中学生学习方法

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中学生学习方法范文第1篇

1、 The first level is hard study

提起学习就讲“头悬梁、锥刺股”，“刻苦、刻苦、再刻苦”。处于这种层次的同学，觉得学习枯燥无味，对他们来说学习是一种被迫行为，体会不到学习中的乐趣。长期下去，对学习必然产生了一种恐惧感，从而滋生了厌学的情绪，结果，在他们那里，学习变成了一种苦差事。

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、第二层为好学

2、 The second level is studious

所谓“知之者不如好之者”，达到这种境界的同学，学习兴趣对学习起到重大的推动作用。对学习的如饥似渴，常常注到废寝忘食的地步。他们的学习不需要别人的逼迫，自觉的态度常使他们能取得好的成绩，而好的成绩又使他们对学习产生更浓的兴趣，形成学习中的良性循环。

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、第三层为会学

3、 The third level is learning

学习本身也是一门学问，有科学的方法，有需要遵循的规律。按照正确的方法学习，学习效率就高，学的轻松，思维也变的灵活流畅，能够很好地驾御知识。真正成为知识的主人。

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，中学生的学习中，第一层居多，第二层为少数，第三层次更少。我们应当明确，学习的一个重要目标就是要学会学习，这也是现代社会发展的要求。21世纪中的文盲将是那些不会学习的人。所以，同学们在学习中应追求更高的学习境界，使学习成为一件愉快的事，在轻轻松松中学好各门功课。

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.

三种学习习惯

Three learning habits

学习成绩的好坏，往往取决于是否有良好的学习习惯，特别是思考习惯。

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

一、总是站在系统的高度把握知识

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

很多同学在学习中习惯于跟着老师一节一节的走，一章一章的学，不太对意章节与学科整体系统之间的关系，只见树木，不见森林。随着时间推移，所学知识不断增加，就会感到内容繁杂、头绪不清，记忆负担加重。事实上，任何一门学科都有自身的知识结构系统，学习一门学科前首先应了解这一系统，从整体上把握知识，学习每一部分内容都要弄清其在整体系统中的位置，这样做往往使所学知识更容易把握。

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，寻求事物之间的内在联系

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

学习最忌死记硬背，特别是理科学习，更重要的是弄清楚道理，所以不论学习什么内容，都要问为什么，这样学到的知识似有源上水，有木之本。即使你所提的问题超出了中学知识范围，甚至老师也回答不出来，但这并不要紧，要紧的是对什么事都要有求知欲，好奇心，这往往是培养我们学习兴趣的重要途径，更重要的是养成这种思考习惯，有利于思维品质的训练。

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、发散思维，养成联想的思维习惯

3、 Divergent thinking, forming the thinking habit of Association

在学习中我们应经常注意新旧知识之间、学科之间、所学内容与生活实际等方面的联系，不要孤立的对待知识，养成多角度地去思考问题的习惯，有意识地去训练思维的流畅性、灵活性及独创性，长期下去，必然会促进智力素质的发展。

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.

知识的学习主要通过思维活动来实现的，学习的核心就是思维的核心，知识的掌握固然重要，但更重要的是通过知识的学习提高智力素质，智力素质提高了，知识的学习会变得容易。所以上面讲的学习的三个学习习惯实质上是三种思维习惯。学习的重点就是学会如何思考。

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.

三个学习要点

Three learning points

关于学习的方法可以谈很多，但重要的应注意以下三点

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

一、多读书，注意基础

1、 Read more, pay attention to the foundation

要想学习好，基础知识的掌握尤为重要，而基础知识就是指课本知识，这一点同学们一定清楚。但在学习中，很多同学却不重视课本的阅读理解，只愿意去多做一些题，因为考试就是做题。实际上这是一种本末倒置的做法，应当说，课本与习题这两方面都很重要，互相不能替代，但课本知识是本，做题的目的之一是能更好地掌握知识。所以我们主张多读书少做题，不主张多做题少读书。

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

“学而不思则罔”，思考是学习的灵魂。在学习中，知识固然重要，但更重要的是驾御知识的头脑。如果一个人不会思考，他只能做知识的奴隶，知识再多也无用，而且也不可能真正学到好知识。知识的学习重在理解，而理解只能通过思考才能实现，思考的源泉是问题，在学习中应对意不要轻易放过任何问题，有了问题不要急于问人，应力求独力思考，自己动手动脑去寻找问题的正确答案，这样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、多重复，温故而知新

3、 Repeat and learn from the past

《论语》开篇第一句；“学而时习之”道尽学宗，不断的重复显然是学习中很重要的一个方面。当然，这种重复不能是机械的重复，也不只是简单的重复记忆。我们主张每次重复应有不同的角度，不同的重点，不同的目的，这样每次重复才会有不同的感觉和体会，一次比一次获得更深的认识。知识的学习与能力的提高就是在这种不断的重复中得到升华，所谓温故而知新也。

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.

三种学习精神

Three learning spirits

一、不唯书

1、 Not only books

古人云：“尽信书，不如无书。”在我们的学习中，教科书是我们学习的重要材料，学好课本基础知识是毫无疑问的。但是，这里应当明确两个问题；一、科学总是发展着的知识体系，我们所学的知识和方法不可能都是毫无缺陷的。这就需要我们多动脑筋，在思考的基础上敢于怀疑，大胆探索，提出我们自己的观点和看法。二、人们对事物的认识过程总是多次反复才能完成的。也许我们的怀疑是错误的，我们提出的观点和见解是不正确的，但正是从这种错误与正确的交锋中才能获得正确的认识。一味死记硬背，即便把课本背熟了，也难以灵活运用。所以，我们提倡不唯书，并不是为了否定书，而是为了培养一种创新精神。

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、不唯师

2、 Not only teachers

在中学生的学习中，很多同学上课时只会认真听讲；把老师的板书一字不差地抄录下来，课后进行消化吸收，但却很少能发现问题、提出问题，老师讲什么是什么，教什么把什么，把自己变成了一个“知识容器”。瑞士着名的教育心理学家皮亚杰曾说过；“教育的主要目的是培养能创新的而不是简单重复前人已做过的事的人。”所以，我们主张同学要多与老师交流，当对老师讲的有疑问或有不同看法时，要敢于坚持自己的观点，敢于向老师质疑，甚至与老师争论，在争论中我们失去的只是错误，而得到的除了正确的认识外，更重要的是智力的发展，还有勇气和信心的提高，最终有“青出于蓝而胜于蓝”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

对于一个知识的理解，可以从不同的角度去认识；对于一道题的求解，可以有不同方法；对于一个实际问题，可以从不同学科去分析解决。世界本身就是一个多样化的世界，我们学习的目的决不是为了追求唯一的答案。所以，我们在学习中必须具备这种“不唯一”的意识和精神，尽可能寻求更多解决问题的途径，养成多方面、多角度认识问题的习惯，训练思维的灵活性和变通性。

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.

三条学习原则

Three learning principles

学习的具体方法，往往因人而异，不同的人有不同的学习特点，完全可以根据自己的实际情况采取不同的措施。但也需要我们严格遵守一些共同的原则，它们是取得好成绩的重要保证。

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、自觉性原则

1、 Principle of consciousness

自觉性要求中学生能够自觉地安排自己每天的学习活动，自觉地完成各项学习任务。我们应当明确，当学习是一种自觉的行为时才更有效，特别是中学生的学习，主要依靠自觉来完成。如果把学习变成一种被别人压迫的行为，学习的动力就会减弱，久而久之就会产生厌倦感，失去学习兴趣，学习效果可想而知。所以，对于那些学业不佳的同学应首先检查自己的学习自觉性如何，一切属于自己的事，必须自觉地去做，这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、主动性原则

2、 Initiative principle

主动性要求中学生的学习有热情，主动获取知识，不等待，不依靠，不耻下问。做任何事情，积极主动是取得成功的必要条件，学习也不例外。很多同学在学习中恰恰缺乏这一点，不懂的问题宁肯烂在肚子里，也不愿开口问一下别人。老师讲什么，就学什么，不越“雷池”半步，很少主动与老师、同学交流，有的同学甚至一年也不会问老师一个问题。这些同学决不是一个问题也没有，而是缺乏学习的主动性和积极性，而这种被动的学习状态是十分有害的，必须改变。

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、独立性原则

3、 Principle of independence

独立性要求中学生做事有主见，不轻信，不盲从，不人云亦云，能独立完成学习任务，不轻易受群体因素的影响。很多优秀的学生往往具备这样的特征。当别的同学总愿让老师反复讲解时，他们却更愿意独立思考，依靠自己独立的智慧去努力获取知识。正是他们这种学习的独立性，造就了他们的出类拔萃。我们认为，如果在学习中没有独立性，就没有创造性，就不可能取得最佳的学习效果。

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.

三种学习技能

Three learning skills

一、学会快速阅读

1、 Learn to read fast

直接从书中获取知识是一条重要的途径，即使是教科书中的知识，也不能纯粹依靠老师的讲解来学习。一个掌握阅读技能的学生，能够更迅速、更顺利地掌握知识，学的更主动，更轻松。在实际学习中，许多同学习惯于上课听讲，下课做作业，即使是教科书也不甚阅读，更不用说大量阅读课外书籍。长期下去造成的结果是不会读书，没有形成熟练的阅读技能，对学习的发展造成严重阻碍，这可能是很多同学在学业上落伍的一个重要原因。我们讲的阅读技能并不是指能简单的读，而是指在阅读的同时能思考，在思考的同时能阅读的能力，是指能够根据不同书籍的模式迅速分清主次、把握书中内容的一种技能。这就要求同学必须多读书，注意了解不同书籍的特点和阅读技巧，加强读思结合，并且有意识地加快阅读速度，逐渐形成快速阅读技能。

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、学会快速书写

2、 Learn to write fast

中学阶段课业负担比较重，如果没有掌握快速书写的技能，这种负担会更加沉重。比如课堂上跟不上老师的速度记录笔记，课后完成作业用时过多，考试因书写太慢而答不完试卷等，这些现象都与书写技能有关。可以说书写技能是我们借以掌握知识的工具，这种工具所处的状态将决定我们能否有效而合理地使用时间。那些书写速度慢的同学对此应引起足够的注意，自觉地加强这方面的训练，尽快掌握这一技能。当然，快速书写的同时还要保证字迹的清楚与规范。

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、学会做笔记

3、 Learn to take notes

做笔记是一种与动手相结合的学习行为，有助于对知识的理解和记忆，是一种必须掌握的技能。中学生的学习笔记主要有课堂笔记、读书笔记和复习笔记等，课堂笔记应注意结合教材进行记录，不能全抄全录老师的板书。读书笔记应注意做好圈点勾批，所谓“不动笔墨不读书”。复习笔记应注意做好知识的归纳整理，理清知识结构和联系。还需要指出的是，不论哪种笔记都要做好疑难问题的记录，便于集中处理。

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.

三种学习能力

Three learning abilities

一、独立探求知识的能力

1、 The ability to explore knowledge independently

这种能力也可以叫自学能力，在外界条件完全相同的情况下，不同的学生所取得的学习成绩是不同的，这有多方面的原因，但其中自学能力不同是一个重要原因。那些优秀的同学往往具有较强的自学能力，他们不仅仅满足在老师指导下的学习，更注重独立探求知识。他们注重对书本的自学理解，遇到问题，并不急于求教，而是首先通过独立思考来解决，他们总是根据自己的实际情况来安排学习，表现出较强的独立性和自主性。我们认为，在一个人所学到的知识中，独立探求的比例越大，那么知识掌握的就越好，而且能更好地促进他的进一步发展。所以，同学们在学习中应加强自学精神和独立意识。

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、与他人合作的能力

2、 Ability to work with others

人类的认识活动总是在一定的社会环境中完成的，所以我们在主张独立探求知识的同时，还需要加强与他人的合作学习，通过合作学习，更加全面、更加深刻地理解知识。老师讲，学生听，只是一种单向传递，知识的掌握需要双向、多向交流，所以，我们不仅要主动与老师多交流，而且要与同学进行积极的讨论。学会认真听取别人的意见，互相协作解决问题，也是善于同别人打交道的一种社交能力。一位哲学家曾说过：“我有一个苹果，你有一个苹果，交换以后，我们还是拥有一个苹果。但是，我有一种思想，你有一种思想，交换以后，我们就会拥有两种思想。”

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、流畅的表达能力

3、 Fluent expression

一些同学认为，好象只有文科要求有较好的写作表达能力，实际上理科所要求的解答过程也是一种表达能力。我们这里所说的表达能力不仅包括文字表达，还包括口头表达。在很多学习活动中，善于演讲，能够准确、自如地表达自己的思想是一种重要的学习能力。语言是与人交流的工具，也是思维能力的表现，不注意表达能力的训练，不仅影响与他人的交往，而且会影响思维的发展，进而影响学习。所以，同学们应有意识地加强表达能力的自我训练。

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.

四种思维品质

Four thinking qualities

通俗地讲，人们在工作、学习、生活中每逢遇到问题，总要“想一想”，这种“想”，就是思维。它是通过分析、综合、概括、抽象、比较、具体化和系统化等一系列过程，对感性材料进行加工并转化为理性认识及解决问题的。我们常说的概念、判断和推理是思维的基本形式。无论是学生的学习活动，还是人类的一切发明创造活动，都离不开思维，思维能力是学习能力的核心，培育高品质的思维是我们最重要的学习任务之一。

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

是指思维活动的反应速度和熟练程度，表现为思考问题时的快速灵活，善于迅速和准确地做出决定、解决问题。培养思维的敏捷性应注意：l、熟练掌握基础知识和基本技能，熟能生巧。2、课堂听讲超前思维，抢在老师讲解之前进行思考，把课堂接受知识的过程变成思维训练的活动。3、定时作业，有意识地限定时间完成学习任务。

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

是指思维活动的抽象和逻辑推理水平，表现为能深刻理解概念，分析问题周密，善于抓住事物的本质和规律。培养思维的深刻性应注意；l、追根究底，凡事都要去问为什么，坚决摈弃死记硬背。2、积极开展问题研究，按写小论文，养成深钻细研的习惯。

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、整体性

2、 Integrity

指善于抓住问题的各个方面，又不忽视其重要细节的思维品质。考虑问题，总是从整体出发，能够很好地处理整体与局部关系。培养思维的整体性应注意：l、站在系统的高度学习知识，注重知识的整体结构，经常进行知识总结。2．寻找新旧知识的联系与区别，挖掘共性，分离个性，在比较中学习新知识。3、注重知识的纵横联系，在融会贯道中提炼知识，领悟其关键、核心和本质。

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、创造性

4、 Creativity

指思维活动的创造意识和创新精神，不墨守成规，奇异、求变，表现为创造性地提出问题和创造性地解决问题。培养思维的创造性应注意：l、加强学习的独立性，保持应有的好奇心。2．增强问题意识，在课堂听讲和读书学习中，注意发现问题，提出问题。3、注重思维的发散，在解题练习中进行多解、多变。

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.

四位良师益友

Four good teachers and friends

在我们的学习中，除了代课教师，个少还有三位特殊的“老师”，它们的作用和老师一样重要，也是我们学习中的良师益友。

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

在实际学习中，不少同学总认为自己比别人笨，小相信自己的能力。他们不敢碰难题，即便做出答案也总怀疑不正确，更不敢向学习好的同学挑战。这种自信缺乏，严重地阻碍了学习的进步。如果说每个人都有巨大的潜能，那么，自信就是开发巨大潜能的金钥匙。不管什么时候，我们都要认识到，人与人之间虽然存在着差异，但每个人可供开发的潜力所能达到的高度是不可限量的。只要自己敢想、敢做，永不服输，就一定能不可阻挡地走向成功。自信是学习中的第一位老师。

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、课本

Two, textbooks

课本是我们学习中的第二位老师。课本知识是最基本的知识，它随时伴随在我们身边，每有问题，我们首先想到的应当是查阅课本。不仅如此，课本还起着训练同学自学能力的作用，那些平时不重视阅读课本，只把课本当做课后练习的习题本的同学是很难学好知识的。

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、同学

Three, classmate

“三人行，必有我师焉。”同学是我们学习中的第三位老师。学习不仅需要学生与教师之间的双向传递，更需要同学之间的多向交流，同学之间的协作更方便。通过同学之间的讨论、争辩，有助于开拓思路，激发思维，互相促进。

"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、教师

Four, teachers

中学生学习方法范文第2篇

一、化学教学过程与学生学习方法的培养

中学阶段的化学知识可分为有机与无机两大块，结束无机化学的学习，同学刚接触到有机化学，兴趣很浓。这时候，是再一次激发学生学习兴趣的最佳时期，也是进行学习方法与学习能力培养的最佳时期。在教完甲烷、乙烯、乙炔之后，我就总结出有机化学学习的一般规律与方法：结构性质（物理性质、化学性质）用途制法（工业制法、实验室制法）一类物质。

比如“乙烯”这一节的教学，我就打破书本上的顺序，先讲乙烯的分子结构。介绍乙烯分子的结构时，先由分子组成讲到化学键类型、分子的极性、空间构型；据碳原子结合的氢原子数少于烷烃分子中碳所结合的氢原子数引出不饱和烃的概念，得出乙烯是分子中含有碳碳双键的不饱和烃。再由其结构看其物理、化学性质，展示一瓶事先收集好的乙烯气体，让学生从颜色、状态、气味、溶解性、密度、毒性等几个方面来思考；根据乙烯结构中化学键的特征――双键容易断裂讲乙烯的特征化学反应――加成反应、加聚反应，根据绝大部分有机物易燃烧的性质讲乙烯的氧化反应（补充讲乙烯能跟强氧化剂发生氧化反应）。再由乙烯的物理、化学性质来讲其用途并结合实际生活中的事例，如作有机溶剂（物理性质）、制造塑料和纤维（化学性质）等。最后对这一类含有碳碳双键的烃，介绍其物理、化学性质的相似性和递变性。

以后几节的教学，我都反复强调这样的学习方法：结构性质用途制法一类物质。到了讲烃的衍生物，我请同学自己站起来阐述这样的研究方法，我顺着这样的思路一点一点地讲下去，很清晰。学生自己掌握，复习时也就感觉到有规律可循、有方法可用。有机化学其实很好学，重要的是要培养学生学习方法，时时提醒学生，以后就是进入高一级学校，有机化学的学习与研究也采用的是同样的方法，这在一定程度上也激发了他们学习与探索的兴趣。

二、化学教学过程与学生学习能力的培养

1、自学能力的培养。在教学学习方法和知识的同时，我还加强了学生自学能力的培养。在学生基本上都掌握了有机化学的一般学习方法的基础上，我让学生自己阅读教材，自己总结。比如“乙醛”这一节，通过约20min的阅读，我就请同学自己列提纲，然后复述，重点围绕“乙醛的组成和结构是什么？有哪些物理性质（展示样品）、化学性质？由这样的物理、化学性质决定了它有哪些重要用途？工业上如何制取？这类物质（如甲醛）有哪些物理、化学性质？”进行教学，通过这样的训练，我觉得学生不但强化了方法，更培养了能力，特别是自学能力。

2、观察能力的培养。化学是一门以实验为基础的学科，在有机实验的过程中，我时时提醒同学要细致、全面，而且要有思维。比如实验室制取乙烯时，加药品的过程，温度计的摆放，实验中烧瓶、集气瓶内的变化，为什么要加石棉网、碎瓷片等等都应特别重视，不但要知其然，还要知其所以然。

3、动手能力的培养。在强调观察、思维能力培养的同时，我还特别注重动手能力的培养。比如演示完乙醛的银镜反应和乙醛与氢氧化铜的反应后，我就请两个同学来演示用甲醛代替乙醛的同样反应，要求其他同学注意观察并指出其错误。在演示完乙醇与钠的反应实验后，要求同学做钠与水反应的实验，有的同学竟用大块的钠并用手去拨。通过这些课堂实验，课堂上及时纠正错误，学生感受颇深，他们自己做实验时就很动脑筋，也很规范，提高了他们的动手能力。

4、记忆能力的培养。人类没有记忆就没有智力活动可言，“不记则思不起”，没有记忆，思维、想象、创造就失去了基础化学是半记忆性学科，同样的教，同样的学，有的同学就是学得好，究其原因，其中一个主要的原因就是记得牢。因此在有机化学教学与复习中，我就重视记忆方法、记忆能力的培养。如：银镜反应生成物的配平，我就教学生“一二三”记忆法，即一水二银三氨；醇、醛、酸、酯的教学与记忆，我就提醒同学根据分子中官能团的异同对比记忆其化学性质；我还提醒同学根据实验现象进行记忆，如乙醛与氢氧化铜的实验有红色沉淀物（Cu2O）生成以帮助记忆这个反应。

5、归纳能力的培养。在一般情况下，学生在上完一节新课后都必须在课后认真阅读课文，并对本节课文的知识点进行归纳总结，从而非常牢固地掌握好本节课文的知识重点、难点。在学完一章后，必须对全章知识进行由点到线、再由线到面的总结，从而使知识条理化、网络化。要注意的是，要让学生有充分的时间阅读、思考、归纳。教师对学生归纳总结的作业本要认真批阅并写出评语，对总结得好的同学要及时表扬和鼓励，以调动学生学习的积极性。

6、发散思维能力的培养。我们可从以下两方面加以指导。一是指导学生在学习中提出疑点、发现问题。例如，稀有气体元素的原子半径为什么在同周期中不是最小？为什么碳碳双键的键能不是碳碳单键的两倍？对学生发现提出的问题，老师应引导学生通过查阅资料、独立思考、集体讨论等方式解决。二是指导学生在学习中要多联想、多角度思考。例如，在学习焦炉气时，可指导学生联想到石油气、裂解气、高炉煤气等，并从它们各自的来源、成份、用途等方面加以比较。在学习NH3的溶解性时，可联想到HCl气体的喷泉实验，同时思考Cl2，SO2，CO2等气体能否做喷泉实验。这样，通过在阅读中提出疑点、发现问题、多联想、多角度思考，提高了学生的发散思维能力，同时也使他们所学的知识在头脑中得到增容，思维过程也逐渐立体化。

中学生学习方法范文第3篇

【关键词】高中；英语；学法；培养

一、在高中英语教学中注意培养学生学习方法的重要性

目前，全国中小学正在积极开展教育改革，努力探索和实施素质教育。素质教育是教育事业的一次深刻的变革，是教育思想和人才培养模式的重大进步。学会学习是素质教育的重要目标之一，也是顺应时展的需要。“我们今天知道的东西，到明天就会过时。如果我们停止学习，就会停滞不前。”许多未来学家认为，将来的“文盲”不再是目不识丁的人，而是不会学习的人。当今社会，科技高速发展，人类社会已进入信息时代、知识经济时代，知识将成为生产的主要要素，这就要求人们不能只有现有的知识，而应该是不断创新的知识。今天的学生在走出校门之后要适应社会、适应时代，就必须不断学习，不断进行知识的补充和更新，终身学习己成为时代的需要。对于今天的学生来说，最重要的学习是学会学习，让学生学会学习已成为学校教育的一项重要的目标。陶行知先生曾指出：“先生的责任不在教，而在教学，而在教学生学”。因此教师不能只顾“教什么”和“怎样教”的问题，而应该重视学生“学什么”和“怎样学”的问题。这是现代教师必须担负的责任。

英语教学实施素质教育除培养学生语言素质、思想素质、文化素质之外，还必须指导学生掌握正确的学习英语的方法，开发学生学习潜能，帮助学生养成良好的学习习惯，培养他们自学英语的能力，为他们离开学校后继续学习英语切实打好基础。因此，教师必须积极研究科学的、适用的学好英语的学习策略和方法，教授指导学习策略和方法，让学生学会学习，应当成为实施英语素质教育的一项不可缺少的重要内容。

二、如何在高中英语教学中培养学生的学习方法

要使学生学会学习，必须先培养起他们良好的学习习惯。良好的学习习惯是学生掌握有效学习方法的前提条件和必要保证。培养学生良好的学习习惯可以从以下儿方面做起：

（一）制定学习计划表

凡事预则立，不预则废。要学习好.首先要制定一个切实可行的学习计划表，用以指导自己的学习。有了计划，就等于有了学习目标，也就有了学习动力和努力方向。教师不但首先要指导学生制定出一个符合实际的现实可行的目标计划，还要在平时的教学管理当中，对每位学生的学习情况不断督促，定期检查，进行长期管理，让学生不断受到目标的激励，积极主动地学习，提高学习效率。

（二）课前预习

课前预习是学生学好新课，取得高效率的学习成果的基础。高中的英语学习任务繁重，知识点多而散，如果不做好课前预习，上新课时就会心中无数，不得要领，反之如果做好了课前预习，不仅可以培养自学能力（主要是独立思考问题的能力），还可以提高学习新课的兴趣，掌握学习的主动权。此外，课前预习还可以促使学生发现疑难，引起思考，减少听课的盲目性，增强听课的效果。

（三）认真听课

课堂是实施素质教育的渠道，上课是学生理解和掌握基础知识的基本技能，并在此基础上发展认识能力的一个关键环节。课堂上，要求学生始终保持高度集中的注意力，踊跃发言，大脑要不断地跟着老师转，在课内有意识地识记该课的生词、短语、句型以及重点句型，力争在课内就把这节课最重要的学习内容记住，当堂消化。

（四）做好课堂笔记

要学妤英语，有一本详细全面的英语笔记是十分必要的。有的学生认为，记笔记是很痛苦的事情，但在英语学习中，这痛苦是必要的，也是值得的。再好的记性不如一只烂笔头。英语的知识点多而散，想仅凭每节课上的四十分钟就全部记住并长期不遗忘是根本不可能的。笔记是一种永久性的系统性的记录，对于复习已学过的知识非常重要，对于克服头脑记忆储存知识的局限性非常重要，记笔记的过程就是对信息筛选、浓缩的过程，有利于锻炼思维、提高捕捉重要信息的能力，提高浓缩信息的加工能力。

（五）课后及时复习练习

心理学研究表明，学过知识后的短时间内遗忘很快，而往后遗忘的速度减慢，因此，课后及时复习对学生巩固知识是十分必要的。复习能加深和巩固对新学知识的理解和记忆，系统地掌握新知识达到灵活运用的目的。所以，科学的、高效率的学习，必须把握“及时复习”这一环节。复习要做到及时，要在学后当天进行，复习时可先尝试回忆，然后反复阅读教材，对照笔记，记忆掌握重点内容。提高自己的英语水平。

三、培养学生学习方法的效果

中学生学习方法范文第4篇

在高考指挥棒的指挥之下，历史这门学科长期成为单纯的复述性的学科，强调记忆性成为历史教学的一大特点，教学中较少有学生的探究性、分析性的思维过程。 具体而言，从教学方法来看，还比较单一，陈旧，学生的主体地位体现的不够突出，很大程度上是教师的“一言堂”。从教学结构来看，现在很多历史教师大多以历史知识经验传授型的教学结构为主。这就使得学生很难形成具有主体意识的社会科学理念、人文精神。从教学内容上来看，历史课的内容是讲述人类历史。教师在教学的过程中往往太偏重于时间、地点、人物、事件的传授，而容易忽略搜集与处理信息、分析与解决问题的能力。从思想教育方面来看，教师只是给出一个或几个结论，说这一事件是爱国的，那一个人物是英雄，很明显，思想教育在历史课堂上是落实的很不够。有的同学在学习中过于重视对知识个体的孤立、机械性记忆和理解，就事论事，割裂了知识点间的联系和对知识点之间关系的融合性理解与应用，窒息了解决问题的能力。现代学习理论十分重视学习的迁移问题，甚至有人提出“为迁移而学习”的口号。这要求我们在平时的历史学习中要重视对知识迁移能力的培养。

实现知识迁移的关键是转换问题情境，将问题进行类化。问题情境是问题的呈现方式。一个问题的呈现方式与构建的认知结构越接近，就越有利于知识的迁移和运用。

另外，克服思维定势的影响，培养求异精神和发散思维能力也非常重要。思维“定势”也称“心向”，是指先于一定活动而指向该活动的一种准备状态。在知识迁移能力的形成过程中，既要培养解决类似问题的心向，形成知识迁移的一般性规律和方法，又要形成在遇到用习惯方法难以解决的有关问题时能够从其他角度去分析、解决问题的能力，要形成求异思维和发散思维的意识与能力，这也是培养知识迁移能力的重要要求。知识的迁移要求对知识呈现的情境和知识转换要灵活处理，而不是生搬硬套。所以，在应用以上所列方法时也不要僵化，而是要具体问题具体分析、具体处理。

二、改善高中历史学习中的阅读、做题与思维能力

历史教学，可以使学生了解历史知识，又促进学生学习能力的发展和历史意识的生成。提升学生的人文素养、人文精神，学会以全面、客观、辨证的眼光去认识世界，使学生学会学习、学会生存、学会发展自我。当课程改革和素质教育已成为一种趋势并不断推广，教育对教师和学校提出了更高的要求。如何优化教学过程，进一步提高课堂教学效果和学生素质是十分迫切的课题。

阅读历史教科书通常分三步走。第一步，学会浏览教材。第二步，精读。就是对各章节的具体内容逐句逐字地读，弄清楚段落大意、层次、重点、难点，并做好读书笔记。对某些或某个问题有疑问或有不同见解的作出标记，通过以同学、老师共同讨论，最后得出正确的结论。第三步，接受和整和信息。要求学生在阅读中对教材提供的信息（包括引用的史料），不是简单的接受，而是要在接受信息时分析这些信息，用它们做为论据，以做到史论结合。

现在一般历史考试卷包含的题型：客观题（选择题）、主观题（阅读材料题、政史结合、史地结合、政史地结合题）。其中，包括对学生的历史知识的考察，同时更注意了对学生能力的考察。为此，在教学过程中，要结合教材内容，讲述、训练各类历史题的一般解题能力，特别是分析比较能力（知识的横纵联系）、史论结合能力、系统条理能力、文字处理能力、语言表达能力等。

历史思维能力是指用历史唯物主义的基本观点分析问题、解决问题的能力。历史学科的内容丰富，古今中外，人物事件，年代地点，纵横交错，为此，在教学中注意引导学生理清历史线索，在头脑中形成概念、判断、推理，形成逻辑思维能力。此过程较复杂，要进行反复的训练，主要训练的练习有判断练习、推理练习、论证练习。同时，发散思维对学好历史也很重要，它的思维过程具有开放性、扩展性。这些不但可以让学生认清历史发展线索，加深对历史知识的理解，还可以把古今中外纵横交错、复杂的事情联系起来考虑，以达到培养学生历史思维能力的目的。

三、改善高中历史学习方法还要培养良好的学习习惯

良好的学习习惯预习习惯、上课习惯、复习习惯等基本环节。预习时要边读边记，把疑难问题注在书上或笔记本里，为上课做好准备，如发现与新知识相关而又未能牢固掌握的旧知识时，应重温旧课，并弄懂旧知识。在预习的时候应做到看、做、思结合，边看书，边用笔在书上进行“圈、点、勾、画”，圈点的过程就是提炼重点的过程，就是品味、加深理解的过程，就是发现、提出和解决问题的过程。

中学生学习方法范文第5篇

关键词：生物教学 学习方法 学习效率

陶行知先生说过：“我认为好的先生不是教书，而是教学生学。”在生物学教学中，要根据生物学科的特点，结合学生的学习实际和教学内容，有意识地对学生进行学法指导，从而提高学习效率，实现知识传授和智力发展的辩证统一。生物教学中常见的方法有以下几种，仅供参考：

一、比较法

比较法是学习过程中最常用的方法也是其它方法的基础。有比较才有鉴别，求同法和求异法是进行比较的两种重要手段。求同法即找出事物之间的相同点。如通过对叶绿体和线粒体的比较可以得出两细胞器三方面的相同点：双层膜结构，遗传上的独立性，与能量代谢有关。求异法即找出不同点，例如通过对动、植物细胞亚显微结构的比较可总结出植物细胞特有的结构――细胞壁、大液泡、质体，以及高等动物细胞特有的结构――中心体。

二、分类法

即根据一定的标准对有关材料进行科学分类，分类随标准而异，在比较的基础上进行分类。如新陈代谢从“方向”上分同化作用和异化作用，从“性质”上分物质代谢和能量代谢;新陈代谢的类型从同化作用上分自养型和异养型，从异化作用上分需氧型和厌氧型。

三、联系法

每门学科都有其严密的知识体系，学科内部以及不同学科间都存在着联系。教学中应指导学生从横向、纵向两方面去挖掘相关知识的联系。生物体是一个互为联系的统一体，生物体各结构之间、结构与功能间、结构与环境之间都存在着联系。教学中可以指导学生从细胞、组织、器官、系统四个水平寻找结构间的联系，体会结构与功能、结构与环境的统一性，如人体的呼吸、消化、循环、泌尿、内分泌和神经系统之间以新陈代谢为纽带而相互联系。此外还要加强理论与实际的联系，用生物学知识解释生活中的某些生物学现象，做到学以致用。

四、归纳法

归纳法是学生在占有学习材料的基础上，对材料进行提纲挈领的总结概括形成知识点或知识体系。归纳时思维方式可采用发散思维和聚合思维，归纳方法可采用符号纲要法和主题词法等。生物知识既有各自的独立性，又存在着内部联系，学生在学习过一段知识之后，应及时进行归纳、总结，以各知识点间的联系为线索，构建知识网络，形成知识体系。常见的归纳方法有图示法、提纲法和列表法。图示法一般用于归纳几个知识点间的联系，提纲法适用于单元总结，而列表法则更适应于期中或期末复习。学生掌握并实际应用这些方法就可将所学知识进行归纳、整理，使所学知识系统化、条理化，增强学习效果。

五、实验法

生物科学是一门以实验为基础的学科，生物学实验是指运用一定的仪器、器具、材料、药品通过科学方法观察研究一般情况下不易观察到的生物体结构和生命活动现象的过程。 从中学生物学教学的角度，生物学实验可以分为以教师为主操作的演示实验、学生家庭课外实验、以学生课堂操作为主的实验，也有的是教师演示和学生实验相结合进行的实验。

六、阅读自学法

课前预习和课后巩固都要求学生要进行阅读自学。阅读自学要有目的性，要带着问题去阅读，阅读之后应归纳知识要点、找出难点、提出感到疑惑的问题从而引发思考。阅读自学可以激发求知欲，思维积极活跃，有利于提高学生分析问题和独立解决问题的能力。

七、科学记忆法

1.口诀记忆的方法。例如：“鲤鱼体侧有侧线，水流方向它能辨，水的温度知高低，部分声波听得见。”

2.联想记忆的方法。即引导学生把记忆材料与其相互联系的材料结合起来。例如：生物的结构和功能是密切相关的，以结构想功能，以功能推结构，这样对提高记忆能力十分有益。