中學生學習方法

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中學生學習方法范文第1篇

1、 The first level is hard study

提起學習就講“頭懸梁、錐刺股”，“刻苦、刻苦、再刻苦”。處于這種層次的同學，覺得學習枯燥無味，對他們來說學習是一種被迫行為，體會不到學習中的樂趣。長期下去，對學習必然產生了一種恐懼感，從而滋生了厭學的情緒，結果，在他們那里，學習變成了一種苦差事。

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

2、 The second level is studious

所謂“知之者不如好之者”，達到這種境界的同學，學習興趣對學習起到重大的推動作用。對學習的如饑似渴，常常注到廢寢忘食的地步。他們的學習不需要別人的逼迫，自覺的態度常使他們能取得好的成績，而好的成績又使他們對學習產生更濃的興趣，形成學習中的良性循環。

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、第三層為會學

3、 The third level is learning

學習本身也是一門學問，有科學的方法，有需要遵循的規律。按照正確的方法學習，學習效率就高，學的輕松，思維也變的靈活流暢，能夠很好地駕御知識。真正成為知識的主人。

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，中學生的學習中，第一層居多，第二層為少數，第三層次更少。我們應當明確，學習的一個重要目標就是要學會學習，這也是現代社會發展的要求。21世紀中的文盲將是那些不會學習的人。所以，同學們在學習中應追求更高的學習境界，使學習成為一件愉快的事，在輕輕松松中學好各門功課。

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.

三種學習習慣

Three learning habits

學習成績的好壞，往往取決于是否有良好的學習習慣，特別是思考習慣。

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

一、總是站在系統的高度把握知識

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

很多同學在學習中習慣于跟著老師一節一節的走，一章一章的學，不太對意章節與學科整體系統之間的關系，只見樹木，不見森林。隨著時間推移，所學知識不斷增加，就會感到內容繁雜、頭緒不清，記憶負擔加重。事實上，任何一門學科都有自身的知識結構系統，學習一門學科前首先應了解這一系統，從整體上把握知識，學習每一部分內容都要弄清其在整體系統中的位置，這樣做往往使所學知識更容易把握。

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，尋求事物之間的內在聯系

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

學習最忌死記硬背，特別是理科學習，更重要的是弄清楚道理，所以不論學習什么內容，都要問為什么，這樣學到的知識似有源上水，有木之本。即使你所提的問題超出了中學知識范圍，甚至老師也回答不出來，但這并不要緊，要緊的是對什么事都要有求知欲，好奇心，這往往是培養我們學習興趣的重要途徑，更重要的是養成這種思考習慣，有利于思維品質的訓練。

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、發散思維，養成聯想的思維習慣

3、 Divergent thinking, forming the thinking habit of Association

在學習中我們應經常注意新舊知識之間、學科之間、所學內容與生活實際等方面的聯系，不要孤立的對待知識，養成多角度地去思考問題的習慣，有意識地去訓練思維的流暢性、靈活性及獨創性，長期下去，必然會促進智力素質的發展。

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.

知識的學習主要通過思維活動來實現的，學習的核心就是思維的核心，知識的掌握固然重要，但更重要的是通過知識的學習提高智力素質，智力素質提高了，知識的學習會變得容易。所以上面講的學習的三個學習習慣實質上是三種思維習慣。學習的重點就是學會如何思考。

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.

三個學習要點

Three learning points

關于學習的方法可以談很多，但重要的應注意以下三點

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

一、多讀書，注意基礎

1、 Read more, pay attention to the foundation

要想學習好，基礎知識的掌握尤為重要，而基礎知識就是指課本知識，這一點同學們一定清楚。但在學習中，很多同學卻不重視課本的閱讀理解，只愿意去多做一些題，因為考試就是做題。實際上這是一種本末倒置的做法，應當說，課本與習題這兩方面都很重要，互相不能替代，但課本知識是本，做題的目的之一是能更好地掌握知識。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

“學而不思則罔”，思考是學習的靈魂。在學習中，知識固然重要，但更重要的是駕御知識的頭腦。如果一個人不會思考，他只能做知識的奴隸，知識再多也無用，而且也不可能真正學到好知識。知識的學習重在理解，而理解只能通過思考才能實現，思考的源泉是問題，在學習中應對意不要輕易放過任何問題，有了問題不要急于問人，應力求獨力思考，自己動手動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，溫故而知新

3、 Repeat and learn from the past

《論語》開篇第一句；“學而時習之”道盡學宗，不斷的重復顯然是學習中很重要的一個方面。當然，這種重復不能是機械的重復，也不只是簡單的重復記憶。我們主張每次重復應有不同的角度，不同的重點，不同的目的，這樣每次重復才會有不同的感覺和體會，一次比一次獲得更深的認識。知識的學習與能力的提高就是在這種不斷的重復中得到升華，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.

三種學習精神

Three learning spirits

一、不唯書

1、 Not only books

古人云：“盡信書，不如無書?！痹谖覀兊膶W習中，教科書是我們學習的重要材料，學好課本基礎知識是毫無疑問的。但是，這里應當明確兩個問題；一、科學總是發展著的知識體系，我們所學的知識和方法不可能都是毫無缺陷的。這就需要我們多動腦筋，在思考的基礎上敢于懷疑，大膽探索，提出我們自己的觀點和看法。二、人們對事物的認識過程總是多次反復才能完成的。也許我們的懷疑是錯誤的，我們提出的觀點和見解是不正確的，但正是從這種錯誤與正確的交鋒中才能獲得正確的認識。一味死記硬背，即便把課本背熟了，也難以靈活運用。所以，我們提倡不唯書，并不是為了否定書，而是為了培養一種創新精神。

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

在中學生的學習中，很多同學上課時只會認真聽講；把老師的板書一字不差地抄錄下來，課后進行消化吸收，但卻很少能發現問題、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“知識容器”。瑞士著名的教育心理學家皮亞杰曾說過；“教育的主要目的是培養能創新的而不是簡單重復前人已做過的事的人?！彼?，我們主張同學要多與老師交流，當對老師講的有疑問或有不同看法時，要敢于堅持自己的觀點，敢于向老師質疑，甚至與老師爭論，在爭論中我們失去的只是錯誤，而得到的除了正確的認識外，更重要的是智力的發展，還有勇氣和信心的提高，最終有“青出于藍而勝于藍”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

對于一個知識的理解，可以從不同的角度去認識；對于一道題的求解，可以有不同方法；對于一個實際問題，可以從不同學科去分析解決。世界本身就是一個多樣化的世界，我們學習的目的決不是為了追求唯一的答案。所以，我們在學習中必須具備這種“不唯一”的意識和精神，盡可能尋求更多解決問題的途徑，養成多方面、多角度認識問題的習慣，訓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.

三條學習原則

Three learning principles

學習的具體方法，往往因人而異，不同的人有不同的學習特點，完全可以根據自己的實際情況采取不同的措施。但也需要我們嚴格遵守一些共同的原則，它們是取得好成績的重要保證。

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

自覺性要求中學生能夠自覺地安排自己每天的學習活動，自覺地完成各項學習任務。我們應當明確，當學習是一種自覺的行為時才更有效，特別是中學生的學習，主要依靠自覺來完成。如果把學習變成一種被別人壓迫的行為，學習的動力就會減弱，久而久之就會產生厭倦感，失去學習興趣，學習效果可想而知。所以，對于那些學業不佳的同學應首先檢查自己的學習自覺性如何，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、主動性原則

2、 Initiative principle

主動性要求中學生的學習有熱情，主動獲取知識，不等待，不依靠，不恥下問。做任何事情，積極主動是取得成功的必要條件，學習也不例外。很多同學在學習中恰恰缺乏這一點，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，就學什么，不越“雷池”半步，很少主動與老師、同學交流，有的同學甚至一年也不會問老師一個問題。這些同學決不是一個問題也沒有，而是缺乏學習的主動性和積極性，而這種被動的學習狀態是十分有害的，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、獨立性原則

3、 Principle of independence

獨立性要求中學生做事有主見，不輕信，不盲從，不人云亦云，能獨立完成學習任務，不輕易受群體因素的影響。很多優秀的學生往往具備這樣的特征。當別的同學總愿讓老師反復講解時，他們卻更愿意獨立思考，依靠自己獨立的智慧去努力獲取知識。正是他們這種學習的獨立性，造就了他們的出類拔萃。我們認為，如果在學習中沒有獨立性，就沒有創造性，就不可能取得最佳的學習效果。

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.

三種學習技能

Three learning skills

一、學會快速閱讀

1、 Learn to read fast

直接從書中獲取知識是一條重要的途徑，即使是教科書中的知識，也不能純粹依靠老師的講解來學習。一個掌握閱讀技能的學生，能夠更迅速、更順利地掌握知識，學的更主動，更輕松。在實際學習中，許多同學習慣于上課聽講，下課做作業，即使是教科書也不甚閱讀，更不用說大量閱讀課外書籍。長期下去造成的結果是不會讀書，沒有形成熟練的閱讀技能，對學習的發展造成嚴重阻礙，這可能是很多同學在學業上落伍的一個重要原因。我們講的閱讀技能并不是指能簡單的讀，而是指在閱讀的同時能思考，在思考的同時能閱讀的能力，是指能夠根據不同書籍的模式迅速分清主次、把握書中內容的一種技能。這就要求同學必須多讀書，注意了解不同書籍的特點和閱讀技巧，加強讀思結合，并且有意識地加快閱讀速度，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、學會快速書寫

2、 Learn to write fast

中學階段課業負擔比較重，如果沒有掌握快速書寫的技能，這種負擔會更加沉重。比如課堂上跟不上老師的速度記錄筆記，課后完成作業用時過多，考試因書寫太慢而答不完試卷等，這些現象都與書寫技能有關?？梢哉f書寫技能是我們借以掌握知識的工具，這種工具所處的狀態將決定我們能否有效而合理地使用時間。那些書寫速度慢的同學對此應引起足夠的注意，自覺地加強這方面的訓練，盡快掌握這一技能。當然，快速書寫的同時還要保證字跡的清楚與規范。

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、學會做筆記

3、 Learn to take notes

做筆記是一種與動手相結合的學習行為，有助于對知識的理解和記憶，是一種必須掌握的技能。中學生的學習筆記主要有課堂筆記、讀書筆記和復習筆記等，課堂筆記應注意結合教材進行記錄，不能全抄全錄老師的板書。讀書筆記應注意做好圈點勾批，所謂“不動筆墨不讀書”。復習筆記應注意做好知識的歸納整理，理清知識結構和聯系。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.

三種學習能力

Three learning abilities

一、獨立探求知識的能力

1、 The ability to explore knowledge independently

這種能力也可以叫自學能力，在外界條件完全相同的情況下，不同的學生所取得的學習成績是不同的，這有多方面的原因，但其中自學能力不同是一個重要原因。那些優秀的同學往往具有較強的自學能力，他們不僅僅滿足在老師指導下的學習，更注重獨立探求知識。他們注重對書本的自學理解，遇到問題，并不急于求教，而是首先通過獨立思考來解決，他們總是根據自己的實際情況來安排學習，表現出較強的獨立性和自主性。我們認為，在一個人所學到的知識中，獨立探求的比例越大，那么知識掌握的就越好，而且能更好地促進他的進一步發展。所以，同學們在學習中應加強自學精神和獨立意識。

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

人類的認識活動總是在一定的社會環境中完成的，所以我們在主張獨立探求知識的同時，還需要加強與他人的合作學習，通過合作學習，更加全面、更加深刻地理解知識。老師講，學生聽，只是一種單向傳遞，知識的掌握需要雙向、多向交流，所以，我們不僅要主動與老師多交流，而且要與同學進行積極的討論。學會認真聽取別人的意見，互相協作解決問題，也是善于同別人打交道的一種社交能力。一位哲學家曾說過：“我有一個蘋果，你有一個蘋果，交換以后，我們還是擁有一個蘋果。但是，我有一種思想，你有一種思想，交換以后，我們就會擁有兩種思想?！?/p>

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、流暢的表達能力

3、 Fluent expression

一些同學認為，好象只有文科要求有較好的寫作表達能力，實際上理科所要求的解答過程也是一種表達能力。我們這里所說的表達能力不僅包括文字表達，還包括口頭表達。在很多學習活動中，善于演講，能夠準確、自如地表達自己的思想是一種重要的學習能力。語言是與人交流的工具，也是思維能力的表現，不注意表達能力的訓練，不僅影響與他人的交往，而且會影響思維的發展，進而影響學習。所以，同學們應有意識地加強表達能力的自我訓練。

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

Four thinking qualities

通俗地講，人們在工作、學習、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、具體化和系統化等一系列過程，對感性材料進行加工并轉化為理性認識及解決問題的。我們常說的概念、判斷和推理是思維的基本形式。無論是學生的學習活動，還是人類的一切發明創造活動，都離不開思維，思維能力是學習能力的核心，培育高品質的思維是我們最重要的學習任務之一。

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

是指思維活動的反應速度和熟練程度，表現為思考問題時的快速靈活，善于迅速和準確地做出決定、解決問題。培養思維的敏捷性應注意：l、熟練掌握基礎知識和基本技能，熟能生巧。2、課堂聽講超前思維，搶在老師講解之前進行思考，把課堂接受知識的過程變成思維訓練的活動。3、定時作業，有意識地限定時間完成學習任務。

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

是指思維活動的抽象和邏輯推理水平，表現為能深刻理解概念，分析問題周密，善于抓住事物的本質和規律。培養思維的深刻性應注意；l、追根究底，凡事都要去問為什么，堅決擯棄死記硬背。2、積極開展問題研究，按寫小論文，養成深鉆細研的習慣。

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方面，又不忽視其重要細節的思維品質?？紤]問題，總是從整體出發，能夠很好地處理整體與局部關系。培養思維的整體性應注意：l、站在系統的高度學習知識，注重知識的整體結構，經常進行知識總結。2．尋找新舊知識的聯系與區別，挖掘共性，分離個性，在比較中學習新知識。3、注重知識的縱橫聯系，在融會貫道中提煉知識，領悟其關鍵、核心和本質。

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、創造性

4、 Creativity

指思維活動的創造意識和創新精神，不墨守成規，奇異、求變，表現為創造性地提出問題和創造性地解決問題。培養思維的創造性應注意：l、加強學習的獨立性，保持應有的好奇心。2．增強問題意識，在課堂聽講和讀書學習中，注意發現問題，提出問題。3、注重思維的發散，在解題練習中進行多解、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

在我們的學習中，除了代課教師，個少還有三位特殊的“老師”，它們的作用和老師一樣重要，也是我們學習中的良師益友。

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

在實際學習中，不少同學總認為自己比別人笨，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，更不敢向學習好的同學挑戰。這種自信缺乏，嚴重地阻礙了學習的進步。如果說每個人都有巨大的潛能，那么，自信就是開發巨大潛能的金鑰匙。不管什么時候，我們都要認識到，人與人之間雖然存在著差異，但每個人可供開發的潛力所能達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。自信是學習中的第一位老師。

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

課本是我們學習中的第二位老師。課本知識是最基本的知識，它隨時伴隨在我們身邊，每有問題，我們首先想到的應當是查閱課本。不僅如此，課本還起著訓練同學自學能力的作用，那些平時不重視閱讀課本，只把課本當做課后練習的習題本的同學是很難學好知識的。

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

Three, classmate

“三人行，必有我師焉?！蓖瑢W是我們學習中的第三位老師。學習不僅需要學生與教師之間的雙向傳遞，更需要同學之間的多向交流，同學之間的協作更方便。通過同學之間的討論、爭辯，有助于開拓思路，激發思維，互相促進。

"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

中學生學習方法范文第2篇

一、化學教學過程與學生學習方法的培養

中學階段的化學知識可分為有機與無機兩大塊，結束無機化學的學習，同學剛接觸到有機化學，興趣很濃。這時候，是再一次激發學生學習興趣的最佳時期，也是進行學習方法與學習能力培養的最佳時期。在教完甲烷、乙烯、乙炔之后，我就總結出有機化學學習的一般規律與方法：結構性質（物理性質、化學性質）用途制法（工業制法、實驗室制法）一類物質。

比如“乙烯”這一節的教學，我就打破書本上的順序，先講乙烯的分子結構。介紹乙烯分子的結構時，先由分子組成講到化學鍵類型、分子的極性、空間構型；據碳原子結合的氫原子數少于烷烴分子中碳所結合的氫原子數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。再由其結構看其物理、化學性質，展示一瓶事先收集好的乙烯氣體，讓學生從顏色、狀態、氣味、溶解性、密度、毒性等幾個方面來思考；根據乙烯結構中化學鍵的特征――雙鍵容易斷裂講乙烯的特征化學反應――加成反應、加聚反應，根據絕大部分有機物易燃燒的性質講乙烯的氧化反應（補充講乙烯能跟強氧化劑發生氧化反應）。再由乙烯的物理、化學性質來講其用途并結合實際生活中的事例，如作有機溶劑（物理性質）、制造塑料和纖維（化學性質）等。最后對這一類含有碳碳雙鍵的烴，介紹其物理、化學性質的相似性和遞變性。

以后幾節的教學，我都反復強調這樣的學習方法：結構性質用途制法一類物質。到了講烴的衍生物，我請同學自己站起來闡述這樣的研究方法，我順著這樣的思路一點一點地講下去，很清晰。學生自己掌握，復習時也就感覺到有規律可循、有方法可用。有機化學其實很好學，重要的是要培養學生學習方法，時時提醒學生，以后就是進入高一級學校，有機化學的學習與研究也采用的是同樣的方法，這在一定程度上也激發了他們學習與探索的興趣。

二、化學教學過程與學生學習能力的培養

1、自學能力的培養。在教學學習方法和知識的同時，我還加強了學生自學能力的培養。在學生基本上都掌握了有機化學的一般學習方法的基礎上，我讓學生自己閱讀教材，自己總結。比如“乙醛”這一節，通過約20min的閱讀，我就請同學自己列提綱，然后復述，重點圍繞“乙醛的組成和結構是什么？有哪些物理性質（展示樣品）、化學性質？由這樣的物理、化學性質決定了它有哪些重要用途？工業上如何制取？這類物質（如甲醛）有哪些物理、化學性質？”進行教學，通過這樣的訓練，我覺得學生不但強化了方法，更培養了能力，特別是自學能力。

2、觀察能力的培養?；瘜W是一門以實驗為基礎的學科，在有機實驗的過程中，我時時提醒同學要細致、全面，而且要有思維。比如實驗室制取乙烯時，加藥品的過程，溫度計的擺放，實驗中燒瓶、集氣瓶內的變化，為什么要加石棉網、碎瓷片等等都應特別重視，不但要知其然，還要知其所以然。

3、動手能力的培養。在強調觀察、思維能力培養的同時，我還特別注重動手能力的培養。比如演示完乙醛的銀鏡反應和乙醛與氫氧化銅的反應后，我就請兩個同學來演示用甲醛代替乙醛的同樣反應，要求其他同學注意觀察并指出其錯誤。在演示完乙醇與鈉的反應實驗后，要求同學做鈉與水反應的實驗，有的同學竟用大塊的鈉并用手去撥。通過這些課堂實驗，課堂上及時糾正錯誤，學生感受頗深，他們自己做實驗時就很動腦筋，也很規范，提高了他們的動手能力。

4、記憶能力的培養。人類沒有記憶就沒有智力活動可言，“不記則思不起”，沒有記憶，思維、想象、創造就失去了基礎化學是半記憶性學科，同樣的教，同樣的學，有的同學就是學得好，究其原因，其中一個主要的原因就是記得牢。因此在有機化學教學與復習中，我就重視記憶方法、記憶能力的培養。如：銀鏡反應生成物的配平，我就教學生“一二三”記憶法，即一水二銀三氨；醇、醛、酸、酯的教學與記憶，我就提醒同學根據分子中官能團的異同對比記憶其化學性質；我還提醒同學根據實驗現象進行記憶，如乙醛與氫氧化銅的實驗有紅色沉淀物（Cu2O）生成以幫助記憶這個反應。

5、歸納能力的培養。在一般情況下，學生在上完一節新課后都必須在課后認真閱讀課文，并對本節課文的知識點進行歸納總結，從而非常牢固地掌握好本節課文的知識重點、難點。在學完一章后，必須對全章知識進行由點到線、再由線到面的總結，從而使知識條理化、網絡化。要注意的是，要讓學生有充分的時間閱讀、思考、歸納。教師對學生歸納總結的作業本要認真批閱并寫出評語，對總結得好的同學要及時表揚和鼓勵，以調動學生學習的積極性。

6、發散思維能力的培養。我們可從以下兩方面加以指導。一是指導學生在學習中提出疑點、發現問題。例如，稀有氣體元素的原子半徑為什么在同周期中不是最??？為什么碳碳雙鍵的鍵能不是碳碳單鍵的兩倍？對學生發現提出的問題，老師應引導學生通過查閱資料、獨立思考、集體討論等方式解決。二是指導學生在學習中要多聯想、多角度思考。例如，在學習焦爐氣時，可指導學生聯想到石油氣、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。在學習NH3的溶解性時，可聯想到HCl氣體的噴泉實驗，同時思考Cl2，SO2，CO2等氣體能否做噴泉實驗。這樣，通過在閱讀中提出疑點、發現問題、多聯想、多角度思考，提高了學生的發散思維能力，同時也使他們所學的知識在頭腦中得到增容，思維過程也逐漸立體化。

中學生學習方法范文第3篇

【關鍵詞】高中；英語；學法；培養

一、在高中英語教學中注意培養學生學習方法的重要性

目前，全國中小學正在積極開展教育改革，努力探索和實施素質教育。素質教育是教育事業的一次深刻的變革，是教育思想和人才培養模式的重大進步。學會學習是素質教育的重要目標之一，也是順應時展的需要?！拔覀兘裉熘赖臇|西，到明天就會過時。如果我們停止學習，就會停滯不前?！痹S多未來學家認為，將來的“文盲”不再是目不識丁的人，而是不會學習的人。當今社會，科技高速發展，人類社會已進入信息時代、知識經濟時代，知識將成為生產的主要要素，這就要求人們不能只有現有的知識，而應該是不斷創新的知識。今天的學生在走出校門之后要適應社會、適應時代，就必須不斷學習，不斷進行知識的補充和更新，終身學習己成為時代的需要。對于今天的學生來說，最重要的學習是學會學習，讓學生學會學習已成為學校教育的一項重要的目標。陶行知先生曾指出：“先生的責任不在教，而在教學，而在教學生學”。因此教師不能只顧“教什么”和“怎樣教”的問題，而應該重視學生“學什么”和“怎樣學”的問題。這是現代教師必須擔負的責任。

英語教學實施素質教育除培養學生語言素質、思想素質、文化素質之外，還必須指導學生掌握正確的學習英語的方法，開發學生學習潛能，幫助學生養成良好的學習習慣，培養他們自學英語的能力，為他們離開學校后繼續學習英語切實打好基礎。因此，教師必須積極研究科學的、適用的學好英語的學習策略和方法，教授指導學習策略和方法，讓學生學會學習，應當成為實施英語素質教育的一項不可缺少的重要內容。

二、如何在高中英語教學中培養學生的學習方法

要使學生學會學習，必須先培養起他們良好的學習習慣。良好的學習習慣是學生掌握有效學習方法的前提條件和必要保證。培養學生良好的學習習慣可以從以下兒方面做起：

（一）制定學習計劃表

凡事預則立，不預則廢。要學習好.首先要制定一個切實可行的學習計劃表，用以指導自己的學習。有了計劃，就等于有了學習目標，也就有了學習動力和努力方向。教師不但首先要指導學生制定出一個符合實際的現實可行的目標計劃，還要在平時的教學管理當中，對每位學生的學習情況不斷督促，定期檢查，進行長期管理，讓學生不斷受到目標的激勵，積極主動地學習，提高學習效率。

（二）課前預習

課前預習是學生學好新課，取得高效率的學習成果的基礎。高中的英語學習任務繁重，知識點多而散，如果不做好課前預習，上新課時就會心中無數，不得要領，反之如果做好了課前預習，不僅可以培養自學能力（主要是獨立思考問題的能力），還可以提高學習新課的興趣，掌握學習的主動權。此外，課前預習還可以促使學生發現疑難，引起思考，減少聽課的盲目性，增強聽課的效果。

（三）認真聽課

課堂是實施素質教育的渠道，上課是學生理解和掌握基礎知識的基本技能，并在此基礎上發展認識能力的一個關鍵環節。課堂上，要求學生始終保持高度集中的注意力，踴躍發言，大腦要不斷地跟著老師轉，在課內有意識地識記該課的生詞、短語、句型以及重點句型，力爭在課內就把這節課最重要的學習內容記住，當堂消化。

（四）做好課堂筆記

要學妤英語，有一本詳細全面的英語筆記是十分必要的。有的學生認為，記筆記是很痛苦的事情，但在英語學習中，這痛苦是必要的，也是值得的。再好的記性不如一只爛筆頭。英語的知識點多而散，想僅憑每節課上的四十分鐘就全部記住并長期不遺忘是根本不可能的。筆記是一種永久性的系統性的記錄，對于復習已學過的知識非常重要，對于克服頭腦記憶儲存知識的局限性非常重要，記筆記的過程就是對信息篩選、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）課后及時復習練習

心理學研究表明，學過知識后的短時間內遺忘很快，而往后遺忘的速度減慢，因此，課后及時復習對學生鞏固知識是十分必要的。復習能加深和鞏固對新學知識的理解和記憶，系統地掌握新知識達到靈活運用的目的。所以，科學的、高效率的學習，必須把握“及時復習”這一環節。復習要做到及時，要在學后當天進行，復習時可先嘗試回憶，然后反復閱讀教材，對照筆記，記憶掌握重點內容。提高自己的英語水平。

三、培養學生學習方法的效果

中學生學習方法范文第4篇

在高考指揮棒的指揮之下，歷史這門學科長期成為單純的復述性的學科，強調記憶性成為歷史教學的一大特點，教學中較少有學生的探究性、分析性的思維過程。 具體而言，從教學方法來看，還比較單一，陳舊，學生的主體地位體現的不夠突出，很大程度上是教師的“一言堂”。從教學結構來看，現在很多歷史教師大多以歷史知識經驗傳授型的教學結構為主。這就使得學生很難形成具有主體意識的社會科學理念、人文精神。從教學內容上來看，歷史課的內容是講述人類歷史。教師在教學的過程中往往太偏重于時間、地點、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，教師只是給出一個或幾個結論，說這一事件是愛國的，那一個人物是英雄，很明顯，思想教育在歷史課堂上是落實的很不夠。有的同學在學習中過于重視對知識個體的孤立、機械性記憶和理解，就事論事，割裂了知識點間的聯系和對知識點之間關系的融合性理解與應用，窒息了解決問題的能力?，F代學習理論十分重視學習的遷移問題，甚至有人提出“為遷移而學習”的口號。這要求我們在平時的歷史學習中要重視對知識遷移能力的培養。

實現知識遷移的關鍵是轉換問題情境，將問題進行類化。問題情境是問題的呈現方式。一個問題的呈現方式與構建的認知結構越接近，就越有利于知識的遷移和運用。

另外，克服思維定勢的影響，培養求異精神和發散思維能力也非常重要。思維“定勢”也稱“心向”，是指先于一定活動而指向該活動的一種準備狀態。在知識遷移能力的形成過程中，既要培養解決類似問題的心向，形成知識遷移的一般性規律和方法，又要形成在遇到用習慣方法難以解決的有關問題時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散思維的意識與能力，這也是培養知識遷移能力的重要要求。知識的遷移要求對知識呈現的情境和知識轉換要靈活處理，而不是生搬硬套。所以，在應用以上所列方法時也不要僵化，而是要具體問題具體分析、具體處理。

二、改善高中歷史學習中的閱讀、做題與思維能力

歷史教學，可以使學生了解歷史知識，又促進學生學習能力的發展和歷史意識的生成。提升學生的人文素養、人文精神，學會以全面、客觀、辨證的眼光去認識世界，使學生學會學習、學會生存、學會發展自我。當課程改革和素質教育已成為一種趨勢并不斷推廣，教育對教師和學校提出了更高的要求。如何優化教學過程，進一步提高課堂教學效果和學生素質是十分迫切的課題。

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

現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、政史結合、史地結合、政史地結合題）。其中，包括對學生的歷史知識的考察，同時更注意了對學生能力的考察。為此，在教學過程中，要結合教材內容，講述、訓練各類歷史題的一般解題能力，特別是分析比較能力（知識的橫縱聯系）、史論結合能力、系統條理能力、文字處理能力、語言表達能力等。

歷史思維能力是指用歷史唯物主義的基本觀點分析問題、解決問題的能力。歷史學科的內容豐富，古今中外，人物事件，年代地點，縱橫交錯，為此，在教學中注意引導學生理清歷史線索，在頭腦中形成概念、判斷、推理，形成邏輯思維能力。此過程較復雜，要進行反復的訓練，主要訓練的練習有判斷練習、推理練習、論證練習。同時，發散思維對學好歷史也很重要，它的思維過程具有開放性、擴展性。這些不但可以讓學生認清歷史發展線索，加深對歷史知識的理解，還可以把古今中外縱橫交錯、復雜的事情聯系起來考慮，以達到培養學生歷史思維能力的目的。

三、改善高中歷史學習方法還要培養良好的學習習慣

良好的學習習慣預習習慣、上課習慣、復習習慣等基本環節。預習時要邊讀邊記，把疑難問題注在書上或筆記本里，為上課做好準備，如發現與新知識相關而又未能牢固掌握的舊知識時，應重溫舊課，并弄懂舊知識。在預習的時候應做到看、做、思結合，邊看書，邊用筆在書上進行“圈、點、勾、畫”，圈點的過程就是提煉重點的過程，就是品味、加深理解的過程，就是發現、提出和解決問題的過程。

中學生學習方法范文第5篇

關鍵詞：生物教學 學習方法 學習效率

陶行知先生說過：“我認為好的先生不是教書，而是教學生學?！痹谏飳W教學中，要根據生物學科的特點，結合學生的學習實際和教學內容，有意識地對學生進行學法指導，從而提高學習效率，實現知識傳授和智力發展的辯證統一。生物教學中常見的方法有以下幾種，僅供參考：

一、比較法

比較法是學習過程中最常用的方法也是其它方法的基礎。有比較才有鑒別，求同法和求異法是進行比較的兩種重要手段。求同法即找出事物之間的相同點。如通過對葉綠體和線粒體的比較可以得出兩細胞器三方面的相同點：雙層膜結構，遺傳上的獨立性，與能量代謝有關。求異法即找出不同點，例如通過對動、植物細胞亞顯微結構的比較可總結出植物細胞特有的結構――細胞壁、大液泡、質體，以及高等動物細胞特有的結構――中心體。

二、分類法

即根據一定的標準對有關材料進行科學分類，分類隨標準而異，在比較的基礎上進行分類。如新陳代謝從“方向”上分同化作用和異化作用，從“性質”上分物質代謝和能量代謝;新陳代謝的類型從同化作用上分自養型和異養型，從異化作用上分需氧型和厭氧型。

三、聯系法

每門學科都有其嚴密的知識體系，學科內部以及不同學科間都存在著聯系。教學中應指導學生從橫向、縱向兩方面去挖掘相關知識的聯系。生物體是一個互為聯系的統一體，生物體各結構之間、結構與功能間、結構與環境之間都存在著聯系。教學中可以指導學生從細胞、組織、器官、系統四個水平尋找結構間的聯系，體會結構與功能、結構與環境的統一性，如人體的呼吸、消化、循環、泌尿、內分泌和神經系統之間以新陳代謝為紐帶而相互聯系。此外還要加強理論與實際的聯系，用生物學知識解釋生活中的某些生物學現象，做到學以致用。

四、歸納法

歸納法是學生在占有學習材料的基礎上，對材料進行提綱挈領的總結概括形成知識點或知識體系。歸納時思維方式可采用發散思維和聚合思維，歸納方法可采用符號綱要法和主題詞法等。生物知識既有各自的獨立性，又存在著內部聯系，學生在學習過一段知識之后，應及時進行歸納、總結，以各知識點間的聯系為線索，構建知識網絡，形成知識體系。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知識點間的聯系，提綱法適用于單元總結，而列表法則更適應于期中或期末復習。學生掌握并實際應用這些方法就可將所學知識進行歸納、整理，使所學知識系統化、條理化，增強學習效果。

五、實驗法

生物科學是一門以實驗為基礎的學科，生物學實驗是指運用一定的儀器、器具、材料、藥品通過科學方法觀察研究一般情況下不易觀察到的生物體結構和生命活動現象的過程。 從中學生物學教學的角度，生物學實驗可以分為以教師為主操作的演示實驗、學生家庭課外實驗、以學生課堂操作為主的實驗，也有的是教師演示和學生實驗相結合進行的實驗。

六、閱讀自學法

課前預習和課后鞏固都要求學生要進行閱讀自學。閱讀自學要有目的性，要帶著問題去閱讀，閱讀之后應歸納知識要點、找出難點、提出感到疑惑的問題從而引發思考。閱讀自學可以激發求知欲，思維積極活躍，有利于提高學生分析問題和獨立解決問題的能力。

七、科學記憶法

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

2.聯想記憶的方法。即引導學生把記憶材料與其相互聯系的材料結合起來。例如：生物的結構和功能是密切相關的，以結構想功能，以功能推結構，這樣對提高記憶能力十分有益。