I think physics should be tested consciously. Physics in high school is relatively deep, and it is basically dead to hold Buddha for a while. The platform course in the university is shallow, but it is wide and contains too much content, but the principle is that you can substitute the formula, provided that you remember or deduce the formula.
High school chemistry is still very simple. You should learn your own laws, such as organic. When you can write down the reflection relationship between various substances without looking at any information (you can draw a network diagram), it is basically ok. It is also necessary to infer the type of organic reaction.
What about biology? I don't think I can help you. I care too much about it. You know everything from one book to two, and you should remember everything by heart.
In short, science-math and physics students, I recommend you a tried-and-true method-throwing papers and correcting them. I lost my high school papers, because there are too many. I really can't stand to stay and review. 7. It is better to prepare a wrong problem book and write down all the wrong problems (except the stupid problem when the brain is short-circuited, plus the one you did wrong) or cut it out. Correcting mistakes must be serious, and all solutions must be written clearly. Just read this book when reviewing ~ ~
The college entrance examination is still very simple!
The investigation of mathematics is mainly the basic knowledge, and the difficult problems are only synthesized on the basis of simple problems. So the content in the textbook is very important. If you can't master all the knowledge in the textbook, you won't have the capital to learn by analogy.
It's best to preview the contents of the textbook before class, otherwise there is a knowledge point that can't keep up with the teacher's footsteps in class, and the following is unknown. This vicious circle will start to get tired of mathematics, and interest is very important for learning. Targeted exercises after class must be done seriously and not lazy. You can also calculate the classroom examples several times when reviewing after class. After all, in class, the teacher is calculating and explaining problems, and the students are listening. This is a relatively mechanical and passive process of accepting knowledge. Maybe you think you understand it in class, but in fact, your understanding of problem-solving methods has not reached a deeper level, and it is very easy to ignore some difficulties that will inevitably be encountered in the real problem-solving process. A good brain is better than a bad pen. For solving mathematical and physical problems, it is not enough to rely only on the general ideas in the mind. Only through careful written calculation can we find the difficulties, master the solutions and finally get the correct calculation results.
Secondly, we should be good at summarizing and classifying, looking for the * * * relationship between different types of questions and different knowledge points, and systematizing what we have learned. To give a concrete example: in the function part of senior one algebra, we have studied several different types of functions, such as exponential function, logarithmic function, power function, trigonometric function and so on. But comparing and summarizing, you will find that whatever kind of function we need to master is its expression, image shape, parity, increase and decrease and symmetry. Then you can make the above contents of these functions into a big table and compare them for easy understanding and memory. Pay attention to the combination of function expressions and figures when solving problems, and you will certainly get much better results.
Finally, we should strengthen after-school exercises. Besides homework, find a good reference book and do as many exercises as possible (especially comprehensive and applied questions). Practice makes perfect, thus consolidating the effect of classroom learning and making your problem solving faster and faster.