After entering high school, you must wonder how to study well. Here are some good skills for you.
Go to class. If you want to do well at school, going to class is the first step in studying well. If you miss classes, you will miss what the teacher thinks is important. As a result, you'll miss what is the most likely to end up on the test.
Take good notes. Try not to write down everything.
Take part in class discussions.
Form study group. Get students together who want to do well in class. Make sure that everyone is familiar with the material because you do not want to spend time re-teaching material to people who do not understand it.
| A．But be careful! |
| B．Don't be late for your class. |
| C．Talk to your teacher if you need help. |
| D．You should write down all the new terms. |
| E．So if you want to study well, go to every class. |
| F．All you need is to put down the main points in your own words. |
| G．In order to learn more in class, it is helpful to take part in class discussions. |
相似题推荐
【推荐1】A new study finds that the average performance of students from the lowest income families in the US lags(滞后) about three to four years behind that of the highest income students-an achievement gap that has remained constant for decades. An analysis of standardized tests given to more than 2. 7 million middle and high school students over 40 years suggests that federal education programs aimed at closing the gap are falling short.
Researchers looked at results from four different programs conducted nationwide at various intervals from 1971 to 2015 to test teenagers in math, reading and science. A total of 98 exams were used in the programs, testing students aged 13-15 as well as 17-year-olds. Test scores for 17-year-old students in the bottom 10th income percentile(百分位) were far lower than those in the top 10th percentile.
Meanwhile, the overall test scores didn't shift for 17-year-olds during the study period. They did improve slightly for 13-to 15-year-olds, which suggests that federal programs for younger students have been helpful. But the lowest income students still score much lower than the highest income students. “Programs for older students are badly needed,” says study coauthor Eric Hanushek, an education economist at Stanford University. “Lower achievement in high school leads to lower earning potential throughout adulthood. The next generation is going to look a lot like this generation. Kids from poor families will become poor themselves.”
Whether the problem is worsening, however, is up for debate. A 2011 study, conducted by Stanford education sociologist Sean Reardon, looked at 12 exams administered from 1960 to 2007, and found that the gap in test scores between the poorest and the wealthiest students grew by 40 percent. It shows the poorest students lag about three to six years behind their wealthier peers in learning. Reardon suggested parents of means were increasingly investing in their children's education, sharpening the divide.
The different results between the new study and that conducted in 2011 come down to the fact that the researchers analyzed results from different tests and how they categorized(分类) family income level, says education sociologist Anna Chmielewski. Hanushek and Reardon agree that the income-related achievement gap is alarming.
1. What does the result of the new study indicate?| A．The poorest students' lagging behind exists in specific age groups. |
| B．A better standard for category should be adopted in the study. |
| C．The federal education programs turned out unsuccessful generally. |
| D．A better school performance necessarily leads to higher income. |
| A．By showing the discussion result. | B．By clarifying some points. |
| C．By doing a questionnaire. | D．By making a comparison. |
| A．The different countries. | B．The analytical methods. |
| C．The income assessments. | D．The different ranges of age. |
| A．It will disappear eventually. |
| B．It will further widen the social gap. |
| C．It results in the students' blind competitions. |
| D．It makes Americans smarter and richer. |
【推荐2】Children with attention problems in early childhood were 40% less likely to graduate from high school, says a new study from Duke University.
The study included 386 kindergarteners from schools in the Fast Track Project, a multi-site clinical trial in the U.S. that in 1991 began tracking how children developed across their lives. With this study, researchers examined early academic attention and socio-emotional skills and how each contributed to academic success into young adulthood. They found that early attention skills were the most consistent predictor of academic success, and that likability by peers (同龄人) also had a modest effect on academic performance.
By fifth grade, children with early attention difficulties had lower grades and reading achievement scores than their peers. As fifth-graders, children with early attention problems obtained average reading scores at least 3% lower and grades at least 8% lower than those of their peers. This was after controlling for IQ, socio-economic status and academic skills at school entry.
Although these may not seem like large effects, the impact of early attention problems continued throughout the children’s academic careers. Lower reading achievement scores and grades in fifth grade contributed to reduced grades in middle school, thus contributing to a 40% lower high school graduation rate.
Social acceptance by peers in early childhood also predicted grades in fifth grade. Children not as liked by their first-grade peers had slightly lower grades in fifth grade, while those with higher social acceptance had higher grades.
“This study shows the importance of so-called non-cognitive’ or soft skills in contributing to children’s positive peer relationships, which, in turn contribute to their academic success,” said Kenneth Dodge, director of the Duke Center for Child and Family Policy.
The results highlight the need to develop effective early interventions (干预) to help those with attention problems stay on track academically and for educators to encourage positive peer relationships, the researchers said.
“We’re learning that student success requires a more comprehensive approach, one that includes not only academic skills but also social, self-regulatory and attention skills,” Dodge said. “If we ignore any of these areas, the child’s development struggles. If we attend to these areas, a child’s success may strengthen itself with positive feedback.”
1. What is the focus of the new study from Duke University?| A．The contributors to children’s early attention. |
| B．The predictors of children’s academic success. |
| C．The factors that affect children’s emotional well-being. |
| D．The factors that determine children’s development of social skills. |
| A．Modest students are generally more attentive than their peers. |
| B．There are more children with attention difficulties than previously thought. |
| C．Attention problem accounts for most academic failures. |
| D．Children with worse attention skills are less likely to succeed academically. |
| A．They do better academically. | B．They are teachers’ favorites. |
| C．They are easy to get on with. | D．They care less about grades. |
| A．Children’s success is related to their learning environment. |
| B．School curriculum should cover a greater variety of subjects. |
| C．Social skills are playing a key role in children’s development. |
| D．An all-round approach should be adopted in school education. |
【推荐3】Common phrases like “no pains, no gains” give the impression that we ought to be suffering while we study. It’s almost as though the only way to know if we’re putting in enough work is the sense of hardship we bear.
When we haven’t taken the time to come up with another strategy, all we know how to do is shut ourselves in a room with a book. It’s no surprise that we find revision boring and difficult. Just as children learn from playing, we can learn from doing, or at least from study techniques that engage us, rather than make us switch off.
Shutting yourself away can make you learn to hate studying. This leads to a situation where instead of being able to concentrate on your work, you obsess about (唠叨)how unfair it is that you must study. When you feel bitter about your work it’s very difficult to make yourself start, or approach it with enthusiasm. This can be part of a vicious cycle (恶性循环) that traps you into ineffective revision, your poor progress fuelling further bitterness. Just being around other people really helps fight against feelings of loneliness and, thankfully, it’s perfectly possible to work in the company of other people. We just need to learn how to deal with distractions.
It’s not necessary to avoid all company, just idle (懒散的) company. Studying in the same room with someone who is ironing or working out is perfectly possible. People who are bored and looking to be distracted, however, are terrible to work around. They constantly try to keep others in conversation. It’s also a good idea to avoid the company of people engaged in activities that you would rather be doing than studying. Working while sitting next to someone playing video games is much more likely to end with a new high score than a productive few hours of revision. If being around others means working in a noisy environment, a pair of headphones and some background music can block out noises. They also act as a psychological barrier, so that people think twice before interrupting you.
When you’re studying for a big exam, it seems like your whole life is taken up with study. Being in the same room with friends and family can lessen feelings of isolation (孤立). Also connecting with other people makes us happy, so it’s important not to give that up and to make sure that we take the time to socialize.
1. What is the author’s attitude to the saying “no pains, no gains”?| A．Serious. | B．Positive | C．Negative | D．Uncaring. |
| A．Give indication of not wanting to be interrupted. |
| B．Give up others’ company at once. |
| C．Think twice before taking any action. |
| D．Force yourself to be accustomed to the environment. |
| A．Ways to deal with distractions. |
| B．How to choose a perfect place to study. |
| C．Learning problems students are faced with. |
| D．How to focus mind on study. |
| A．To encourage students to work hard. |
| B．To introduce effective learning strategies |
| C．To remind students to balance study and play. |
| D．To advise students study in the company of others. |
