways to go, one is science, the other is art and the other is humanity. At the foot of the mountain, these three roads are far apart, and there may be a gap, but when you climb to the top of the mountain, these three roads will meet. High school students still receive basic education, so they should establish the concept of lifelong learning. No matter how we study arts and sciences in the future, we should pay attention to cultivating our scientific spirit and humanistic quality, truly pay equal attention to science and humanities, and strive to become all-round developed talents with noble character and physical and mental health.

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It is not only a very positive innovation, but also has important practical significance to set the academic proficiency test as six subjects: Chinese, mathematics, foreign languages, humanities and social foundation, science foundation and technical literacy. However, there are two aspects worth discussing:

1, on the scope of the academic proficiency test

Because the compulsory modules of all subjects except physics, chemistry and information technology are consistent with the compulsory credits, the test scope of academic level has been adjusted from the "compulsory module" in the original scheme to the "learning content specified in the compulsory credits" in the new scheme, which is actually only of practical significance to physics, chemistry and information technology. At the same time, it also brings uncertainty to the module selection of these three subjects, and students' choice is independent, which in a sense increases the burden on students and the difficulty of organizing teaching in schools, unless students choose the corresponding test questions according to the selected elective modules in the form of long volumes.

2. About the application of academic level test results.

Academic proficiency test scores are linked to college entrance examination admission, which reflects the value of academic proficiency test scores to some extent. However, because the college entrance examination is still "defining the minimum control scores of each batch in the province according to the results of the unified examination subjects", the provincial unified examination organized and implemented according to the requirements of the college entrance examination standards is logically meaningful only to 5% of the candidates, but meaningless or meaningless to 95% of the candidates.

To this end, I suggest that the new college entrance examination program should strengthen the application of academic proficiency test scores. The application for academic proficiency test results is implemented in a "dual track system". First, according to the percentage system, the academic level test scores of various subjects or "reverse" subjects will be included in the unified college entrance examination results according to a certain proportion. The so-called "reverse" subjects refer to the "science foundation" of liberal arts candidates and the "humanities and social foundation" of science candidates. Second, the scores of all subjects are determined in the way specified in the plan and applied to the college entrance examination admission process according to the requirements in the plan. This can not only effectively curb the tendency of candidates to divide subjects prematurely in response to the college entrance examination, but also be conducive to the full implementation of the new curriculum in senior high schools.

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The cognitive characteristics of senior high school students determine that the advantages of liberal arts teaching in senior high school outweigh the disadvantages. For many students, not dividing subjects means learning all subjects. There are many subjects and limited time, which seems to have many disadvantages. In fact, it can just test students' interest and lay the foundation for future choices. For many years, when many students choose liberal arts subjects in senior two, they are used to feeling that there are fewer people taking liberal arts exams than science. They think that liberal arts are difficult to take exams, and they often choose science blindly without considering their own advantages in liberal arts. This is extremely regrettable. There are also some students who do the opposite, thinking that there are few liberal arts students, and they obviously prefer science but blindly choose liberal arts. These students do not proceed from their own objective reality, but interest is the best teacher, and blind choice restricts the healthy development of students. Not dividing subjects only allows students to have enough time and opportunities to choose liberal arts or science that suits them.

The characteristics of high school teaching determine that the advantages of liberal arts teaching in high school outweigh the disadvantages. Senior high school education is the highest stage of basic education. In addition to completing the task of basic education, students' further education must also be considered. As the old saying goes, "there is specialization in the technical field", and everyone should have his or her own specialty field. If you don't distinguish between arts and sciences, you must learn them all. In the final analysis, it is a question of "learning extensively and learning well". Everyone has their own areas of expertise. Want to learn everything, want to learn everything. Maybe it didn't work out well in the end and I didn't learn anything.

The characteristics of high school liberal arts teaching determine that the advantages of high school liberal arts teaching outweigh the disadvantages. The teaching of arts and sciences based on the combination of arts and sciences has its own development. It adapts to the concept of new curriculum reform and pays more attention to the harmonious development of students' body and mind. The goal of high school education is to let students master the basic knowledge of the subject and cultivate their discipline spirit. However, in the process of education and teaching, there are two contradictions: one is the contradiction of students themselves, and everyone has their own advantages and disadvantages, so it is necessary to determine the development direction in time at a certain stage; It is the contradiction between examination evaluation and study burden. If every subject has to be tested, the burden on students will be heavy. The division of arts and sciences in senior high school is the result of these contradictions.

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1, read textbooks

Reading is the "mother of learning". It is not only the beginning of learning, but also helpful to improve learning efficiency. Studies have shown that the memory rate after reading is 1.66 times higher than that after listening.

Of course, reading is not necessarily reading. Only when you understand, or at least use your head, can you consider reading. Then, from the perspective of liberal arts students in senior three, how should we read liberal arts textbooks?

From the steps of reading, first of all, we should always look at the contents of the textbook and the subtitles under the chapters. The content and subtitle are highly centralized, complete and systematic, and the logic is strict. They can reflect the relationship and core content of each chapter and subtitle, so they are the guide map of learning. If you browse them frequently, you can clearly know the main contents of the textbooks and their relationships.

Secondly, when reading each chapter, we should pay attention to looking for "soul" (or "central idea"). Social science has a strong humanity. Therefore, what we should think more about is why the editor should put this content into the textbook. What's he trying to say? What materials did he use to illustrate the problem? Paying attention to these problems is helpful to cultivate the ability to obtain effective information from teaching materials and to cultivate the ability to analyze and solve problems. Of course, "soul" is often manifested as tacit knowledge, not directly expressed in words, but the knowledge content and knowledge connection hidden in teaching materials, which need to be understood and excavated.

The third is to determine the learning objectives and mark them with various marks, so as to be clear at a glance when reviewing in the future and to clarify the basic knowledge points.

From the perspective of reading skills, we should pay special attention to four points.

First, pay attention to key words (also called paragraph topic sentences). Usually in the first or last sentence of each paragraph. Think about it, what is the basis for supporting it?

The second is to be good at turning topics into questions and asking yourself questions. For example, "the victory of the great strategic decisive battle" can be changed to: Why did China organize the strategic decisive battle (background)? How did the strategic decisive battle proceed (process)? What impact (significance) did the strategic decisive battle have?

Third, if you need to deepen your understanding of some important materials, you can read them according to the procedure of "browsing-self-questioning-reading-retelling".

Fourth, if you need to memorize knowledge for a long time, you can use the "pass method" (also known as 3r system): reading-reading paragraph by paragraph to find out what the author said in this paragraph and what the focus is. This is a key step and must be understood. Re-underline your selective reading textbooks, or make tables by category. Recite-remember and recite what you have drawn, preferably aloud until your back is right. In terms of time allocation, it is more appropriate to recite 50% of the time.

2. Preview before class and review after class

Pre-class preparation is the basis of learning new lessons efficiently, but many liberal arts students have always neglected the preparation of teaching materials. As a result, they have countless brains and even no purpose in class, so they have to eat what the teacher has taught them. There are both cognitive reasons and objective reasons for not preparing lessons. In fact, if we want to form the ability of independent thinking, grasp the initiative of learning, let learning enter a virtuous circle and maintain high efficiency, we must attach importance to preview before class.

So, how to preview? It is suggested to try in the following three steps: 1. Overview chapter, introduction and subtitle. Investigation is like lubricating a machine. It takes a little time to understand the basic content and clarify the learning direction, and it is easy to grasp the direction as a whole. Secondly, we should understand the main points and difficulties of the textbook according to the "examination content" (commonly known as the examination outline) in the college entrance examination, and draw important knowledge goals (such as time, region, people, events and terms). Finally, it is an essential step to determine what you don't understand: only by making it clear can you eliminate it. After all this, you can concentrate on how the teacher solves the problem in class.

In senior two, review is probably the most important and crucial part of learning. The review here mainly refers to the review after class. Forgetting is a continuous process, and review is a sharp weapon to overcome forgetting. Of course, it must continue. However, the purpose of after-class review is not only to consolidate what has been learned, but also to master new knowledge.

There are many ways to review, but the most basic ones are the following four.

The usual after-class review can usually be carried out around important knowledge points.

With the advancement of learning, classification has become an effective review method.

Macro classification can form basic clues. For example, Modern World History (Volume I) can be roughly divided into four topics: the rise and development of capitalism, bourgeois revolution and reform, workers' movement and * * * movement, colonialism and anti-colonialism, thus forming a main clue and three sub-clues.

Micro-classification can concentrate similar or similar knowledge and facilitate memory. For example, important documents in the bourgeois revolution, key battles and so on.

Classification can also be expressed as grasping some small topics for review. Under the background of comprehensive literature review, this classification method seems to become more important. Of course, the review of small topics is to systematize and specialize relevant knowledge. Taking China ancient culture as an example, it can be divided into social science and natural science. Social science can be subdivided into small topics such as thought, education, literature, history and art, and natural science can also be subdivided into small topics such as agriculture, medicine, astronomy, mathematics and engineering. It should be emphasized that the focus of small topic review should not be the classification, arrangement and memory of knowledge points, let alone the deliberate "digging deep holes" in knowledge points, but the understanding of related issues and the exploration of these historical phenomena. We should learn to see the big from the small and analyze and understand these historical phenomena with the basic viewpoint of historical materialism.

The third method is to compile various forms. It can make important knowledge orderly and clear at a glance.

The fourth method is the most difficult, but it is extremely effective for developing thinking ability and taking exams one year later. This is the comparative method. The college entrance examination attaches great importance to comparison, because comparative ability is a high-level ability, which can well test students' practical understanding and application ability of knowledge.

So, how to compare?

First of all, of course, we must master and understand the basic concepts.

The second is to master the contrast method, which depends on the usual training. The content of comparison is quite extensive, and people, events, historical concepts and cultural achievements can all be compared. We should pay attention to three points when comparing: first, make clear the direction of thinking, seek common ground or seek differences, and compare horizontally or vertically. Our task is to find out these basic similarities and differences. The second is to determine the comparison point, that is, to divide some fields for comparison, such as the political, economic and cultural fields of two different societies, the causes, processes and results of two or more historical events, and of course the nature, characteristics and influence of the two historical events.

From the perspective of deepening memory, successful review should at least grasp two steps:

The first step is to put the newly learned knowledge into the already learned knowledge and integrate it into the existing knowledge structure as much as possible, so sorting out notes and making some cards is the proper meaning of the title.

The second step is proper practice.

Step 3 attend class

Listening to a class is listening, that is, absorbing the meaning of a word or sentence with your brain in the process of listening, understanding facts and concepts on this basis, and trying to turn them into memories.

Listening to lectures is one of the main ways for students to acquire knowledge at present, and it is also one of the important links to realize efficient learning.

If you want to listen to the class of senior two well, you should do the following things well.

First of all, we should correct the attitude of attending classes, which is the most important condition for attending classes effectively. You should realize your luck: every class is prepared by the teacher for hours or even a lifetime, and you get it so easily; You should find it difficult to get the corresponding information in the same unit time by self-study after class.

The second is to listen carefully. It includes: concentrating on the classroom, especially on the learning objectives; ② Unsolved parts in the preview; (3) The knowledge emphasized by the teacher and the knowledge focused on analysis.

The third is to use a variety of organs, take notes and answer questions actively. Listen, watch, write and answer in class, leaving a clear memory mark on the brain.

Fourth, we should sum it up in time. After class, you can spend another minute or two recalling what the focus of this lesson is.

On the issue of attending classes, we should pay attention to eliminating the following two common bad habits: criticizing the teacher if you think the class is boring or don't listen carefully, which will lead to the omission of useful information; Absent-mindedness and "taking care" of other subjects in class will of course be "scared" and the learning effect can be imagined.

Step 4 take notes

Why take notes? Research shows that the average student can remember 50% of the teacher's lecture immediately after class, only 25% after 48 hours, and only 8.4% after two weeks.

There is no doubt that taking notes is helpful to the close cooperation of eyes, ears, brain and hands. The stimulation of various organs to the brain is helpful to concentrate, think positively and strengthen memory, thus improving the learning effect. But the role of notes is not limited to this, because what teachers say in class is sometimes more hierarchical, logical or easier to understand than textbooks.

Generally speaking, the capacity of senior two courses is relatively large. From a technical point of view, we might as well prepare a special 16K notebook, which is convenient for writing comfortably and quickly. Leave a certain blank on each page to facilitate later sorting and supplement; The writing of words is based on one's own understanding and does not need to be strict and neat; Use some abbreviations or abbreviations that you can understand; Some contents in some textbooks can be directly marked on the textbooks, saving time.

How to take notes?

Of course, you should learn to preview and listen to lectures, which is the premise of taking good notes.

Of course, it is necessary to write down the teacher's syllabus (main points), but as a class in senior three, this is no longer the point. The key points to remember are: important concepts, conclusions and their analysis; Important knowledge classification or knowledge framework (including clues and structure); Classic examples or exercises; Teachers' new views and thinking methods on some problems.

Taking notes is for application. Notes need to be reviewed many times in order to give full play to their functions. Generally, when the content is fresh in memory (that is, on the same day), we should review it more carefully in combination with the arrangement of notes. Wait for the notes to "cool down" (usually 1-2 weeks at first, and then it can be extended gradually), and review them again. First, strengthen memory. Second, see if there are any new problems. Third, we should pay special attention to the relevance of notes in all parts of the whole knowledge system.

Step 5 practice

One of the characteristics of senior three is to practice a lot, and "Topic Sea" is a true portrayal of this phenomenon. As a senior three student, I'm afraid I can't avoid the "sea of questions", so I should be mentally prepared.

Clever sailors will certainly not avoid the sea, nor will they be submerged by it. Successful senior three liberal arts students will not just drift with the tide in the sea of questions, but break through the waves through their own efforts to reach their intended destinations smoothly.