When I was a child, I always felt that examinations were to torture us. I did not know who invented homework, which made us suffer every day. I also did not know who invented examinations, which made us particularly embarrassed.
No one likes exams, even the best students. After all, they are brain-wrenching.
It was not until the teacher found that, in addition to the entrance examination, other tests are a test, and such a test, is really the best means to find reasons to make up for the shortcomings.
How much you score on an exam paper is important, but more important is how you analyze it.
If you are a parent and get your child’s test paper, I think you must pay attention to your child’s grades. Yes, grades can reflect your child’s learning attitude during this period to some extent. In fact, it is more accurate to use your child’s ranking in class (but it is not allowed to give your child a ranking now). So when we look at the children’s grades, we should also consider the difficulty of the test paper.
If the child’s progress is obvious, it is not only the problem of knowledge points, but the state of the child’s previous period of time has changed a lot, become particularly serious or particularly not serious. Then we have to evaluate the child’s attitude first, is good, then continue to encourage, believe that the child himself is also very happy, will be more motivated. If it’s not good, then criticize it and analyze the reason. It’s best to let the child analyze it by himself first, and then the parents can add.
The next step is to analyze the test paper. Analyzing test papers, parents and children have several minefields not to step on.
First of all, don’t reduce the cause to simply “carelessness.” Carelessness has now become a protective umbrella for children, as if it is not a big mistake. For example, simple oral arithmetic, words, words and so on, write wrong to say that the child is careless. There are many reasons for carelessness, such as unclear examination, such as not skilled, after analyzing the reasons to targeted practice, rather than simply saying: the next exam don’t be careless. Say so, next time is sure to be careless.
Second of all, don’t take the kid’s paper and look at it and say, you shouldn’t throw out these points, you shouldn’t throw out those points. And then you add it up and you get a 98. This is what you think your child should really be, and your child will be led to believe it. He will attribute the mistake to his own carelessness, rather than his lack of knowledge. We should know that every small lost point is a child did not grasp a knowledge point, or learning methods have a problem.
Also, don’t let your child take any chances. The child got the test paper a look, ah, this question I originally choose C, later changed to B, if I do not change on the right. Or, oh, I was already hesitating between A and C, and if I hadn’t chosen A, I would have been right. So a left look, a right look, if next time I luck a little better, you can take a lot of high ah. If the child takes such a chance, he may never be promoted.
The right way to do it is to analyze it seriously. Wrong is wrong. Even if the number is copied wrong from the top to the bottom, it is still a mistake and cannot be carried away lightly. Next, do targeted exercises. Even if it is a small mistake that we think is insignificant, we should practice and correct it steadily.
If the analysis is very perfunctory, the conclusion is always: solid foundation, extracurricular to expand. Under normal circumstances, the next time the child’s performance probability is about the same as this time.
Don’t underestimate the process of analyzing a test paper, and don’t just look at a score. It’s an opportunity to grow as a child learns.