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中學(xué)生學(xué)習(xí)方法范文第1篇

1、 The first level is hard study

提起學(xué)習(xí)就講“頭懸梁、錐刺股”，“刻苦、刻苦、再刻苦”。處于這種層次的同學(xué)，覺得學(xué)習(xí)枯燥無味，對(duì)他們來說學(xué)習(xí)是一種被迫行為，體會(huì)不到學(xué)習(xí)中的樂趣。長(zhǎng)期下去，對(duì)學(xué)習(xí)必然產(chǎn)生了一種恐懼感，從而滋生了厭學(xué)的情緒，結(jié)果，在他們那里，學(xué)習(xí)變成了一種苦差事。

When it comes to learning, we should talk about "head suspended beam, cone stabbed stock", "assiduous, assiduous, and assiduous". At this level, students feel that learning is boring. For them, learning is a kind of forced behavior, and they do not experience the fun of learning. In the long run, there must be a fear of learning, which breeds the weariness of learning. As a result, learning becomes a kind of hard work for them.

二、第二層為好學(xué)

2、 The second level is studious

所謂“知之者不如好之者”，達(dá)到這種境界的同學(xué)，學(xué)習(xí)興趣對(duì)學(xué)習(xí)起到重大的推動(dòng)作用。對(duì)學(xué)習(xí)的如饑似渴，常常注到廢寢忘食的地步。他們的學(xué)習(xí)不需要?jiǎng)e人的逼迫，自覺的態(tài)度常使他們能取得好的成績(jī)，而好的成績(jī)又使他們對(duì)學(xué)習(xí)產(chǎn)生更濃的興趣，形成學(xué)習(xí)中的良性循環(huán)。

The so-called "the one who knows is not as good as the one who knows". For the students who reach this level, learning interest plays an important role in promoting learning. Hungry for learning, often to the point of forgetting food and sleep. Their study does not need other people's coercion, and their conscious attitude often enables them to achieve good results, which in turn makes them have a stronger interest in learning, forming a virtuous circle in learning.

三、第三層為會(huì)學(xué)

3、 The third level is learning

學(xué)習(xí)本身也是一門學(xué)問，有科學(xué)的方法，有需要遵循的規(guī)律。按照正確的方法學(xué)習(xí)，學(xué)習(xí)效率就高，學(xué)的輕松，思維也變的靈活流暢，能夠很好地駕御知識(shí)。真正成為知識(shí)的主人。

Learning itself is also a science, with scientific methods and laws to follow. According to the correct method of learning, learning efficiency is high, learning is easy, thinking is also flexible and fluent, can drive knowledge well. Become the master of knowledge.

目前，中學(xué)生的學(xué)習(xí)中，第一層居多，第二層為少數(shù)，第三層次更少。我們應(yīng)當(dāng)明確，學(xué)習(xí)的一個(gè)重要目標(biāo)就是要學(xué)會(huì)學(xué)習(xí)，這也是現(xiàn)代社會(huì)發(fā)展的要求。21世紀(jì)中的文盲將是那些不會(huì)學(xué)習(xí)的人。所以，同學(xué)們?cè)趯W(xué)習(xí)中應(yīng)追求更高的學(xué)習(xí)境界，使學(xué)習(xí)成為一件愉快的事，在輕輕松松中學(xué)好各門功課。

At present, in middle school students' study, the first level is mostly, the second level is a few, and the third level is even less. We should make it clear that an important goal of learning is to learn to learn, which is also the requirement of the development of modern society. Illiteracy in the 21st century will be those who cannot learn. Therefore, students should pursue a higher level of learning in learning, so that learning becomes a happy thing, and learn all subjects easily.

三種學(xué)習(xí)習(xí)慣

Three learning habits

學(xué)習(xí)成績(jī)的好壞，往往取決于是否有良好的學(xué)習(xí)習(xí)慣，特別是思考習(xí)慣。

The quality of academic performance often depends on whether there are good study habits, especially thinking habits.

一、總是站在系統(tǒng)的高度把握知識(shí)

1、 Always stand at the height of the system to grasp knowledge

很多同學(xué)在學(xué)習(xí)中習(xí)慣于跟著老師一節(jié)一節(jié)的走，一章一章的學(xué)，不太對(duì)意章節(jié)與學(xué)科整體系統(tǒng)之間的關(guān)系，只見樹木，不見森林。隨著時(shí)間推移，所學(xué)知識(shí)不斷增加，就會(huì)感到內(nèi)容繁雜、頭緒不清，記憶負(fù)擔(dān)加重。事實(shí)上，任何一門學(xué)科都有自身的知識(shí)結(jié)構(gòu)系統(tǒng)，學(xué)習(xí)一門學(xué)科前首先應(yīng)了解這一系統(tǒng)，從整體上把握知識(shí)，學(xué)習(xí)每一部分內(nèi)容都要弄清其在整體系統(tǒng)中的位置，這樣做往往使所學(xué)知識(shí)更容易把握。

Many students are used to following the teacher's step by step and chapter by chapter in their study. They don't know much about the relationship between the chapters and the overall system of the discipline. They only see trees, not forests. As time goes on, the amount of knowledge we have learned will continue to increase, and we will feel that the content is complex, unclear, and the burden of memory will increase. In fact, every subject has its own knowledge structure system. Before learning a subject, we should first understand this system, grasp the knowledge as a whole, and clarify the position of each part of the content in the overall system, which often makes the knowledge easier to grasp.

二、追根溯源，尋求事物之間的內(nèi)在聯(lián)系

2、 Go back to the source and find the internal relationship between things

學(xué)習(xí)最忌死記硬背，特別是理科學(xué)習(xí)，更重要的是弄清楚道理，所以不論學(xué)習(xí)什么內(nèi)容，都要問為什么，這樣學(xué)到的知識(shí)似有源上水，有木之本。即使你所提的問題超出了中學(xué)知識(shí)范圍，甚至老師也回答不出來，但這并不要緊，要緊的是對(duì)什么事都要有求知欲，好奇心，這往往是培養(yǎng)我們學(xué)習(xí)興趣的重要途徑，更重要的是養(yǎng)成這種思考習(xí)慣，有利于思維品質(zhì)的訓(xùn)練。

Learning is the most taboo rote learning, especially science learning, more importantly, to find out the truth, so no matter what you learn, you have to ask why. The knowledge you learn in this way seems to have the roots of water and wood. Even if your questions are beyond the scope of middle school knowledge, and even the teacher can't answer them, it doesn't matter. What matters is to be curious about everything. This is often an important way to cultivate our interest in learning. What's more, to cultivate this habit of thinking is conducive to the training of thinking quality.

三、發(fā)散思維，養(yǎng)成聯(lián)想的思維習(xí)慣

3、 Divergent thinking, forming the thinking habit of Association

在學(xué)習(xí)中我們應(yīng)經(jīng)常注意新舊知識(shí)之間、學(xué)科之間、所學(xué)內(nèi)容與生活實(shí)際等方面的聯(lián)系，不要孤立的對(duì)待知識(shí)，養(yǎng)成多角度地去思考問題的習(xí)慣，有意識(shí)地去訓(xùn)練思維的流暢性、靈活性及獨(dú)創(chuàng)性，長(zhǎng)期下去，必然會(huì)促進(jìn)智力素質(zhì)的發(fā)展。

In learning, we should often pay attention to the connection between the new and old knowledge, between disciplines, between what we have learned and the reality of life. We should not treat knowledge in isolation, form the habit of thinking from multiple perspectives, consciously train the fluency, flexibility and originality of thinking. In the long run, it will inevitably promote the development of intellectual quality.

知識(shí)的學(xué)習(xí)主要通過思維活動(dòng)來實(shí)現(xiàn)的，學(xué)習(xí)的核心就是思維的核心，知識(shí)的掌握固然重要，但更重要的是通過知識(shí)的學(xué)習(xí)提高智力素質(zhì)，智力素質(zhì)提高了，知識(shí)的學(xué)習(xí)會(huì)變得容易。所以上面講的學(xué)習(xí)的三個(gè)學(xué)習(xí)習(xí)慣實(shí)質(zhì)上是三種思維習(xí)慣。學(xué)習(xí)的重點(diǎn)就是學(xué)會(huì)如何思考。

The learning of knowledge is mainly realized through thinking activities. The core of learning is the core of thinking. It is important to master knowledge, but more importantly, to improve the intellectual quality through the learning of knowledge. With the improvement of intellectual quality, the learning of knowledge will become easier. So the three learning habits mentioned above are actually three thinking habits. The point of study is to learn how to think.

三個(gè)學(xué)習(xí)要點(diǎn)

Three learning points

關(guān)于學(xué)習(xí)的方法可以談很多，但重要的應(yīng)注意以下三點(diǎn)

There are many ways to learn, but we should pay attention to the following three points

一、多讀書，注意基礎(chǔ)

1、 Read more, pay attention to the foundation

要想學(xué)習(xí)好，基礎(chǔ)知識(shí)的掌握尤為重要，而基礎(chǔ)知識(shí)就是指課本知識(shí)，這一點(diǎn)同學(xué)們一定清楚。但在學(xué)習(xí)中，很多同學(xué)卻不重視課本的閱讀理解，只愿意去多做一些題，因?yàn)榭荚嚲褪亲鲱}。實(shí)際上這是一種本末倒置的做法，應(yīng)當(dāng)說，課本與習(xí)題這兩方面都很重要，互相不能替代，但課本知識(shí)是本，做題的目的之一是能更好地掌握知識(shí)。所以我們主張多讀書少做題，不主張多做題少讀書。

In order to learn well, it is particularly important to master the basic knowledge, which means textbook knowledge, which must be clear to students. But in the study, many students do not pay attention to the reading comprehension of the textbook, only willing to do some more questions, because the examination is to do the questions. In fact, this is a way of putting the cart before the horse. It should be said that both textbooks and exercises are very important and cannot be replaced by each other. However, textbook knowledge is the basis and one of the purposes of problem solving is to better master knowledge. So we advocate reading more and doing less, not doing more and reading less.

二、多思考、注重理解

2、 Think more and understand more

“學(xué)而不思則罔”，思考是學(xué)習(xí)的靈魂。在學(xué)習(xí)中，知識(shí)固然重要，但更重要的是駕御知識(shí)的頭腦。如果一個(gè)人不會(huì)思考，他只能做知識(shí)的奴隸，知識(shí)再多也無用，而且也不可能真正學(xué)到好知識(shí)。知識(shí)的學(xué)習(xí)重在理解，而理解只能通過思考才能實(shí)現(xiàn)，思考的源泉是問題，在學(xué)習(xí)中應(yīng)對(duì)意不要輕易放過任何問題，有了問題不要急于問人，應(yīng)力求獨(dú)力思考，自己動(dòng)手動(dòng)腦去尋找問題的正確答案，這樣做才有利于思考能力的提高。

"Learning without thinking is useless", thinking is the soul of learning. In learning, knowledge is important, but more important is to control the mind of knowledge. If a person can't think, he can only be a slave of knowledge. No matter how much knowledge is useless, he can't really learn good knowledge. The learning of knowledge focuses on understanding, which can only be realized through thinking. The source of thinking is the question. In learning, we should not let go of any question easily. When we have a question, we should not be eager to ask people. We should try to think alone and use our brains to find the right answer to the question. Only in this way can we improve our thinking ability.

三、多重復(fù)，溫故而知新

3、 Repeat and learn from the past

《論語》開篇第一句；“學(xué)而時(shí)習(xí)之”道盡學(xué)宗，不斷的重復(fù)顯然是學(xué)習(xí)中很重要的一個(gè)方面。當(dāng)然，這種重復(fù)不能是機(jī)械的重復(fù)，也不只是簡(jiǎn)單的重復(fù)記憶。我們主張每次重復(fù)應(yīng)有不同的角度，不同的重點(diǎn)，不同的目的，這樣每次重復(fù)才會(huì)有不同的感覺和體會(huì)，一次比一次獲得更深的認(rèn)識(shí)。知識(shí)的學(xué)習(xí)與能力的提高就是在這種不斷的重復(fù)中得到升華，所謂溫故而知新也。

The first sentence of the beginning of the Analects of Confucius: "learning while learning" is the most important way to learn, and constant repetition is obviously a very important aspect of learning. Of course, this kind of repetition can not be mechanical repetition, nor just simple repetition memory. We advocate that each repetition should have different angles, different emphases and different purposes, so that each repetition can have different feelings and experiences and get deeper understanding one by one. The learning of knowledge and the improvement of ability are sublimated in this constant repetition, so-called learning from the past and learning from the new.

三種學(xué)習(xí)精神

Three learning spirits

一、不唯書

1、 Not only books

古人云：“盡信書，不如無書。”在我們的學(xué)習(xí)中，教科書是我們學(xué)習(xí)的重要材料，學(xué)好課本基礎(chǔ)知識(shí)是毫無疑問的。但是，這里應(yīng)當(dāng)明確兩個(gè)問題；一、科學(xué)總是發(fā)展著的知識(shí)體系，我們所學(xué)的知識(shí)和方法不可能都是毫無缺陷的。這就需要我們多動(dòng)腦筋，在思考的基礎(chǔ)上敢于懷疑，大膽探索，提出我們自己的觀點(diǎn)和看法。二、人們對(duì)事物的認(rèn)識(shí)過程總是多次反復(fù)才能完成的。也許我們的懷疑是錯(cuò)誤的，我們提出的觀點(diǎn)和見解是不正確的，但正是從這種錯(cuò)誤與正確的交鋒中才能獲得正確的認(rèn)識(shí)。一味死記硬背，即便把課本背熟了，也難以靈活運(yùn)用。所以，我們提倡不唯書，并不是為了否定書，而是為了培養(yǎng)一種創(chuàng)新精神。

The ancients said, "it is better to believe in books than to have no books." In our study, textbook is an important material for us to learn. There is no doubt that we can learn the basic knowledge of textbook well. However, two problems should be clarified here. First, the knowledge system that science is always developing, and the knowledge and methods we have learned cannot be flawless. This requires us to use our brains, dare to doubt and explore on the basis of thinking, and put forward our own views and opinions. 2、 The process of people's understanding of things is always repeated many times. Maybe our suspicions are wrong, and our opinions and opinions are not correct, but it is from this kind of wrong and correct confrontation that we can get a correct understanding. Blindly memorize, even if the textbook is familiar, it is difficult to use flexibly. Therefore, we advocate not only books, not to deny books, but to cultivate an innovative spirit.

二、不唯師

2、 Not only teachers

在中學(xué)生的學(xué)習(xí)中，很多同學(xué)上課時(shí)只會(huì)認(rèn)真聽講；把老師的板書一字不差地抄錄下來，課后進(jìn)行消化吸收，但卻很少能發(fā)現(xiàn)問題、提出問題，老師講什么是什么，教什么把什么，把自己變成了一個(gè)“知識(shí)容器”。瑞士著名的教育心理學(xué)家皮亞杰曾說過；“教育的主要目的是培養(yǎng)能創(chuàng)新的而不是簡(jiǎn)單重復(fù)前人已做過的事的人。”所以，我們主張同學(xué)要多與老師交流，當(dāng)對(duì)老師講的有疑問或有不同看法時(shí)，要敢于堅(jiān)持自己的觀點(diǎn)，敢于向老師質(zhì)疑，甚至與老師爭(zhēng)論，在爭(zhēng)論中我們失去的只是錯(cuò)誤，而得到的除了正確的認(rèn)識(shí)外，更重要的是智力的發(fā)展，還有勇氣和信心的提高，最終有“青出于藍(lán)而勝于藍(lán)”的必然。

In the middle school students' study, many students only listen to the teacher carefully in class; they copy the teacher's blackboard writing word for word, digest and absorb after class, but they seldom find and ask questions, what the teacher says, what the teacher teaches, and turn themselves into a "knowledge container". Piaget, a famous Swiss educational psychologist, once said, "the main purpose of education is to cultivate people who can innovate rather than simply repeat what they have done before." Therefore, we advocate that students should communicate with teachers more often. When they have questions or different opinions about what teachers say, they should dare to adhere to their own views, dare to question teachers, or even argue with teachers. What we lose in the argument is only mistakes, and what we get is not only correct recognition, but also the development of intelligence, as well as the improvement of courage and confidence The necessity of "better than blue".

三、不唯一

3、 Not unique

對(duì)于一個(gè)知識(shí)的理解，可以從不同的角度去認(rèn)識(shí)；對(duì)于一道題的求解，可以有不同方法；對(duì)于一個(gè)實(shí)際問題，可以從不同學(xué)科去分析解決。世界本身就是一個(gè)多樣化的世界，我們學(xué)習(xí)的目的決不是為了追求唯一的答案。所以，我們?cè)趯W(xué)習(xí)中必須具備這種“不唯一”的意識(shí)和精神，盡可能尋求更多解決問題的途徑，養(yǎng)成多方面、多角度認(rèn)識(shí)問題的習(xí)慣，訓(xùn)練思維的靈活性和變通性。

For the understanding of a knowledge, we can understand it from different perspectives; for the solution of a problem, we can have different methods; for a practical problem, we can analyze and solve it from different disciplines. The world itself is a diversified world, and the purpose of our study is not to pursue the only answer. Therefore, we must have this kind of "not only" consciousness and spirit in our study, seek more ways to solve problems as much as possible, form the habit of recognizing problems from various aspects and angles, and train the flexibility and flexibility of thinking.

三條學(xué)習(xí)原則

Three learning principles

學(xué)習(xí)的具體方法，往往因人而異，不同的人有不同的學(xué)習(xí)特點(diǎn)，完全可以根據(jù)自己的實(shí)際情況采取不同的措施。但也需要我們嚴(yán)格遵守一些共同的原則，它們是取得好成績(jī)的重要保證。

The specific methods of learning are often different from person to person, different people have different learning characteristics, and different measures can be taken according to their actual situation. But we also need to strictly abide by some common principles, which are important guarantees for good results.

一、自覺性原則

1、 Principle of consciousness

自覺性要求中學(xué)生能夠自覺地安排自己每天的學(xué)習(xí)活動(dòng)，自覺地完成各項(xiàng)學(xué)習(xí)任務(wù)。我們應(yīng)當(dāng)明確，當(dāng)學(xué)習(xí)是一種自覺的行為時(shí)才更有效，特別是中學(xué)生的學(xué)習(xí)，主要依靠自覺來完成。如果把學(xué)習(xí)變成一種被別人壓迫的行為，學(xué)習(xí)的動(dòng)力就會(huì)減弱，久而久之就會(huì)產(chǎn)生厭倦感，失去學(xué)習(xí)興趣，學(xué)習(xí)效果可想而知。所以，對(duì)于那些學(xué)業(yè)不佳的同學(xué)應(yīng)首先檢查自己的學(xué)習(xí)自覺性如何，一切屬于自己的事，必須自覺地去做，這是做好一切事情的前提。

Self consciousness requires middle school students to be able to consciously arrange their daily learning activities and consciously complete various learning tasks. We should make it clear that learning is more effective when it is a conscious behavior, especially for middle school students, which mainly depends on self-consciousness. If learning becomes a kind of behavior oppressed by others, the driving force of learning will be weakened, and over time there will be a sense of boredom, loss of interest in learning, and the learning effect can be imagined. Therefore, for those students who are not good at their studies, they should first check their self-awareness of learning. They must consciously do everything that belongs to them, which is the premise of doing everything well.

二、主動(dòng)性原則

2、 Initiative principle

主動(dòng)性要求中學(xué)生的學(xué)習(xí)有熱情，主動(dòng)獲取知識(shí)，不等待，不依靠，不恥下問。做任何事情，積極主動(dòng)是取得成功的必要條件，學(xué)習(xí)也不例外。很多同學(xué)在學(xué)習(xí)中恰恰缺乏這一點(diǎn)，不懂的問題寧肯爛在肚子里，也不愿開口問一下別人。老師講什么，就學(xué)什么，不越“雷池”半步，很少主動(dòng)與老師、同學(xué)交流，有的同學(xué)甚至一年也不會(huì)問老師一個(gè)問題。這些同學(xué)決不是一個(gè)問題也沒有，而是缺乏學(xué)習(xí)的主動(dòng)性和積極性，而這種被動(dòng)的學(xué)習(xí)狀態(tài)是十分有害的，必須改變。

The initiative requires that middle school students have enthusiasm in learning, take the initiative to acquire knowledge, do not wait, do not rely on, and do not feel ashamed to ask questions. To do anything, initiative is the necessary condition for success, and learning is no exception. Many students lack this point in their study. They would rather rot in their belly than ask others questions. What a teacher says and what he learns, he seldom takes the initiative to communicate with his teachers and classmates, and some students won't even ask a question for a year. These students are not without a problem, but lack of initiative and enthusiasm in learning, and this passive learning state is very harmful and must be changed.

三、獨(dú)立性原則

3、 Principle of independence

獨(dú)立性要求中學(xué)生做事有主見，不輕信，不盲從，不人云亦云，能獨(dú)立完成學(xué)習(xí)任務(wù)，不輕易受群體因素的影響。很多優(yōu)秀的學(xué)生往往具備這樣的特征。當(dāng)別的同學(xué)總愿讓老師反復(fù)講解時(shí)，他們卻更愿意獨(dú)立思考，依靠自己獨(dú)立的智慧去努力獲取知識(shí)。正是他們這種學(xué)習(xí)的獨(dú)立性，造就了他們的出類拔萃。我們認(rèn)為，如果在學(xué)習(xí)中沒有獨(dú)立性，就沒有創(chuàng)造性，就不可能取得最佳的學(xué)習(xí)效果。

Independence requires middle school students to be independent, not credulous, not blindly obedient, not following others, able to complete learning tasks independently, not easily affected by group factors. Many excellent students often have such characteristics. When other students are willing to let the teacher explain again and again, they are more willing to think independently and rely on their own independent wisdom to strive for knowledge. It is their independence in learning that makes them outstanding. We believe that if there is no independence in learning, there is no creativity, and it is impossible to achieve the best learning effect.

三種學(xué)習(xí)技能

Three learning skills

一、學(xué)會(huì)快速閱讀

1、 Learn to read fast

直接從書中獲取知識(shí)是一條重要的途徑，即使是教科書中的知識(shí)，也不能純粹依靠老師的講解來學(xué)習(xí)。一個(gè)掌握閱讀技能的學(xué)生，能夠更迅速、更順利地掌握知識(shí)，學(xué)的更主動(dòng)，更輕松。在實(shí)際學(xué)習(xí)中，許多同學(xué)習(xí)慣于上課聽講，下課做作業(yè)，即使是教科書也不甚閱讀，更不用說大量閱讀課外書籍。長(zhǎng)期下去造成的結(jié)果是不會(huì)讀書，沒有形成熟練的閱讀技能，對(duì)學(xué)習(xí)的發(fā)展造成嚴(yán)重阻礙，這可能是很多同學(xué)在學(xué)業(yè)上落伍的一個(gè)重要原因。我們講的閱讀技能并不是指能簡(jiǎn)單的讀，而是指在閱讀的同時(shí)能思考，在思考的同時(shí)能閱讀的能力，是指能夠根據(jù)不同書籍的模式迅速分清主次、把握書中內(nèi)容的一種技能。這就要求同學(xué)必須多讀書，注意了解不同書籍的特點(diǎn)和閱讀技巧，加強(qiáng)讀思結(jié)合，并且有意識(shí)地加快閱讀速度，逐漸形成快速閱讀技能。

It is an important way to get knowledge directly from books. Even the knowledge in textbooks can not be learned only by the teacher's explanation. A student who has mastered reading skills can master knowledge more quickly and smoothly, learn more actively and easily. In practical learning, many students are used to listening in class and doing homework after class. Even textbooks are not very reading, let alone reading a lot of extracurricular books. In the long run, the result is that students can't read and don't form proficient reading skills, which seriously hinders the development of learning. This may be an important reason why many students fall behind in their studies. The reading skills we talk about are not the ability to read simply, but the ability to think while reading and to read while thinking. They are the skills that can quickly distinguish the primary and secondary and grasp the contents of books according to different book models. This requires students to read more books, pay attention to the characteristics and reading skills of different books, strengthen the combination of reading and thinking, and consciously speed up the reading speed, and gradually form fast reading skills.

二、學(xué)會(huì)快速書寫

2、 Learn to write fast

中學(xué)階段課業(yè)負(fù)擔(dān)比較重，如果沒有掌握快速書寫的技能，這種負(fù)擔(dān)會(huì)更加沉重。比如課堂上跟不上老師的速度記錄筆記，課后完成作業(yè)用時(shí)過多，考試因書寫太慢而答不完試卷等，這些現(xiàn)象都與書寫技能有關(guān)。可以說書寫技能是我們借以掌握知識(shí)的工具，這種工具所處的狀態(tài)將決定我們能否有效而合理地使用時(shí)間。那些書寫速度慢的同學(xué)對(duì)此應(yīng)引起足夠的注意，自覺地加強(qiáng)這方面的訓(xùn)練，盡快掌握這一技能。當(dāng)然，快速書寫的同時(shí)還要保證字跡的清楚與規(guī)范。

The burden of schoolwork in middle school is heavier. If we don't master the skills of fast writing, the burden will be heavier. For example, we can't keep up with the teacher's speed to take notes in class, spend too much time to finish homework after class, and can't answer the test paper because of too slow writing in the exam. All these phenomena are related to writing skills. It can be said that writing skill is a tool for us to master knowledge. The state of this tool will determine whether we can use time effectively and reasonably. Those students who are slow in writing should pay enough attention to it, consciously strengthen the training in this field, and master this skill as soon as possible. Of course, while writing fast, we should also ensure the clarity and standardization of the handwriting.

三、學(xué)會(huì)做筆記

3、 Learn to take notes

做筆記是一種與動(dòng)手相結(jié)合的學(xué)習(xí)行為，有助于對(duì)知識(shí)的理解和記憶，是一種必須掌握的技能。中學(xué)生的學(xué)習(xí)筆記主要有課堂筆記、讀書筆記和復(fù)習(xí)筆記等，課堂筆記應(yīng)注意結(jié)合教材進(jìn)行記錄，不能全抄全錄老師的板書。讀書筆記應(yīng)注意做好圈點(diǎn)勾批，所謂“不動(dòng)筆墨不讀書”。復(fù)習(xí)筆記應(yīng)注意做好知識(shí)的歸納整理，理清知識(shí)結(jié)構(gòu)和聯(lián)系。還需要指出的是，不論哪種筆記都要做好疑難問題的記錄，便于集中處理。

Note taking is a kind of learning behavior combined with hands-on, which is helpful for understanding and memory of knowledge, and is a necessary skill. The learning notes of middle school students mainly include class notes, reading notes and review notes, etc. the class notes should be recorded in combination with the teaching materials, instead of completely copying and recording the teacher's blackboard writing. Note reading should pay attention to the circle mark, so-called "do not move the pen and ink do not read.". In reviewing the notes, we should pay attention to the induction and arrangement of knowledge, and clarify the structure and connection of knowledge. It should also be pointed out that no matter what kind of notes, it is necessary to record difficult problems for centralized processing.

三種學(xué)習(xí)能力

Three learning abilities

一、獨(dú)立探求知識(shí)的能力

1、 The ability to explore knowledge independently

這種能力也可以叫自學(xué)能力，在外界條件完全相同的情況下，不同的學(xué)生所取得的學(xué)習(xí)成績(jī)是不同的，這有多方面的原因，但其中自學(xué)能力不同是一個(gè)重要原因。那些優(yōu)秀的同學(xué)往往具有較強(qiáng)的自學(xué)能力，他們不僅僅滿足在老師指導(dǎo)下的學(xué)習(xí)，更注重獨(dú)立探求知識(shí)。他們注重對(duì)書本的自學(xué)理解，遇到問題，并不急于求教，而是首先通過獨(dú)立思考來解決，他們總是根據(jù)自己的實(shí)際情況來安排學(xué)習(xí)，表現(xiàn)出較強(qiáng)的獨(dú)立性和自主性。我們認(rèn)為，在一個(gè)人所學(xué)到的知識(shí)中，獨(dú)立探求的比例越大，那么知識(shí)掌握的就越好，而且能更好地促進(jìn)他的進(jìn)一步發(fā)展。所以，同學(xué)們?cè)趯W(xué)習(xí)中應(yīng)加強(qiáng)自學(xué)精神和獨(dú)立意識(shí)。

This kind of ability can also be called self-study ability. Under the same external conditions, different students have different academic achievements, which has many reasons, but the different self-study ability is an important reason. Those excellent students often have strong self-study ability. They are not only satisfied with learning under the guidance of teachers, but also pay more attention to independent knowledge exploration. They pay attention to the self-study and understanding of books. When they encounter problems, they are not eager to seek advice, but first solve them through independent thinking. They always arrange their study according to their own actual situation, showing strong independence and autonomy. We believe that the larger the proportion of independent exploration in the knowledge one has learned, the better the mastery of knowledge and the better the further development of knowledge. Therefore, students should strengthen the spirit of self-study and independent consciousness in their study.

二、與他人合作的能力

2、 Ability to work with others

人類的認(rèn)識(shí)活動(dòng)總是在一定的社會(huì)環(huán)境中完成的，所以我們?cè)谥鲝埅?dú)立探求知識(shí)的同時(shí)，還需要加強(qiáng)與他人的合作學(xué)習(xí)，通過合作學(xué)習(xí)，更加全面、更加深刻地理解知識(shí)。老師講，學(xué)生聽，只是一種單向傳遞，知識(shí)的掌握需要雙向、多向交流，所以，我們不僅要主動(dòng)與老師多交流，而且要與同學(xué)進(jìn)行積極的討論。學(xué)會(huì)認(rèn)真聽取別人的意見，互相協(xié)作解決問題，也是善于同別人打交道的一種社交能力。一位哲學(xué)家曾說過：“我有一個(gè)蘋果，你有一個(gè)蘋果，交換以后，我們還是擁有一個(gè)蘋果。但是，我有一種思想，你有一種思想，交換以后，我們就會(huì)擁有兩種思想。”

Human cognitive activities are always completed in a certain social environment, so while we advocate to explore knowledge independently, we also need to strengthen cooperative learning with others, through cooperative learning, to understand knowledge more comprehensively and profoundly. The teacher said that students' listening is only a one-way transfer, and the mastery of knowledge needs two-way and multi-directional communication. Therefore, we should not only actively communicate with teachers, but also actively discuss with students. Learning to listen to others' opinions and solve problems in cooperation with each other is also a social ability to deal with others. A philosopher once said: "I have an apple, you have an apple, after the exchange, we still have an apple. But I have a thought, you have a thought, after exchange, we will have two thoughts. "

三、流暢的表達(dá)能力

3、 Fluent expression

一些同學(xué)認(rèn)為，好象只有文科要求有較好的寫作表達(dá)能力，實(shí)際上理科所要求的解答過程也是一種表達(dá)能力。我們這里所說的表達(dá)能力不僅包括文字表達(dá)，還包括口頭表達(dá)。在很多學(xué)習(xí)活動(dòng)中，善于演講，能夠準(zhǔn)確、自如地表達(dá)自己的思想是一種重要的學(xué)習(xí)能力。語言是與人交流的工具，也是思維能力的表現(xiàn)，不注意表達(dá)能力的訓(xùn)練，不僅影響與他人的交往，而且會(huì)影響思維的發(fā)展，進(jìn)而影響學(xué)習(xí)。所以，同學(xué)們應(yīng)有意識(shí)地加強(qiáng)表達(dá)能力的自我訓(xùn)練。

Some students think that it seems that only liberal arts require a good writing and expression ability, but in fact, the answer process required by science is also an expression ability. The expression ability we are talking about here includes not only written expression, but also oral expression. In many learning activities, it is an important learning ability to be good at speech and express your thoughts accurately and freely. Language is not only a tool to communicate with people, but also a manifestation of thinking ability. Not paying attention to the training of expression ability will not only affect the communication with others, but also affect the development of thinking, and then affect learning. Therefore, students should consciously strengthen the self-training of expression ability.

四種思維品質(zhì)

Four thinking qualities

通俗地講，人們?cè)诠ぷ鳌W(xué)習(xí)、生活中每逢遇到問題，總要“想一想”，這種“想”，就是思維。它是通過分析、綜合、概括、抽象、比較、具體化和系統(tǒng)化等一系列過程，對(duì)感性材料進(jìn)行加工并轉(zhuǎn)化為理性認(rèn)識(shí)及解決問題的。我們常說的概念、判斷和推理是思維的基本形式。無論是學(xué)生的學(xué)習(xí)活動(dòng)，還是人類的一切發(fā)明創(chuàng)造活動(dòng)，都離不開思維，思維能力是學(xué)習(xí)能力的核心，培育高品質(zhì)的思維是我們最重要的學(xué)習(xí)任務(wù)之一。

Generally speaking, when people encounter problems in work, study and life, they always have to think about it. This kind of thinking is thinking. It is through a series of processes such as analysis, synthesis, generalization, abstraction, comparison, concretization and systematization to process perceptual materials and transform them into rational knowledge and solve problems. We often say that concept, judgment and reasoning are the basic forms of thinking. Thinking is the core of learning ability, and cultivating high-quality thinking is one of our most important learning tasks.

一、敏捷性

1、 Agility

是指思維活動(dòng)的反應(yīng)速度和熟練程度，表現(xiàn)為思考問題時(shí)的快速靈活，善于迅速和準(zhǔn)確地做出決定、解決問題。培養(yǎng)思維的敏捷性應(yīng)注意：l、熟練掌握基礎(chǔ)知識(shí)和基本技能，熟能生巧。2、課堂聽講超前思維，搶在老師講解之前進(jìn)行思考，把課堂接受知識(shí)的過程變成思維訓(xùn)練的活動(dòng)。3、定時(shí)作業(yè)，有意識(shí)地限定時(shí)間完成學(xué)習(xí)任務(wù)。

It refers to the reaction speed and proficiency of thinking activities, which is reflected in the quick and flexible thinking of problems, and good at making decisions and solving problems quickly and accurately. To cultivate the agility of thinking, we should pay attention to: 1. Master the basic knowledge and skills, and practice makes perfect. 2. We should think ahead of the time when we listen in class, and think ahead of the teacher's explanation, so as to turn the process of receiving knowledge into the activity of thinking training. 3. Time assignment, consciously limit the time to complete the learning task.

二、深刻性

2、 Profundity

是指思維活動(dòng)的抽象和邏輯推理水平，表現(xiàn)為能深刻理解概念，分析問題周密，善于抓住事物的本質(zhì)和規(guī)律。培養(yǎng)思維的深刻性應(yīng)注意；l、追根究底，凡事都要去問為什么，堅(jiān)決擯棄死記硬背。2、積極開展問題研究，按寫小論文，養(yǎng)成深鉆細(xì)研的習(xí)慣。

It refers to the level of abstract and logical reasoning in thinking activities, which is manifested in deep understanding of concepts, thorough analysis of problems, and good at grasping the essence and laws of things. To cultivate the depth of thinking, we should pay attention to; 1. After all, we should ask why and resolutely abandon rote learning. 2. Actively carry out problem research, write small papers, and form the habit of deep drilling and detailed research.

二、整體性

2、 Integrity

指善于抓住問題的各個(gè)方面，又不忽視其重要細(xì)節(jié)的思維品質(zhì)。考慮問題，總是從整體出發(fā)，能夠很好地處理整體與局部關(guān)系。培養(yǎng)思維的整體性應(yīng)注意：l、站在系統(tǒng)的高度學(xué)習(xí)知識(shí)，注重知識(shí)的整體結(jié)構(gòu)，經(jīng)常進(jìn)行知識(shí)總結(jié)。2．尋找新舊知識(shí)的聯(lián)系與區(qū)別，挖掘共性，分離個(gè)性，在比較中學(xué)習(xí)新知識(shí)。3、注重知識(shí)的縱橫聯(lián)系，在融會(huì)貫道中提煉知識(shí)，領(lǐng)悟其關(guān)鍵、核心和本質(zhì)。

It refers to the thinking quality that is good at grasping all aspects of the problem without neglecting its important details. When considering problems, we always start from the whole, and can deal with the relationship between the whole and the part well. To cultivate the integrity of thinking, we should pay attention to: 1. Stand at the height of system to learn knowledge, pay attention to the overall structure of knowledge, and often summarize knowledge. 2. Search for the connection and difference between the old and new knowledge, excavate the commonness, separate the individuality, and learn the new knowledge in the comparison. 3. We should pay attention to the vertical and horizontal connection of knowledge, refine knowledge in the integration of Tao, and understand its key, core and essence.

四、創(chuàng)造性

4、 Creativity

指思維活動(dòng)的創(chuàng)造意識(shí)和創(chuàng)新精神，不墨守成規(guī)，奇異、求變，表現(xiàn)為創(chuàng)造性地提出問題和創(chuàng)造性地解決問題。培養(yǎng)思維的創(chuàng)造性應(yīng)注意：l、加強(qiáng)學(xué)習(xí)的獨(dú)立性，保持應(yīng)有的好奇心。2．增強(qiáng)問題意識(shí)，在課堂聽講和讀書學(xué)習(xí)中，注意發(fā)現(xiàn)問題，提出問題。3、注重思維的發(fā)散，在解題練習(xí)中進(jìn)行多解、多變。

It refers to the creative consciousness and spirit of thinking activities, which are unconventional, bizarre and change seeking, which is manifested in creatively raising problems and creatively solving problems. To cultivate the creativity of thinking, we should pay attention to: 1. Strengthen the independence of learning and keep the curiosity. 2. Enhance the awareness of problems, and pay attention to finding and raising problems in class listening and reading. 3. Pay attention to the divergence of thinking, and carry out multiple solutions and changes in problem-solving exercises.

四位良師益友

Four good teachers and friends

在我們的學(xué)習(xí)中，除了代課教師，個(gè)少還有三位特殊的“老師”，它們的作用和老師一樣重要，也是我們學(xué)習(xí)中的良師益友。

In our study, in addition to substitute teachers, there are only three special "teachers". Their role is as important as that of teachers, and they are also good teachers and friends in our study.

一、自信

I. self-confidence

在實(shí)際學(xué)習(xí)中，不少同學(xué)總認(rèn)為自己比別人笨，小相信自己的能力。他們不敢碰難題，即便做出答案也總懷疑不正確，更不敢向?qū)W習(xí)好的同學(xué)挑戰(zhàn)。這種自信缺乏，嚴(yán)重地阻礙了學(xué)習(xí)的進(jìn)步。如果說每個(gè)人都有巨大的潛能，那么，自信就是開發(fā)巨大潛能的金鑰匙。不管什么時(shí)候，我們都要認(rèn)識(shí)到，人與人之間雖然存在著差異，但每個(gè)人可供開發(fā)的潛力所能達(dá)到的高度是不可限量的。只要自己敢想、敢做，永不服輸，就一定能不可阻擋地走向成功。自信是學(xué)習(xí)中的第一位老師。

In the actual study, many students always think that they are more stupid than others and believe in their own ability. They dare not meet difficulties, even if they make answers, they always doubt that they are not correct, and they dare not challenge their good classmates. This lack of self-confidence seriously hinders the progress of learning. If everyone has great potential, then self-confidence is the golden key to develop great potential. At any time, we should realize that although there are differences between people, the height that everyone can reach for the development of potential is unlimited. As long as you dare to think, dare to do, and never give up, you will be able to succeed unstoppably. Self confidence is the first teacher in learning.

二、課本

Two, textbooks

課本是我們學(xué)習(xí)中的第二位老師。課本知識(shí)是最基本的知識(shí)，它隨時(shí)伴隨在我們身邊，每有問題，我們首先想到的應(yīng)當(dāng)是查閱課本。不僅如此，課本還起著訓(xùn)練同學(xué)自學(xué)能力的作用，那些平時(shí)不重視閱讀課本，只把課本當(dāng)做課后練習(xí)的習(xí)題本的同學(xué)是很難學(xué)好知識(shí)的。

The textbook is the second teacher in our study. Textbook knowledge is the most basic knowledge, it is always with us, every problem, we should first think of reading textbooks. Not only that, textbooks also play a role in training students' self-study ability. Those students who do not pay attention to reading textbooks at ordinary times and only regard textbooks as exercise books after class are difficult to learn knowledge well.

三、同學(xué)

Three, classmate

“三人行，必有我?guī)熝伞！蓖瑢W(xué)是我們學(xué)習(xí)中的第三位老師。學(xué)習(xí)不僅需要學(xué)生與教師之間的雙向傳遞，更需要同學(xué)之間的多向交流，同學(xué)之間的協(xié)作更方便。通過同學(xué)之間的討論、爭(zhēng)辯，有助于開拓思路，激發(fā)思維，互相促進(jìn)。

"If you go with three people, you will have my teacher." Students are the third teacher in our study. Learning needs not only the two-way transmission between students and teachers, but also the multi-directional communication between students, and the cooperation between students is more convenient. Through discussion and debate among students, it is helpful to open up ideas, stimulate thinking and promote each other.

四、教師

Four, teachers

中學(xué)生學(xué)習(xí)方法范文第2篇

一、化學(xué)教學(xué)過程與學(xué)生學(xué)習(xí)方法的培養(yǎng)

中學(xué)階段的化學(xué)知識(shí)可分為有機(jī)與無機(jī)兩大塊，結(jié)束無機(jī)化學(xué)的學(xué)習(xí)，同學(xué)剛接觸到有機(jī)化學(xué)，興趣很濃。這時(shí)候，是再一次激發(fā)學(xué)生學(xué)習(xí)興趣的最佳時(shí)期，也是進(jìn)行學(xué)習(xí)方法與學(xué)習(xí)能力培養(yǎng)的最佳時(shí)期。在教完甲烷、乙烯、乙炔之后，我就總結(jié)出有機(jī)化學(xué)學(xué)習(xí)的一般規(guī)律與方法：結(jié)構(gòu)性質(zhì)（物理性質(zhì)、化學(xué)性質(zhì)）用途制法（工業(yè)制法、實(shí)驗(yàn)室制法）一類物質(zhì)。

比如“乙烯”這一節(jié)的教學(xué)，我就打破書本上的順序，先講乙烯的分子結(jié)構(gòu)。介紹乙烯分子的結(jié)構(gòu)時(shí)，先由分子組成講到化學(xué)鍵類型、分子的極性、空間構(gòu)型；據(jù)碳原子結(jié)合的氫原子數(shù)少于烷烴分子中碳所結(jié)合的氫原子數(shù)引出不飽和烴的概念，得出乙烯是分子中含有碳碳雙鍵的不飽和烴。再由其結(jié)構(gòu)看其物理、化學(xué)性質(zhì)，展示一瓶事先收集好的乙烯氣體，讓學(xué)生從顏色、狀態(tài)、氣味、溶解性、密度、毒性等幾個(gè)方面來思考；根據(jù)乙烯結(jié)構(gòu)中化學(xué)鍵的特征――雙鍵容易斷裂講乙烯的特征化學(xué)反應(yīng)――加成反應(yīng)、加聚反應(yīng)，根據(jù)絕大部分有機(jī)物易燃燒的性質(zhì)講乙烯的氧化反應(yīng)（補(bǔ)充講乙烯能跟強(qiáng)氧化劑發(fā)生氧化反應(yīng)）。再由乙烯的物理、化學(xué)性質(zhì)來講其用途并結(jié)合實(shí)際生活中的事例，如作有機(jī)溶劑（物理性質(zhì)）、制造塑料和纖維（化學(xué)性質(zhì)）等。最后對(duì)這一類含有碳碳雙鍵的烴，介紹其物理、化學(xué)性質(zhì)的相似性和遞變性。

以后幾節(jié)的教學(xué)，我都反復(fù)強(qiáng)調(diào)這樣的學(xué)習(xí)方法：結(jié)構(gòu)性質(zhì)用途制法一類物質(zhì)。到了講烴的衍生物，我請(qǐng)同學(xué)自己站起來闡述這樣的研究方法，我順著這樣的思路一點(diǎn)一點(diǎn)地講下去，很清晰。學(xué)生自己掌握，復(fù)習(xí)時(shí)也就感覺到有規(guī)律可循、有方法可用。有機(jī)化學(xué)其實(shí)很好學(xué)，重要的是要培養(yǎng)學(xué)生學(xué)習(xí)方法，時(shí)時(shí)提醒學(xué)生，以后就是進(jìn)入高一級(jí)學(xué)校，有機(jī)化學(xué)的學(xué)習(xí)與研究也采用的是同樣的方法，這在一定程度上也激發(fā)了他們學(xué)習(xí)與探索的興趣。

二、化學(xué)教學(xué)過程與學(xué)生學(xué)習(xí)能力的培養(yǎng)

1、自學(xué)能力的培養(yǎng)。在教學(xué)學(xué)習(xí)方法和知識(shí)的同時(shí)，我還加強(qiáng)了學(xué)生自學(xué)能力的培養(yǎng)。在學(xué)生基本上都掌握了有機(jī)化學(xué)的一般學(xué)習(xí)方法的基礎(chǔ)上，我讓學(xué)生自己閱讀教材，自己總結(jié)。比如“乙醛”這一節(jié)，通過約20min的閱讀，我就請(qǐng)同學(xué)自己列提綱，然后復(fù)述，重點(diǎn)圍繞“乙醛的組成和結(jié)構(gòu)是什么？有哪些物理性質(zhì)（展示樣品）、化學(xué)性質(zhì)？由這樣的物理、化學(xué)性質(zhì)決定了它有哪些重要用途？工業(yè)上如何制取？這類物質(zhì)（如甲醛）有哪些物理、化學(xué)性質(zhì)？”進(jìn)行教學(xué)，通過這樣的訓(xùn)練，我覺得學(xué)生不但強(qiáng)化了方法，更培養(yǎng)了能力，特別是自學(xué)能力。

2、觀察能力的培養(yǎng)。化學(xué)是一門以實(shí)驗(yàn)為基礎(chǔ)的學(xué)科，在有機(jī)實(shí)驗(yàn)的過程中，我時(shí)時(shí)提醒同學(xué)要細(xì)致、全面，而且要有思維。比如實(shí)驗(yàn)室制取乙烯時(shí)，加藥品的過程，溫度計(jì)的擺放，實(shí)驗(yàn)中燒瓶、集氣瓶?jī)?nèi)的變化，為什么要加石棉網(wǎng)、碎瓷片等等都應(yīng)特別重視，不但要知其然，還要知其所以然。

3、動(dòng)手能力的培養(yǎng)。在強(qiáng)調(diào)觀察、思維能力培養(yǎng)的同時(shí)，我還特別注重動(dòng)手能力的培養(yǎng)。比如演示完乙醛的銀鏡反應(yīng)和乙醛與氫氧化銅的反應(yīng)后，我就請(qǐng)兩個(gè)同學(xué)來演示用甲醛代替乙醛的同樣反應(yīng)，要求其他同學(xué)注意觀察并指出其錯(cuò)誤。在演示完乙醇與鈉的反應(yīng)實(shí)驗(yàn)后，要求同學(xué)做鈉與水反應(yīng)的實(shí)驗(yàn)，有的同學(xué)竟用大塊的鈉并用手去撥。通過這些課堂實(shí)驗(yàn)，課堂上及時(shí)糾正錯(cuò)誤，學(xué)生感受頗深，他們自己做實(shí)驗(yàn)時(shí)就很動(dòng)腦筋，也很規(guī)范，提高了他們的動(dòng)手能力。

4、記憶能力的培養(yǎng)。人類沒有記憶就沒有智力活動(dòng)可言，“不記則思不起”，沒有記憶，思維、想象、創(chuàng)造就失去了基礎(chǔ)化學(xué)是半記憶性學(xué)科，同樣的教，同樣的學(xué)，有的同學(xué)就是學(xué)得好，究其原因，其中一個(gè)主要的原因就是記得牢。因此在有機(jī)化學(xué)教學(xué)與復(fù)習(xí)中，我就重視記憶方法、記憶能力的培養(yǎng)。如：銀鏡反應(yīng)生成物的配平，我就教學(xué)生“一二三”記憶法，即一水二銀三氨；醇、醛、酸、酯的教學(xué)與記憶，我就提醒同學(xué)根據(jù)分子中官能團(tuán)的異同對(duì)比記憶其化學(xué)性質(zhì)；我還提醒同學(xué)根據(jù)實(shí)驗(yàn)現(xiàn)象進(jìn)行記憶，如乙醛與氫氧化銅的實(shí)驗(yàn)有紅色沉淀物（Cu2O）生成以幫助記憶這個(gè)反應(yīng)。

5、歸納能力的培養(yǎng)。在一般情況下，學(xué)生在上完一節(jié)新課后都必須在課后認(rèn)真閱讀課文，并對(duì)本節(jié)課文的知識(shí)點(diǎn)進(jìn)行歸納總結(jié)，從而非常牢固地掌握好本節(jié)課文的知識(shí)重點(diǎn)、難點(diǎn)。在學(xué)完一章后，必須對(duì)全章知識(shí)進(jìn)行由點(diǎn)到線、再由線到面的總結(jié)，從而使知識(shí)條理化、網(wǎng)絡(luò)化。要注意的是，要讓學(xué)生有充分的時(shí)間閱讀、思考、歸納。教師對(duì)學(xué)生歸納總結(jié)的作業(yè)本要認(rèn)真批閱并寫出評(píng)語，對(duì)總結(jié)得好的同學(xué)要及時(shí)表揚(yáng)和鼓勵(lì)，以調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性。

6、發(fā)散思維能力的培養(yǎng)。我們可從以下兩方面加以指導(dǎo)。一是指導(dǎo)學(xué)生在學(xué)習(xí)中提出疑點(diǎn)、發(fā)現(xiàn)問題。例如，稀有氣體元素的原子半徑為什么在同周期中不是最小？為什么碳碳雙鍵的鍵能不是碳碳單鍵的兩倍？對(duì)學(xué)生發(fā)現(xiàn)提出的問題，老師應(yīng)引導(dǎo)學(xué)生通過查閱資料、獨(dú)立思考、集體討論等方式解決。二是指導(dǎo)學(xué)生在學(xué)習(xí)中要多聯(lián)想、多角度思考。例如，在學(xué)習(xí)焦?fàn)t氣時(shí)，可指導(dǎo)學(xué)生聯(lián)想到石油氣、裂解氣、高爐煤氣等，并從它們各自的來源、成份、用途等方面加以比較。在學(xué)習(xí)NH3的溶解性時(shí)，可聯(lián)想到HCl氣體的噴泉實(shí)驗(yàn)，同時(shí)思考Cl2，SO2，CO2等氣體能否做噴泉實(shí)驗(yàn)。這樣，通過在閱讀中提出疑點(diǎn)、發(fā)現(xiàn)問題、多聯(lián)想、多角度思考，提高了學(xué)生的發(fā)散思維能力，同時(shí)也使他們所學(xué)的知識(shí)在頭腦中得到增容，思維過程也逐漸立體化。

中學(xué)生學(xué)習(xí)方法范文第3篇

【關(guān)鍵詞】高中；英語；學(xué)法；培養(yǎng)

一、在高中英語教學(xué)中注意培養(yǎng)學(xué)生學(xué)習(xí)方法的重要性

目前，全國(guó)中小學(xué)正在積極開展教育改革，努力探索和實(shí)施素質(zhì)教育。素質(zhì)教育是教育事業(yè)的一次深刻的變革，是教育思想和人才培養(yǎng)模式的重大進(jìn)步。學(xué)會(huì)學(xué)習(xí)是素質(zhì)教育的重要目標(biāo)之一，也是順應(yīng)時(shí)展的需要。“我們今天知道的東西，到明天就會(huì)過時(shí)。如果我們停止學(xué)習(xí)，就會(huì)停滯不前。”許多未來學(xué)家認(rèn)為，將來的“文盲”不再是目不識(shí)丁的人，而是不會(huì)學(xué)習(xí)的人。當(dāng)今社會(huì)，科技高速發(fā)展，人類社會(huì)已進(jìn)入信息時(shí)代、知識(shí)經(jīng)濟(jì)時(shí)代，知識(shí)將成為生產(chǎn)的主要要素，這就要求人們不能只有現(xiàn)有的知識(shí)，而應(yīng)該是不斷創(chuàng)新的知識(shí)。今天的學(xué)生在走出校門之后要適應(yīng)社會(huì)、適應(yīng)時(shí)代，就必須不斷學(xué)習(xí)，不斷進(jìn)行知識(shí)的補(bǔ)充和更新，終身學(xué)習(xí)己成為時(shí)代的需要。對(duì)于今天的學(xué)生來說，最重要的學(xué)習(xí)是學(xué)會(huì)學(xué)習(xí)，讓學(xué)生學(xué)會(huì)學(xué)習(xí)已成為學(xué)校教育的一項(xiàng)重要的目標(biāo)。陶行知先生曾指出：“先生的責(zé)任不在教，而在教學(xué)，而在教學(xué)生學(xué)”。因此教師不能只顧“教什么”和“怎樣教”的問題，而應(yīng)該重視學(xué)生“學(xué)什么”和“怎樣學(xué)”的問題。這是現(xiàn)代教師必須擔(dān)負(fù)的責(zé)任。

英語教學(xué)實(shí)施素質(zhì)教育除培養(yǎng)學(xué)生語言素質(zhì)、思想素質(zhì)、文化素質(zhì)之外，還必須指導(dǎo)學(xué)生掌握正確的學(xué)習(xí)英語的方法，開發(fā)學(xué)生學(xué)習(xí)潛能，幫助學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣，培養(yǎng)他們自學(xué)英語的能力，為他們離開學(xué)校后繼續(xù)學(xué)習(xí)英語切實(shí)打好基礎(chǔ)。因此，教師必須積極研究科學(xué)的、適用的學(xué)好英語的學(xué)習(xí)策略和方法，教授指導(dǎo)學(xué)習(xí)策略和方法，讓學(xué)生學(xué)會(huì)學(xué)習(xí)，應(yīng)當(dāng)成為實(shí)施英語素質(zhì)教育的一項(xiàng)不可缺少的重要內(nèi)容。

二、如何在高中英語教學(xué)中培養(yǎng)學(xué)生的學(xué)習(xí)方法

要使學(xué)生學(xué)會(huì)學(xué)習(xí)，必須先培養(yǎng)起他們良好的學(xué)習(xí)習(xí)慣。良好的學(xué)習(xí)習(xí)慣是學(xué)生掌握有效學(xué)習(xí)方法的前提條件和必要保證。培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣可以從以下兒方面做起：

（一）制定學(xué)習(xí)計(jì)劃表

凡事預(yù)則立，不預(yù)則廢。要學(xué)習(xí)好.首先要制定一個(gè)切實(shí)可行的學(xué)習(xí)計(jì)劃表，用以指導(dǎo)自己的學(xué)習(xí)。有了計(jì)劃，就等于有了學(xué)習(xí)目標(biāo)，也就有了學(xué)習(xí)動(dòng)力和努力方向。教師不但首先要指導(dǎo)學(xué)生制定出一個(gè)符合實(shí)際的現(xiàn)實(shí)可行的目標(biāo)計(jì)劃，還要在平時(shí)的教學(xué)管理當(dāng)中，對(duì)每位學(xué)生的學(xué)習(xí)情況不斷督促，定期檢查，進(jìn)行長(zhǎng)期管理，讓學(xué)生不斷受到目標(biāo)的激勵(lì)，積極主動(dòng)地學(xué)習(xí)，提高學(xué)習(xí)效率。

（二）課前預(yù)習(xí)

課前預(yù)習(xí)是學(xué)生學(xué)好新課，取得高效率的學(xué)習(xí)成果的基礎(chǔ)。高中的英語學(xué)習(xí)任務(wù)繁重，知識(shí)點(diǎn)多而散，如果不做好課前預(yù)習(xí)，上新課時(shí)就會(huì)心中無數(shù)，不得要領(lǐng)，反之如果做好了課前預(yù)習(xí)，不僅可以培養(yǎng)自學(xué)能力（主要是獨(dú)立思考問題的能力），還可以提高學(xué)習(xí)新課的興趣，掌握學(xué)習(xí)的主動(dòng)權(quán)。此外，課前預(yù)習(xí)還可以促使學(xué)生發(fā)現(xiàn)疑難，引起思考，減少聽課的盲目性，增強(qiáng)聽課的效果。

（三）認(rèn)真聽課

課堂是實(shí)施素質(zhì)教育的渠道，上課是學(xué)生理解和掌握基礎(chǔ)知識(shí)的基本技能，并在此基礎(chǔ)上發(fā)展認(rèn)識(shí)能力的一個(gè)關(guān)鍵環(huán)節(jié)。課堂上，要求學(xué)生始終保持高度集中的注意力，踴躍發(fā)言，大腦要不斷地跟著老師轉(zhuǎn)，在課內(nèi)有意識(shí)地識(shí)記該課的生詞、短語、句型以及重點(diǎn)句型，力爭(zhēng)在課內(nèi)就把這節(jié)課最重要的學(xué)習(xí)內(nèi)容記住，當(dāng)堂消化。

（四）做好課堂筆記

要學(xué)妤英語，有一本詳細(xì)全面的英語筆記是十分必要的。有的學(xué)生認(rèn)為，記筆記是很痛苦的事情，但在英語學(xué)習(xí)中，這痛苦是必要的，也是值得的。再好的記性不如一只爛筆頭。英語的知識(shí)點(diǎn)多而散，想僅憑每節(jié)課上的四十分鐘就全部記住并長(zhǎng)期不遺忘是根本不可能的。筆記是一種永久性的系統(tǒng)性的記錄，對(duì)于復(fù)習(xí)已學(xué)過的知識(shí)非常重要，對(duì)于克服頭腦記憶儲(chǔ)存知識(shí)的局限性非常重要，記筆記的過程就是對(duì)信息篩選、濃縮的過程，有利于鍛煉思維、提高捕捉重要信息的能力，提高濃縮信息的加工能力。

（五）課后及時(shí)復(fù)習(xí)練習(xí)

心理學(xué)研究表明，學(xué)過知識(shí)后的短時(shí)間內(nèi)遺忘很快，而往后遺忘的速度減慢，因此，課后及時(shí)復(fù)習(xí)對(duì)學(xué)生鞏固知識(shí)是十分必要的。復(fù)習(xí)能加深和鞏固對(duì)新學(xué)知識(shí)的理解和記憶，系統(tǒng)地掌握新知識(shí)達(dá)到靈活運(yùn)用的目的。所以，科學(xué)的、高效率的學(xué)習(xí)，必須把握“及時(shí)復(fù)習(xí)”這一環(huán)節(jié)。復(fù)習(xí)要做到及時(shí)，要在學(xué)后當(dāng)天進(jìn)行，復(fù)習(xí)時(shí)可先嘗試回憶，然后反復(fù)閱讀教材，對(duì)照筆記，記憶掌握重點(diǎn)內(nèi)容。提高自己的英語水平。

三、培養(yǎng)學(xué)生學(xué)習(xí)方法的效果

中學(xué)生學(xué)習(xí)方法范文第4篇

在高考指揮棒的指揮之下，歷史這門學(xué)科長(zhǎng)期成為單純的復(fù)述性的學(xué)科，強(qiáng)調(diào)記憶性成為歷史教學(xué)的一大特點(diǎn)，教學(xué)中較少有學(xué)生的探究性、分析性的思維過程。 具體而言，從教學(xué)方法來看，還比較單一，陳舊，學(xué)生的主體地位體現(xiàn)的不夠突出，很大程度上是教師的“一言堂”。從教學(xué)結(jié)構(gòu)來看，現(xiàn)在很多歷史教師大多以歷史知識(shí)經(jīng)驗(yàn)傳授型的教學(xué)結(jié)構(gòu)為主。這就使得學(xué)生很難形成具有主體意識(shí)的社會(huì)科學(xué)理念、人文精神。從教學(xué)內(nèi)容上來看，歷史課的內(nèi)容是講述人類歷史。教師在教學(xué)的過程中往往太偏重于時(shí)間、地點(diǎn)、人物、事件的傳授，而容易忽略搜集與處理信息、分析與解決問題的能力。從思想教育方面來看，教師只是給出一個(gè)或幾個(gè)結(jié)論，說這一事件是愛國(guó)的，那一個(gè)人物是英雄，很明顯，思想教育在歷史課堂上是落實(shí)的很不夠。有的同學(xué)在學(xué)習(xí)中過于重視對(duì)知識(shí)個(gè)體的孤立、機(jī)械性記憶和理解，就事論事，割裂了知識(shí)點(diǎn)間的聯(lián)系和對(duì)知識(shí)點(diǎn)之間關(guān)系的融合性理解與應(yīng)用，窒息了解決問題的能力。現(xiàn)代學(xué)習(xí)理論十分重視學(xué)習(xí)的遷移問題，甚至有人提出“為遷移而學(xué)習(xí)”的口號(hào)。這要求我們?cè)谄綍r(shí)的歷史學(xué)習(xí)中要重視對(duì)知識(shí)遷移能力的培養(yǎng)。

實(shí)現(xiàn)知識(shí)遷移的關(guān)鍵是轉(zhuǎn)換問題情境，將問題進(jìn)行類化。問題情境是問題的呈現(xiàn)方式。一個(gè)問題的呈現(xiàn)方式與構(gòu)建的認(rèn)知結(jié)構(gòu)越接近，就越有利于知識(shí)的遷移和運(yùn)用。

另外，克服思維定勢(shì)的影響，培養(yǎng)求異精神和發(fā)散思維能力也非常重要。思維“定勢(shì)”也稱“心向”，是指先于一定活動(dòng)而指向該活動(dòng)的一種準(zhǔn)備狀態(tài)。在知識(shí)遷移能力的形成過程中，既要培養(yǎng)解決類似問題的心向，形成知識(shí)遷移的一般性規(guī)律和方法，又要形成在遇到用習(xí)慣方法難以解決的有關(guān)問題時(shí)能夠從其他角度去分析、解決問題的能力，要形成求異思維和發(fā)散思維的意識(shí)與能力，這也是培養(yǎng)知識(shí)遷移能力的重要要求。知識(shí)的遷移要求對(duì)知識(shí)呈現(xiàn)的情境和知識(shí)轉(zhuǎn)換要靈活處理，而不是生搬硬套。所以，在應(yīng)用以上所列方法時(shí)也不要僵化，而是要具體問題具體分析、具體處理。

二、改善高中歷史學(xué)習(xí)中的閱讀、做題與思維能力

歷史教學(xué)，可以使學(xué)生了解歷史知識(shí)，又促進(jìn)學(xué)生學(xué)習(xí)能力的發(fā)展和歷史意識(shí)的生成。提升學(xué)生的人文素養(yǎng)、人文精神，學(xué)會(huì)以全面、客觀、辨證的眼光去認(rèn)識(shí)世界，使學(xué)生學(xué)會(huì)學(xué)習(xí)、學(xué)會(huì)生存、學(xué)會(huì)發(fā)展自我。當(dāng)課程改革和素質(zhì)教育已成為一種趨勢(shì)并不斷推廣，教育對(duì)教師和學(xué)校提出了更高的要求。如何優(yōu)化教學(xué)過程，進(jìn)一步提高課堂教學(xué)效果和學(xué)生素質(zhì)是十分迫切的課題。

閱讀歷史教科書通常分三步走。第一步，學(xué)會(huì)瀏覽教材。第二步，精讀。就是對(duì)各章節(jié)的具體內(nèi)容逐句逐字地讀，弄清楚段落大意、層次、重點(diǎn)、難點(diǎn)，并做好讀書筆記。對(duì)某些或某個(gè)問題有疑問或有不同見解的作出標(biāo)記，通過以同學(xué)、老師共同討論，最后得出正確的結(jié)論。第三步，接受和整和信息。要求學(xué)生在閱讀中對(duì)教材提供的信息（包括引用的史料），不是簡(jiǎn)單的接受，而是要在接受信息時(shí)分析這些信息，用它們做為論據(jù)，以做到史論結(jié)合。

現(xiàn)在一般歷史考試卷包含的題型：客觀題（選擇題）、主觀題（閱讀材料題、政史結(jié)合、史地結(jié)合、政史地結(jié)合題）。其中，包括對(duì)學(xué)生的歷史知識(shí)的考察，同時(shí)更注意了對(duì)學(xué)生能力的考察。為此，在教學(xué)過程中，要結(jié)合教材內(nèi)容，講述、訓(xùn)練各類歷史題的一般解題能力，特別是分析比較能力（知識(shí)的橫縱聯(lián)系）、史論結(jié)合能力、系統(tǒng)條理能力、文字處理能力、語言表達(dá)能力等。

歷史思維能力是指用歷史唯物主義的基本觀點(diǎn)分析問題、解決問題的能力。歷史學(xué)科的內(nèi)容豐富，古今中外，人物事件，年代地點(diǎn)，縱橫交錯(cuò)，為此，在教學(xué)中注意引導(dǎo)學(xué)生理清歷史線索，在頭腦中形成概念、判斷、推理，形成邏輯思維能力。此過程較復(fù)雜，要進(jìn)行反復(fù)的訓(xùn)練，主要訓(xùn)練的練習(xí)有判斷練習(xí)、推理練習(xí)、論證練習(xí)。同時(shí)，發(fā)散思維對(duì)學(xué)好歷史也很重要，它的思維過程具有開放性、擴(kuò)展性。這些不但可以讓學(xué)生認(rèn)清歷史發(fā)展線索，加深對(duì)歷史知識(shí)的理解，還可以把古今中外縱橫交錯(cuò)、復(fù)雜的事情聯(lián)系起來考慮，以達(dá)到培養(yǎng)學(xué)生歷史思維能力的目的。

三、改善高中歷史學(xué)習(xí)方法還要培養(yǎng)良好的學(xué)習(xí)習(xí)慣

良好的學(xué)習(xí)習(xí)慣預(yù)習(xí)習(xí)慣、上課習(xí)慣、復(fù)習(xí)習(xí)慣等基本環(huán)節(jié)。預(yù)習(xí)時(shí)要邊讀邊記，把疑難問題注在書上或筆記本里，為上課做好準(zhǔn)備，如發(fā)現(xiàn)與新知識(shí)相關(guān)而又未能牢固掌握的舊知識(shí)時(shí)，應(yīng)重溫舊課，并弄懂舊知識(shí)。在預(yù)習(xí)的時(shí)候應(yīng)做到看、做、思結(jié)合，邊看書，邊用筆在書上進(jìn)行“圈、點(diǎn)、勾、畫”，圈點(diǎn)的過程就是提煉重點(diǎn)的過程，就是品味、加深理解的過程，就是發(fā)現(xiàn)、提出和解決問題的過程。

中學(xué)生學(xué)習(xí)方法范文第5篇

關(guān)鍵詞：生物教學(xué) 學(xué)習(xí)方法 學(xué)習(xí)效率

陶行知先生說過：“我認(rèn)為好的先生不是教書，而是教學(xué)生學(xué)。”在生物學(xué)教學(xué)中，要根據(jù)生物學(xué)科的特點(diǎn)，結(jié)合學(xué)生的學(xué)習(xí)實(shí)際和教學(xué)內(nèi)容，有意識(shí)地對(duì)學(xué)生進(jìn)行學(xué)法指導(dǎo)，從而提高學(xué)習(xí)效率，實(shí)現(xiàn)知識(shí)傳授和智力發(fā)展的辯證統(tǒng)一。生物教學(xué)中常見的方法有以下幾種，僅供參考：

一、比較法

比較法是學(xué)習(xí)過程中最常用的方法也是其它方法的基礎(chǔ)。有比較才有鑒別，求同法和求異法是進(jìn)行比較的兩種重要手段。求同法即找出事物之間的相同點(diǎn)。如通過對(duì)葉綠體和線粒體的比較可以得出兩細(xì)胞器三方面的相同點(diǎn)：雙層膜結(jié)構(gòu)，遺傳上的獨(dú)立性，與能量代謝有關(guān)。求異法即找出不同點(diǎn)，例如通過對(duì)動(dòng)、植物細(xì)胞亞顯微結(jié)構(gòu)的比較可總結(jié)出植物細(xì)胞特有的結(jié)構(gòu)――細(xì)胞壁、大液泡、質(zhì)體，以及高等動(dòng)物細(xì)胞特有的結(jié)構(gòu)――中心體。

二、分類法

即根據(jù)一定的標(biāo)準(zhǔn)對(duì)有關(guān)材料進(jìn)行科學(xué)分類，分類隨標(biāo)準(zhǔn)而異，在比較的基礎(chǔ)上進(jìn)行分類。如新陳代謝從“方向”上分同化作用和異化作用，從“性質(zhì)”上分物質(zhì)代謝和能量代謝;新陳代謝的類型從同化作用上分自養(yǎng)型和異養(yǎng)型，從異化作用上分需氧型和厭氧型。

三、聯(lián)系法

每門學(xué)科都有其嚴(yán)密的知識(shí)體系，學(xué)科內(nèi)部以及不同學(xué)科間都存在著聯(lián)系。教學(xué)中應(yīng)指導(dǎo)學(xué)生從橫向、縱向兩方面去挖掘相關(guān)知識(shí)的聯(lián)系。生物體是一個(gè)互為聯(lián)系的統(tǒng)一體，生物體各結(jié)構(gòu)之間、結(jié)構(gòu)與功能間、結(jié)構(gòu)與環(huán)境之間都存在著聯(lián)系。教學(xué)中可以指導(dǎo)學(xué)生從細(xì)胞、組織、器官、系統(tǒng)四個(gè)水平尋找結(jié)構(gòu)間的聯(lián)系，體會(huì)結(jié)構(gòu)與功能、結(jié)構(gòu)與環(huán)境的統(tǒng)一性，如人體的呼吸、消化、循環(huán)、泌尿、內(nèi)分泌和神經(jīng)系統(tǒng)之間以新陳代謝為紐帶而相互聯(lián)系。此外還要加強(qiáng)理論與實(shí)際的聯(lián)系，用生物學(xué)知識(shí)解釋生活中的某些生物學(xué)現(xiàn)象，做到學(xué)以致用。

四、歸納法

歸納法是學(xué)生在占有學(xué)習(xí)材料的基礎(chǔ)上，對(duì)材料進(jìn)行提綱挈領(lǐng)的總結(jié)概括形成知識(shí)點(diǎn)或知識(shí)體系。歸納時(shí)思維方式可采用發(fā)散思維和聚合思維，歸納方法可采用符號(hào)綱要法和主題詞法等。生物知識(shí)既有各自的獨(dú)立性，又存在著內(nèi)部聯(lián)系，學(xué)生在學(xué)習(xí)過一段知識(shí)之后，應(yīng)及時(shí)進(jìn)行歸納、總結(jié)，以各知識(shí)點(diǎn)間的聯(lián)系為線索，構(gòu)建知識(shí)網(wǎng)絡(luò)，形成知識(shí)體系。常見的歸納方法有圖示法、提綱法和列表法。圖示法一般用于歸納幾個(gè)知識(shí)點(diǎn)間的聯(lián)系，提綱法適用于單元總結(jié)，而列表法則更適應(yīng)于期中或期末復(fù)習(xí)。學(xué)生掌握并實(shí)際應(yīng)用這些方法就可將所學(xué)知識(shí)進(jìn)行歸納、整理，使所學(xué)知識(shí)系統(tǒng)化、條理化，增強(qiáng)學(xué)習(xí)效果。

五、實(shí)驗(yàn)法

生物科學(xué)是一門以實(shí)驗(yàn)為基礎(chǔ)的學(xué)科，生物學(xué)實(shí)驗(yàn)是指運(yùn)用一定的儀器、器具、材料、藥品通過科學(xué)方法觀察研究一般情況下不易觀察到的生物體結(jié)構(gòu)和生命活動(dòng)現(xiàn)象的過程。 從中學(xué)生物學(xué)教學(xué)的角度，生物學(xué)實(shí)驗(yàn)可以分為以教師為主操作的演示實(shí)驗(yàn)、學(xué)生家庭課外實(shí)驗(yàn)、以學(xué)生課堂操作為主的實(shí)驗(yàn)，也有的是教師演示和學(xué)生實(shí)驗(yàn)相結(jié)合進(jìn)行的實(shí)驗(yàn)。

六、閱讀自學(xué)法

課前預(yù)習(xí)和課后鞏固都要求學(xué)生要進(jìn)行閱讀自學(xué)。閱讀自學(xué)要有目的性，要帶著問題去閱讀，閱讀之后應(yīng)歸納知識(shí)要點(diǎn)、找出難點(diǎn)、提出感到疑惑的問題從而引發(fā)思考。閱讀自學(xué)可以激發(fā)求知欲，思維積極活躍，有利于提高學(xué)生分析問題和獨(dú)立解決問題的能力。

七、科學(xué)記憶法

1.口訣記憶的方法。例如：“鯉魚體側(cè)有側(cè)線，水流方向它能辨，水的溫度知高低，部分聲波聽得見。”

2.聯(lián)想記憶的方法。即引導(dǎo)學(xué)生把記憶材料與其相互聯(lián)系的材料結(jié)合起來。例如：生物的結(jié)構(gòu)和功能是密切相關(guān)的，以結(jié)構(gòu)想功能，以功能推結(jié)構(gòu)，這樣對(duì)提高記憶能力十分有益。