One round of review: grasp the rhythm
01 Current situation
02 Grasp the rhythm
Exclusive secret: small paper method !
01 Current Situation Dear students, what is your round of review like? Before entering my senior year of high school, I was full of ambitions and determined to work hard for a year and make a comeback - the world is still uncertain, and you and I are both dark horses! So, you make a plan to complete the school tasks in a round of review, and at the same time, you can check for omissions, fill in the gaps, and summarize the questions according to your own situation. But reality gives you a hard blow - there are only three and a half hours of evening self-study, but the teachers of each subject think that each subject has an hour, and assign homework crazily; even though the class break is already very short, the teacher still loves to drag the class , I arrive at class right when the preparation bell rings; I obviously feel that I have worked very hard, but I am still "dragged" by time... In desperation, staying up late to do homework has become the norm, but my study plan is still difficult to implement. But among the students around you, there are some who practice a set of comprehensive science questions every two days, some who practice multiple choice questions on the comprehensive science every day, and some who form a team to brush up on the comprehensive science every week... You see that you are not improving. Even my grades dropped, I felt panicked, confused, and desperate. You know it's important to pace yourself, but watching yourself lose control of your learning little by little is like watching yourself drown little by little. This is my real experience in my senior year of high school. What does my round of review look like at the beginning? After finishing the homework, there is still time to summarize, and you can also promote the simultaneous practice of classifying the real college entrance examination questions for mathematics, physics and chemistry students. After officially entering the senior year of high school, as the homework became more and more difficult, the courses and homework tasks in the Qingbei class had an impact on completing the homework, so that it basically became a matter of staying up late to do homework on weekdays, doing homework on weekends + taking math. Between classes and catching up on sleep, there is almost no time for summary, and no time for extended practice. But I have never been a question-answering person. In my learning strategy system, the set of papers is used for "physical examination". What is the purpose after the "physical examination"? It’s time to “take medicine”! "Taking medicine" refers to targeted review training. My main problem is that I can't take into account school homework, study in the dual subjects of mathematics and chemistry in Qingbei class (two evening self-study classes a week, and about an hour of homework every day) and independent study - even the weekly test I couldn't even finish the "medication" after the physical examination, let alone the extra practice, and I wasn't in a physical condition to stay up all night and work hard - I would be very sleepy the next day and my brain would be in a blur. For me, being unable to complete the "taking medicine" step is far more fatal than not having time to answer questions: I know that I am sick, but there is no way to solve it. I can only wait for it to get worse or heal on its own. So I quit the Qingbei class and wrote a thousand-word application letter to each of the teachers in the Qingbei class in mathematics and chemistry. I hesitated and hesitated, but I finally chose to give myself more room for self-struggle, take responsibility for myself, and work hard on my own, because only I know my own weaknesses best, and learning is the most targeted. 02 Grasp the rhythm. The secret I use to master the rhythm is to grab fragmented time, so as to set aside my own time for the prime time of evening self-study. How to grab fragmented time? Use the idea of ??"whole process optimization" to optimize the four links of classroom, review between classes, after-class testing, and after-class review. To understand the idea of ????optimizing the whole process, you can read the article by Zhihu strategist @叶秀. Exclusive secret recipe - small paper method! The principle is: make full use of fragmented time, steal time from class, repeat memories many times, and use question-based learning methods to help us forcibly "extract" information during memory and deepen memory. It is in line with the physiological process of the brain building long-term memory 1. Classroom: ①Take class notes using the Cornell note-taking method + graph paper. The knowledge points are recorded in the main text of the class notes, and the key words (used for recall) are written in the sidebar and the summary section of the bottom column. Put them in the textbook and teaching aids to supplement the class notes. If the summary section of the bottom column is written If not, put a sticky note on it. ② During class, take out a few small pieces of paper, take notes, and write down questions on important test points on the paper. You can use symbols to abbreviate them. If you really don’t have time during class, try to finish it in 10 minutes between classes. For example: Thermite reaction: phenomenon? Thermite? Ignite? Combustion accelerant? What should you pay attention to in Mg article? What should I pay attention to when iron oxide powder is used? Pay attention to aluminum powder? The ratio of iron oxide to magnesium and its role? What should we pay attention to when funnel overlaps? What are the precautions and functions of fine sand? What should the device stay away from? What are three applications of the principle? What is the trigger operation? Electron transfer in the reaction of aluminum and water? Aluminum has two uses. Alumina has two uses. Substances that can react with both hydrogen ions and hydroxyl radicals, 6 points. Three options for preparing Al using Al, HCl, and NaOH as raw materials. Which one is best? Why? There are 6 types of ions in 4 categories that cannot exist with aluminum ions. There are four types of ions that cannot exist with metaaluminate radicals. When barium hydroxide is added to alum, when will the precipitate have the largest mass? When will the precipitate have the largest mass? ③When reviewing test papers and practicing, the notes that can be sorted out in class should be sorted out in class. It is recommended to use a palm-sized tear-off notebook - this is another form of small paper.
Take chemistry as an example. There are many detailed knowledge points in chemistry that need to be accumulated: answer system (structured answer routine), large question description (if you can’t refine the template at the beginning, copy it, put similar questions together, and read them when you see more) If there is a difference, if you don't understand, you can ask the teacher while retaining the question information: "Why don't you write this in this question? Why do you write this in that question?"), easy mistakes, and small knowledge points ( Don’t be afraid of copying too much. If you have copied it before and you copied it repeatedly, it means that you have been tested on this knowledge point too many times and you have forgotten it. It is worthwhile to accumulate more review in a small notebook). Manually divide the areas in the small book - you can fold the corners and label them, as long as you can separate them - the answer system, the description of the big questions, the error-prone points, and the small knowledge points are recorded separately.
Second round of review of correct thinking
01 Overview
02 Thinking
03 Practice correct questions and incorrect questions 01 Overview All in all, there are four points: first: lay a solid foundation and form a knowledge system (good summary habits); second: check for omissions and fill in the gaps, and reflect on exercises (good reflection habits); third: reasonable planning and stable comprehensive theory (good exam strategies) ; Fourth: long-term persistence and stable strategy (good learning mentality). Taking physics as an example, the first point is: the knowledge system is commonly referred to as a framework. You need to connect all the formulas, their uses and applicable conditions, the derivation process of the formulas, the inferences of the formulas, secondary conclusions, etc., and establish a clear framework by dividing them into sections. It sounds complicated and numerous, but in fact, the knowledge points of physics are the least among the six subjects. Second point: For a round of review, laying a solid (consolidating) foundation is the most important, and you must avoid blindly answering questions. A round of review requires checking for omissions and filling in the gaps. Every time you face a weak section, you must invest time in thinking, make directional breakthroughs, answer questions accurately, and summarize and reflect. Blind tactics consume physical energy and destroy confidence. After the exam, you need to review it! The third point: In the science comprehensive paper, the order of my questions is: biology elective + all multiple choice questions + single subject of physics + big biology questions + big chemistry questions. No matter how you arrange it, it is best to take physics before taking the big questions in biology and chemistry - never put physics as the last subject unless you are very confident in your physics. Why do you say this? First of all, the physics subjects are placed in such an order in the paper. Frequently turning over the paper can easily miss or read the wrong questions, which can inadvertently create panic. Secondly, you must leave enough time for physics. What does it mean to keep enough? At least you won't fail to read the last big question. Most physics questions are systematic. Generally speaking, you can't do the first question of a big question, you can't do the second question, and the third question is very annoying because it requires you to have a coherent train of thought. It is the same principle that big topics in chemistry often need to be read coherently. However, in physics, if you really have no ideas, it will be difficult to score. In chemistry, you can also make guesses and fill in a few blanks. If you want to have ideas in physics, in addition to daily accumulation, you must not have enough time for the exam. The time planning for comprehensive science needs to be weighed and considered by yourself. In the beginning, don't rush. It is normal to not grasp the timing well at first. As long as you continue to sum up your experience, you can always find a strategy that suits you. Point 4: After choosing a more appropriate long-term strategy, you should not start to doubt yourself, have an explosive mentality, or make major changes to the strategy just because of one or two performance fluctuations (fine-tuning is okay). If you think about finding the best way to get started, you'll never get started. It is normal to be in a bad mood, but the time you can allow yourself to be affected by your emotions should be gradually reduced. In terms of emotional control, it is good to make progress compared with yourself. 02 Thinking builds a knowledge system? No, you need to establish a question-answering system. First, I need to point out a question: In fact, what you really need to establish is not a knowledge system, but a question-answering system. Taking chemistry as an example, knowledge points certainly require memorization, but it is not like memorizing a mind map. After seeing a certain element, you must memorize all the test points of this element - including all commonly used equations and its various forms of materialization. Properties, mutual conversion, etc. - all written down silently, every one is correct. After sorting out such a mind map, you should try to review it according to the forgetting curve to ensure that you remember it. Please, can you do it? Even the people around me who have restored the relationship between Qingbei and Zhejiang have not done this. What is the difference between establishing a question-answering system and establishing a knowledge system? Establishing a question-answering system means that after seeing the question, you can immediately think of the possible answer directions for this question and the possible pitfalls of this question. For example: Industrial process: The benefits of high temperature are: ① Accelerate the reaction rate ② Endothermic reaction equilibrium shift ③ Constant volume conditions increase the pressure equilibrium shift ④ Promote hydrolysis to generate precipitation and colloid coagulation ⑤ Increase solubility (hot water/dissolution during washing The benefits of low temperature are: inhibiting hydrolysis (especially metals) ① equilibrium movement ② preventing decomposition (NH4HCO3, H2O2, etc.) ③ preventing volatilization/increasing gas solubility (not used for NH3, CO2, Br2, HBr) ④ reducing solid solubility separation Impurities/precipitated products (cold water washing, crystallization) ⑤ Liquefy SO3, NO2, NH3 and other easily liquefied products... All of this requires you to accumulate in your usual study and exams. Take a small notebook and record the answer system in the order of the chemistry test paper questions. Remember to leave enough blank space for each question. Using a small book will not only make it easier for you to recite in spare time, but also convenient for you to take notes during class.
03 Practice answering questions and wrong questions 1. Answering questions For answering questions, it needs to be clear: Do you need to answer questions now? What questions should I answer? How to solve the problem? Q1: Do I need to answer questions? The purpose of special practice with test papers or multiple-choice questions/experimental questions/subjective questions is to detect what you don’t know, practice the exam rhythm, and improve your proficiency. The purpose of special training is: directional exercises and fixed-point breakthroughs. Do you need to use them to study questions? Wouldn't it be better to use this time to review wrong questions, summarize problem-solving skills or common mistakes, and review problem-solving skills or common mistakes? Q2: What questions should I answer? The first is the college entrance examination real questions. Unless you can really understand each real question thoroughly - not only do it correctly, but also dig out the test points in the background of the question and make up your own questions. The second is mock questions carefully selected by teachers, mock questions from top 100 famous schools, and mock questions from large-scale provincial and municipal examinations. These simulation questions are of high quality. If you just buy a teaching aid and do the simulation questions without any screening, you will easily be misled by low-quality simulation questions. Q3: How to clear the questions? Regular training, and less time than during exams. For example, during the exam, if it takes you 40 minutes to complete the comprehensive multiple-choice questions, then you should finish it in 35 minutes. Summarize after reviewing the questions. Refining question types + problem-solving skills + typical characteristics of the questions + examples. There is no need to memorize the examples, just write them down in a loose-leaf notebook (convenient to add) for deliberate practice and review. You cannot copy the teaching assistants, and what others summarize cannot leave a very deep impression on your little mind. When you enter the college entrance examination room, you may be so nervous that you forget everything and rely only on instinct. You don’t even need to limit yourself to a “mind map” format, making a list is also a good way to do this. The key is that you need to repeat and practice deliberately with college entrance examination questions, so that the "question type + problem-solving skills + typical characteristics of the questions" you summarize become instinctive, so that you no longer need to deliberately recall the framework you summarized, but can directly Through the typical characteristics of the problem, identify the problem-solving skills you need to use and solve the problem. Taking mathematics as an example, three-view restoration: two or more views are cones (generally, it can be restored by using the base that is not a triangle); three triangles: triangular pyramid (just find four points) two A triangle, a circle: a cone, a square + two triangles: a four-sided pyramid (five points). If two or more are rectangular, it is a cylinder (as long as the outer outline looks like a row, if there is a figure-eight shape, it is generally a cut body) Three rectangles: cuboid, two rectangles + circle: cylinder, two rectangles + triangle: triangular prism... This summary method is mainly suitable for Chinese, mathematics and physics. All subjects require accumulation. After brushing the questions, you need to accumulate the answer system for the whole subject (major question descriptions, error-prone points, common test points, structured thinking answers). 2. Wrong question ① Step one: Analyze the reason for the wrong question. If you really can’t, go to the next step. If the process is not rigorous, practice writing the standard process. (You can skip the following steps.) If you have a lot of mistakes and lost points, use a small book to record your mistakes and lost points in fragments, including but not limited to: misunderstandings in thinking, omissions in the thinking process, calculation errors, and question review. The specific areas are not careful, a certain number is misread or copied wrongly (such as "3 and 5", "2 and 7"), the calculation is so long that it is omitted even if it is written on the draft paper, the symbol is copied incorrectly... …many of which can be avoided by folding the scratch paper partitions in half and adding appropriate arrow symbols. For numbers that are easy to copy incorrectly, modify the way a certain number is written and practice it dozens of times to develop a habit and make it easier to distinguish them. There are also some that require you to use your fragmented time and the last bit of time before the exam to review the mistakes in this small book. During the exam, it is appropriate to remind yourself on the scratch paper - for example, every time I take the comprehensive science test, I will write two big words on the scratch paper at the beginning of the exam, and add an exclamation mark: "Vector!!!" (You can skip the following steps.) ② Step 2: Analyze the difficulty of the questions. The ratio of questions in a normal college entrance examination paper is 7:2:1 (easy: medium: difficult). If you think the question is easy, in addition to encountering a real simple question, there is another possibility: it is actually a mid-range question or a difficult question, just because you read the standard answer/listened to the explanation of the teacher or classmates/saw many classmates Only when you do it right will you find it simple. If it is a really simple question and you cannot learn it, it must not be because of any flaws in your IQ, but because you have important omissions in one or even several knowledge sections. You can analyze the answer first (you can ask your classmates and teachers for help), find all the knowledge points tested by this question, and learn the knowledge points through textbooks, notes, teaching aids, classmates or teachers' explanations, etc., and then do this question. And practice through the college entrance examination real questions. (For mathematics, I recommend Zhu Haokun's "Basic 2000 Real Questions", which provides explanations and training on selected college entrance examination questions divided into sections and difficulty levels.) If it is actually a mid-range question or a difficult question, I have two suggestions. The first suggestion is that you can put aside solving difficult problems until you have the ability to stably solve mid-range questions (eight out of ten). The second piece of advice is that the process of learning it is divided into five steps: dissecting the answer, restoring the answer, redoing it on the day, deliberate practice, and subsequent review.
The first step, dissecting the answer, means that you need to figure out the logic of each step in the answer (which you cannot think of in a few seconds) - why did you choose to do this? What is the basis for the knowledge points and methods? Is there any other way? Why not use another method? And annotate it
The second step, restoring the answer, means that you need to close your eyes in your mind and recall the key steps of the entire answer - you do not need to remember the numbers, but the key skills (such as, " Whole substitution of Vedic theorem", "Replace xx with x and pay attention to the value range"), don't memorize it by rote, but understand it based on the annotations you just made. If you really can't remember, you can look at the annotations - but only for this step, and then recall the answer from the beginning. Until you can completely restore the answer in your mind. The third step is to redo the question on the same day, which means that after recovering the answer, or during free time such as self-study in the evening, redo the question. If you are stuck, follow the key steps written in the "Anatomy of the Answer" until you can do it smoothly. out. The fourth step, deliberate practice, means to find similar questions on the day or during the day - preferably college entrance examination questions, and practice. The fifth step, follow-up review, means to review as much as possible according to the suggestions of the Ebbinghaus Curve. But if the frequency of review cannot be that high, just review once this weekend and again before the monthly exam. Until you can get it right over and over again during review. If it is the first time to "learn the answers" like this, it may take half an hour, an hour or even longer, but the more you use it, the more proficient you will become. The third piece of advice is that if it is not a college entrance examination question, or at least a city-level unified examination question, then there is no need to struggle with it unless the teacher asks. Only complete the "Dissect the Answers" step. Based on the key skills you have dissected, look for the corresponding college entrance examination questions to complete the five steps of learning the questions. ③Step 3: Include wrong questions. Not all questions need to be included in the wrong question book for timely review. You need to review wrong questions on the real college entrance examination questions. You need to review the questions in large-scale school examinations (such as monthly exams) if they are of good quality. You must review important questions in your daily homework. (If the teacher insists that all wrong questions be added to the wrong question book, it doesn’t matter. You can just mark the questions you need to review.) Mathematical physics may require more questions to be reviewed, but it also requires the accumulation of a question answering system. Chemistry is slightly less, and the main thing is to accumulate the answer system (major question descriptions, error-prone points, common test points, structured thinking answers). Chinese, English, and biology are basically a matter of accumulation. Wrong questions are not the focus. What you accumulate from wrong questions is the focus. 3. One-round review quick skills - General subject 01 Theoretical basis 02 Practice 01 Theoretical basis First, we understand the three important "cost" concepts in economics: opportunity cost refers to giving up something in order to obtain something. The maximum value of something; when faced with multiple options to choose one decision, the highest value among the options that were discarded is the opportunity cost of this decision. Sunk costs are costs that have already occurred as a result of past decisions and cannot be changed by any decisions now or in the future. When people decide whether to do something, they not only look at whether it is good for themselves, but also look at whether they have invested in it in the past. We call these irrecoverable expenditures, such as time, money, energy, etc., "sunk costs". Marginal cost is the additional cost for each additional unit of product; marginal revenue is the additional income you can get by selling one more product; marginal product is the additional output you can get by adding one more input; marginal utility It is the new enjoyment that can be brought by consuming one more unit of goods. The new additions brought about by new additions are called margins. Simply put the marginal cost logic: roughly speaking (the inaccurate numbers are not important, the comparison effect is important), if you want to take a test, you need to put in 500 hours of effective effort. If you want to be admitted to 985 universities steadily, you have to put in 2,000 hours of effective effort. If you want to be admitted to a top 10 university reliably, you have to put in 5,000 hours of effective effort. If you want to stabilize your grades on the admission line of Tsinghua and Peking University, you have to put in 10,000 hours of effective effort. In other words, the marginal utility of your efforts is diminishing. You draw an xy function graph, x represents your study time, and y represents your ability score. You will find that the ability growth curve you finally draw is particularly steep at the 0-20 stage of the x-axis, and becomes flatter and flatter at the 80-100 stage. Now, have you realized what is the most cost-effective way to study? In every subject, learn this "0-20" first. What is the 80/20 rule? The 80/20 rule means that 20% determines 80% of the effect. So, what is the 80/20 rule of learning? That is, we must use 20% of our efforts to learn well the part that determines 80% of the effect. Look at this logical correspondence: we spent 20% of our time and energy and learned 20% of the knowledge, but it was equivalent to mastering 80% of a field. On the surface, we work 20% and learn 80%. But in fact, we are just 20% trying to learn 20% knowledge. In other words, quick money is still not fast at all in nature. It’s just that we learn more accurately. 02 If you understand how to learn accurately through practice, you will understand how to achieve it quickly. Precise study requires you to delve deeply into the college entrance examination questions of this volume for at least five years. The five-year test frequency test points summarized by teaching assistants on the market can only be used as auxiliary tools. If you want to truly understand what is tested in the college entrance examination, you must study the actual college entrance examination questions yourself. The research methods for each subject's college entrance examination questions are different. Answer Chemistry here.
The real college entrance examination questions and the test questions of large-scale diagnostic examinations are all worth doing. Just like Tuli. For question 7, figure out the source of each option in the book and review the relevant knowledge. For other questions, figure out and record every test point that you feel is unfamiliar or vague, record every standard answer to a big question that you wrote incorrectly, every pit you stepped into or almost stepped into, and every opportunity that can increase Enter the "Answer System" small book accumulation point. For example, I was relatively poor in experiments at the time, so I marked the paraffin oil decomposition experiment in option c of question 8 and each experiment in question 11 with the page number in the book, and marked many questions - these were actually all This is a question I raised myself when I was analyzing the test points. You see this question, it tests this point, but it only tests a very small part of this experiment/this compound/this process. It may test other things next time, so you need to read the book/read again Take notes, ask your own questions and answer them.
Four. Four Big Pitfalls in Senior Year - Bottomless Pit of Mental Loss 01 Complaints 02 Answers 03 Self-denial 04 Fear of Difficulties "Mental Loss" (For more information, please refer to Zhihu Strategist @叶秀's article ), is your biggest enemy in improving learning efficiency and effectiveness. Complaints, doubts about answers, self-denial and fear of difficulties are the four bottomless pits of mental depletion. They do not exist independently and can even appear in one scene. Imagine a scene like this - a monthly exam is over, but there are some biased, difficult, strange questions, and even wrong questions. The teacher corrected them late and you were stuck on that question for a long time. After the exam, your deskmate started to complain: "What the hell kind of question is this? I won't mention the weird questions, but there are also wrong questions! It's a waste of our time!" Your deskmate continued: "That's right! Did the teachers make mistakes?" Didn’t you know you had to check the question before?” When you heard this, you couldn’t help but join them: “Teacher, I’m afraid it wasn’t just a paper I found online!” You started a lively “discussion”, waiting for your reaction. When you came here to study, you suddenly realized that ten minutes had passed! At this time, your deskmate starts to check the answers with you again. You find that your answers are different. So you panic even more, looking around for someone to correct the answers. After you have answered almost all the questions in the paper that you feel you are not sure about, you find that you have made a lot of mistakes. A burst of despair surges into your heart, and you look up at the clock again - —Half an hour has passed! You become more desperate and pick up the book but find that you can't learn it. At this time, your deskmate asked you how you did in the exam. You sadly said that you did very poorly in the exam, and your deskmate couldn't believe it all on his face. You two made a bet, whoever got the lower score would be the grandfather! By the time you finally pick up the book quietly, forty minutes have passed. You regret that you once again got caught up in a pointless discussion and got distracted by the answers. You've done a few questions, and they seem to be very simple, but you're stuck one after another, and you can't even do them at all. You think about the results that are so bad that you can't even look at them, the punishment from teachers, the disappointment from parents, and the ridicule from classmates after the results are released, and your thoughts become even more chaotic. You look at these questions again and think, "I can't learn it no matter what! I still get such simple questions wrong, I can't do the difficult questions, and I forget the mid-level questions..." You put down the book, you Picking up your wrong physics question book, you stumbled through the title of a question. Your head was spinning, and the symbols looked like ghost drawings. You gave up feebly: "Physics is really too difficult, and I can't learn it..." You fell into depression, and your learning efficiency during the entire evening self-study was very low. Complaints, demands for answers, self-denial and fear of difficulties all appeared in this scene at the same time. Maybe this is a bit exaggerated, but you must have complained, heard or corrected the answer yourself, denied yourself, been afraid of difficulties and unwilling to think... How to solve it? The answer is: review. The difference between review and summary is that review is dynamic, a deduction of what has happened, and a process of thinking and writing down solutions. For example, when reviewing an exam, you need to look at the exam paper, ponder and recall your own exam process, the teacher’s comments, and constantly have a dialogue with yourself: What problems did you encounter in the entire paper? Where did you hesitate? Why hesitate? How do you think about this issue? What were you thinking about when you answered this question? What should you be thinking? What should you think? ...You need to keep an exam diary and make various notes on the test paper. Your ideas need to be constantly restored and revised in order to get closer to the correct path. The same goes for your review of mental wear and tear. When you encounter mental loss, use a special small notebook to write down your dynamic review, write down the scenarios and solutions, and try to browse it every night before going to bed - no need to remember, just read. There is no need to force yourself to make a mistake once and not make it again next time. Even if you wake up one minute earlier than last time, it is progress and something to be happy about. Thank you for reading to the end. I am Zhuzi, a sharer of college entrance examination experience. We all have moments of "learned helplessness" where we feel powerless, anxious, fearful or frightened, or even when we feel that we can't make any progress no matter how hard we try, and we have to give up on ourselves. But this is certainly not the whole of life, and it is certainly not the whole of the future. This is not a sign of the Waterloo of the college entrance examination, but it is precisely the beginning of victory in the college entrance examination. Then, go on with "abundant enthusiasm and faith" and tell yourself, "I am a self with unlimited possibilities and hopes." I am willing to encourage you. I wish you good luck in the college entrance examination.
2021.6.22 Supplement: Zhu Haokun has a lot of controversy, but this is different from whether the 2840 book is useful or not. The teaching aids such as Golden Test Paper, Little Ape, Must-Quest Questions, and Test Question Surveys also have a lot of words to promote their own series of books and talk about learning methods. There is no essential difference between 2840 and these books. They are all teaching aids. Regarding 2840, my evaluation is: Real question 2000> Blast 40> Winning 800. Why put Blast 40 in second place? Isn't it just a collection of split college entrance examination papers? No, the essence of Blast 40 is and only the method of splitting papers that Brother Kun talks about in this book. 4440 is a basic configuration. You can change it according to your own situation! For example, for me, it is 2460. However, it doesn’t matter whether you buy Blast 40 or not. What’s important is this method. You can just use the college entrance examination papers to practice this method. Victory 800 is the one I have used the most among these three books, and it is also the one I feel has the biggest gap with the effect of Brother Kun’s propaganda. If the foundation is very poor, just finish 2000, but instead of brushing the whole book once, twice, and three times, just mark the wrong questions the second time, and then do the second wrong questions the third time... It It is just a practice book of selected college entrance examination questions. You should use it to lay a solid foundation, rather than letting it dominate your thoughts. To win 800, if you have the energy to spare, start from your weakest section and don’t do it in the order of the book. You can skip the 5 pepper questions first. It is also just a practice book of selected college entrance examination questions. It is impossible to get 100 points if you understand 2000 thoroughly, and 150 points if you understand 800 thoroughly. It is impossible for all the test methods of the college entrance examination to be written on 2000 and 800. Again, don’t do random simulation questions, but select them carefully. Real college entrance examination questions/Mock questions from top 100 schools or top schools in the province/Mock questions from large provincial and municipal examinations>Mock questions chosen by your own school teacher (if you are not a student from a top 100 middle school or a top school in the province)>Ordinary teaching aids Simulation questions on.