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. 【小题1】

Take good notes.

Try not to write down everything. 【小题2】 Write down unfamiliar terms. After class, review your notes as soon as possible. You can fill in details that you missed and review the material while it is still fresh on your mind.

【小题3】

If you are struggling in class, talk to your teacher. He or she may be able to give you more help or tutor you before or after class. Most teachers have little sympathy(同情)for students who just become worried about failing during the last few weeks of the grading period.

Take part in class discussions.

In order to learn more in class, it is helpful to take part in class discussions. Asking questions and having eye contact with your teachers and classmates can increase your participation and your focus during the class discussion. 【小题4】 This helps you make your point clear in class.

Form study groups.

【小题5】 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. Be careful! Sometimes group sessions(会话)can become chatting sessions.

Kids are natural scientists. That may be why they ask so many questions.

Younger kids take up science and math with amazing enthusiasm, yet as they get older they often lose their excitement. Children look on scientific exploration as play, but as they get older they start to connect it with big heavy books, long worksheets and a lot of really confusing words.

What a tragedy! We had their attention, they were listening, they were participating, they were learning and then we lost it to boredom.

We need our kids to play more. More play brings up basic scientific concept. Being familiar with basic scientific concepts brings about exploration which leads to research. Once they are researching, they are completely into the learning.

My boys built a small 9-hole golf course next to our driveway one day. It was a great product of science. They dug out the holes and channels to guide the golf ball. They played with architecture with a series of pipes they had found in the garage. They tested speed and momentum (动量)by creating one of the holes across the driveway. They experienced biology when deciding which front yard plants could be used as a part of the course and which needed to be pulled up.

If I had sent them out to the yard to build a 9-hole golf course, it would have never happened. It was because it was their idea that it worked. I try to tell them some of the concepts after the fact. When they ask about something, I try to relate it back to something they have built，experienced, or felt. I try to give them a vocabulary around what they already know.

An afternoon can change the way kids look at the world. Not bad for a day of play.

Once upon a time, researchers dreamed of building a robot storyteller. It would not only entertain (娱乐) young children, but also help them learn well. This dream has come true. The robot is called Tega. It is cute and appears to be useful in increasing young children’s language skills. Developed by a team at the Massachusetts Institute of Technology (MIT), Tega sounds like a child, makes its body and face full of life while storytelling and explains the tales on a screen with pictures.

In an eight-week experiment, Tega read picture books to 67 children aged from 4 to 6 in weekly meetings lasting an hour. During the meetings, Tega asked questions to have knowledge of the listeners’ language skills, tested them on a word’s meaning or asked them to describe a character. For example, Tega asked, “What do you think will happen to the boy?” Tega also recorded the facial expressions and body positions of the children to see how interested they were. For example, keeping the body forward was considered a good sign. After the book was finished, the children retold the story to Tega in their own words.

One group of kids played with a personalized version (版本) of the robot, which improved each time it interacted with the kids, learning about their language skills from the conversations they had. For this group, Tega chose which book to read based on what it thought would be most suitable for the children’s language level. Every second time, Tega would replace (替换) several words in the story for these children with more difficult words with similar meanings, such as “clamour” in place of “noise”.

A second group interacted with a non-personalized Tega that remembered the children each week, but chose stories to read at random (随机的) from its library of 81 picture books. For this group, the story difficulty increased every two weeks. A third group of kids didn’t interact with Tega at all.

Several weeks after the last meeting, the team found that all the children who played with Tega had increased their vocabularies (词汇), but the personalized group learned the most words. Their error rate on a vocabulary test dropped by 23 percent, almost double that of the non-personalized group. The stories that the children told back to the personalized robot were also longer and more wonderful, says team member Hae Won Park.