1、 The handwriting is scribbled and misspelled

同學(xué)們在解答填空題、簡答題時(shí)，常使用錯(cuò)別字，造成表達(dá)意思錯(cuò)誤或無法表達(dá)意思而丟分。例如：將“水槽”寫成“水糟”等。產(chǎn)生這些錯(cuò)誤的原因是看書不仔細(xì)，對字詞的書寫不細(xì)心。有些同學(xué)平時(shí)不注意書寫工整，養(yǎng)成潦草的習(xí)慣，從而使閱卷老師對考生所答內(nèi)容分辨不清，作為錯(cuò)誤處理而失分。這就要求同學(xué)們在平時(shí)練習(xí)時(shí)，一定要養(yǎng)成書寫工整、清楚的好習(xí)慣，避免再次產(chǎn)生遺憾。

Students often use typos when answering blank filling and short answer questions, resulting in wrong expression of meaning or inability to express meaning and lose points. For example, write "sink" as "sink", etc. The reason for these mistakes is that they don't read carefully and write words carefully. Some students usually do not pay attention to neat writing and form the habit of scribbling, so that the marking teacher can not distinguish the content of the candidates' answers and lose points as an error. This requires students to form the good habit of neat and clear writing when practicing at ordinary times, so as to avoid regret again.

二、粗心大意、思維定勢

2、 Carelessness, mindset

有些同學(xué)在考試中粗心大意，不仔細(xì)審題，或受思維定勢的影響，導(dǎo)致出錯(cuò)丟分。例如，有的選擇題要求考生選錯(cuò)誤的選項(xiàng)，而部分同學(xué)粗心大意，受思維定勢的影響（平時(shí)練習(xí)時(shí)多數(shù)選擇題要求選正確結(jié)果），錯(cuò)選了正確的結(jié)論而失分。可見認(rèn)真審題，是正確解題的前提和基礎(chǔ)。

Some students were careless in the exam, did not carefully examine the questions, or were influenced by the thinking set, resulting in mistakes and lost points. For example, some multiple-choice questions require candidates to choose the wrong options, while some students are careless. Affected by the thinking set (most multiple-choice questions require correct results in ordinary practice), they choose the correct conclusion and lose points. It can be seen that careful examination is the premise and foundation of correct problem-solving.

三、答題不規(guī)范或表達(dá)混亂

3、 Nonstandard answers or confused expressions

很多同學(xué)答題不規(guī)范，包括：

Many students' answers are not standardized, including:

(1)書寫不規(guī)范。如填選擇題答案時(shí)，把“D”寫成“O”等;

(1) The writing is not standard. For example, when filling in the answers to multiple-choice questions, write "d" as "O" and so on;

(2)計(jì)算題解題步驟不完整，如沒有解設(shè)過程或解后沒有簡要的寫出答等。

(2) Calculation problem solving steps are incomplete, such as no solution process or no brief written answer after solution.

再有，有的同學(xué)答題沒有次序，版面設(shè)計(jì)不合理，計(jì)算過程混亂等，雖然求出了正確結(jié)果，但也不能得全分。

In addition, some students did not answer the questions in order, the layout was unreasonable, the calculation process was chaotic, and so on. Although they got the correct results, they could not get full marks.

四、心理因素造成失分

4、 Score loss caused by psychological factors

有的同學(xué)臨場過分焦慮和恐懼以至情緒緊張，在考試開始階段大腦暫時(shí)出現(xiàn)思維障礙，平時(shí)熟記的定理、規(guī)律記不清了。面對考題大腦出現(xiàn)空白，不知所措。另外，解答部分陌生題時(shí)，因暫無思路引起情緒緊張，心理慌亂，注意力不集中，嚴(yán)重干擾了思維活動的正常進(jìn)行，解題時(shí)出現(xiàn)了種種不應(yīng)該甚至無法理解的錯(cuò)誤。

Some students are so anxious and afraid that they are even emotionally nervous that they have a temporary thinking disorder in the brain at the beginning of the exam. They can't remember the theorems and laws they usually memorize clearly. In the face of the examination questions, the brain appears blank and at a loss. In addition, when solving some unfamiliar problems, because there is no idea for the time being, it causes emotional tension, psychological panic and inattention, which seriously interferes with the normal progress of thinking activities, and there are all kinds of mistakes that should not or even cannot be understood when solving problems.

為了克服這些不良心態(tài)，可以在復(fù)習(xí)時(shí)適當(dāng)做—些基礎(chǔ)題，并把注重的點(diǎn)放在審題和解題的正確與完備上，同時(shí)要注意書寫規(guī)范和工整。也可在老師的指導(dǎo)下時(shí)常做—些自己沒有接觸過的，但又適合自己能力的新題型，以提高對陌生題型的適應(yīng)能力，增強(qiáng)信心，克服恐懼心理，防止思維抑現(xiàn)象的發(fā)生，爭取在考試中發(fā)揮自己的水平。

In order to overcome these bad mentality, we can properly do some basic problems during review, and focus on the correctness and completeness of problem-solving and problem-solving. At the same time, we should pay attention to the standard and neat writing. Under the guidance of teachers, you can also often do some new types of questions that you have not touched but are suitable for your ability, so as to improve your adaptability to unfamiliar types of questions, enhance confidence, overcome fear, prevent the occurrence of thinking inhibition, and strive to give full play to your level in the exam.

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