我孩子小六，CA1考试科学一卷成绩近乎满分，可二卷满分40分仅拿到了22分。请问大家是怎样帮助孩子提高二卷得分的？有没有推荐的专门补习科学二卷的好老师？
做练习册，分析答案中的逻辑和重点词句。。。找同类型的题目训练。。。2卷容易提高
我家女儿几乎一样，问答题也只得了22，卷子拿回来，到处都是血淋淋的0
本来是指望她自学的，现在决定做卷子，帮她总结回答技巧。
我们一起努力吧
和我家姑娘情况很像，paper 2一塌糊涂，但paper 1 很好。可能是不熟悉题目类型，要恶补了。
[关键词屏蔽]齐下，补习加亲自监督，时间不多了，我女儿抗拒一对一补习，我送她去补习中心
互联网上有一些资源可以利用一下，比如这篇：
HELP!!!! My DS or DD Can’t Pass Section B!
Posted on November 28, 2010
Firstly, content and knowledge must be good to pass Section B.
If your child has been hardworking enough to read the science guides and pay attention in class and she or he is still losing half a mark here and there for incomplete answers or clueless about how to answer Application, Process Skills and Higher order thinking skills PSLE Science questions, then here are some suggestions.
When clueless about where to start when looking at a question or if losing lots of half marks, get your child to:
Highlight key words in the stem of the question. (To ensure answer is to the point)Identify the topic. (if at a loss as to where to start)Identify the key concept they are trying to test.Identify the related keywords. (Scribble down the keywords in the margin in pencil. This will minimise the loss of half a mark here and there for writing answers in haste and missing out key points.)String together an answer.If still really clueless after all that, consider taking the time to visualise what is happening or even drawing a diagram of the verbal description in the question.If still really clueless, try imagining yourself in the situation.If that still does not work, think of what would happen in an opposite scenario ordraw the example to the extremes and consider what would happen.
Example 1: How to avoid missing out keywords.
Highlight parts of question.Topic: HeatKey concept: Conduction, Melting, Heat travels from warmer to cooler region.Keywords: Poor conductor of heat, Gain heat, Melt.String it together: Air in the gas bubbles is a poor conductor of heat. Heat from the hot oil does not travel to the colder ice cream at a fast rate, hence the ice cream does not gain enough heat to melt in the short time it takes for the dough to cook.
Example 2: How to tackle a question a child may be clueless in:
Comments on the above question:
Topic: adaptations.Keywords, powerful forelimbs or claws.Still clueless: Imagine or Draw a wombat with a young tunneling down some soil. Draw one with a pouch forwards and the other backwards. Or consider yourself digging sand in a playground with a huge pocket infront of your dress/shirt/pants. What do you use to dig?Hands or Feet? What problems would you face. I think you may end up with a pocket full of sand. Now if your pocket were upside down, then in cannot collect sand.
a) The words “dig and burrow” and “pouch facing backwards” should clue in the child to consider things like dirt and soil collecting in the pouch or hitting the young’s head if forward facing, or digging down a hole may cause the young to fall out if the pouch was facing forewards.
b) digging would involve powerful forelimbs.
If its an experiment type question, ask your child to:
Spot the difference between all the given set-ups. Highlight the differences. That should give you part of the aim of the experiment or the “independent variable” …i.e. the variable you are suppose to change.Identify controlled variables if neceessary (this is when questions ask for: State “ANOTHER variable that should be kept constant”)Identify topic and keywords (scribble keywords in the margin)String answer together.
Example 3: Experiment type questions.
Variable changed (Independent variable): Substance A, B, C or DVariables kept constant (Controlled variables) stated in question: amount of water, same container.Topic: Solubility. Not directly related to any taught topic: Common sense.
Answer: a) Temperature of water. b) B. Substance B cannot dissolve in water so B cannot be washed away by water.
(Note: If a child has never been allowed to wash clothes or table cloths, or step into a kitchen to make milo, dissolve sugar in tea or coffee or make jelly, then yes, they may be at a disadvantage. I know many children who grow up being served by maids, never poured water into a cup at home, never ever seen the whole fruit because the maids cut up everything nicely for them. However, to me, it is a reasonable expectation that an 11 year old has washed a piece of cloth or prepared some food and drinks and have a basic set of skills that they need for independence. Children in Singapore know a lot in theory. But for many children their self help skills are terrible. They don’t know how to wash, use a knife to cut confidently. Even some secondary school kids are like that. No matter how busy you are or how free your maid will be, a sound piece of advice is the day your child is able to, give them some household duties. Its free tuition for common sense and life skills which are more important than passing an exam. Plus it really helps in secondary school when they have Science Practical Assessment, and this time it is counted for the O and A levels.)
Regarding Section B, when students answer questions, they often forget its a Science Exam, so the explanation must be based on some science concept they have learnt before. Their first response is often to panic and say to themselves “But I’ve never seen this Q before”.
Children need to be empowered with confidence instead to think “For most of life’s problems that I face, I would never have “seen” or experienced them before, but i have to solve the problem with my given knowledge.”
Many children actually need more help in motivation and developing tenacity, which is actually partly eroded by the most common reward system which praises marks, grades and results. For more info, refer to:
The Problem with Praise and Regressing from Rewards (Part III)
http://sciencepsle.wordpress.com/2010/11/20/the-problem-with-praise-and-regressing-from-rewards-part-iv/
还有这篇：
Minimising Careless Mistakes in PSLE Science
Posted on November 25, 2010
Here are some suggestions as to how to help a child minimise careless mistakes in PSLE Science exams.
Sufficient sleep = Mental alertless.Lower anxiety, don’t panic.Don’t rush. Stay calm. Unlike in math exams, usually students are not so hardpressed for time in science exams.READ Every word in the question. Many students have the habit of seeing the diagram and not reading the stem of the question. Basically, if you don’t know the problem, how are you going to solve it? Teach the child to use a ruler to place under each line of words. Read every word in every line.Students must HIGHLIGHT (underlining or using colouring pencil is a far cheaper option) usually one or two key points in the question. Often, kids simply cannot tell what is important. Given a highlighter, they highlight almost everything. If this is the case, confiscate the highlighter. Its a waste of money.Examples of what to highlight include:
AimDifferences in the diagram (e.g. in a control and experimental setup)The variables changed or kept constant in an experimentNegatives like “False” or “Not”Words like “other than”, “based only on the diagram above”Sweeping statements are usually wrong. Highlight warning words like “all” “never” “always” “none”. e.g. “All plant cells have chloroplast”. “All mammals give birth”. Both of which are false statements.UnitsOther keywordsIn electricity questions, the pathway of the electric current.In web of life questions, use different colours for different food chains to count.In forces, note “Extension of spring” or “Length of spring”“dark” in photosynthesis questions
Do lots of writing for MCQ on the Question paper.
Tick and cross options.Writing T or F.Thought processes should be recorded quickly in pencil (e.g. key concepts, keywords, equations, diagrams). Descriptions should be sketched into a diagram. It does not have to be neat. (Sometimes just writing a respiration or photosynthesis equation or drawing a quick sketch of the circulatory system or water cycle can help clarify the child’s mind, but they are over-confident that they know it so well or they think its too much effort to draw it out. With practice, these bits of information only take less than 10 seconds to sketch out and could in reality save them quite a few marks.)
There’s no glory in doing things mentally. I hate it when people tell me they did things in their heads. That’s not smart. Not for Science exams anyway. Doing things only in your head opens up the floodgate of careless mistakes. I tell my students that if they didn’t write it down, it means they haven’t bothered to analyse the question properly. It may seem time consuming at first but it gets faster with practice. Not everything is important to pen down. With practice they get the idea of which type of questions need “working”. This often this helps reduce errors.If possible, know the answer and write it down (in short point form) BEFORE looking at the options. Why before? Because options are often (though not always) written in a way to trick the students.If you don’t know the answer, then eliminate options. If you still don’t know, circle the question, take a stab in the dark and shade a guess first and come back to it later when the paper is completed. (If you really don’t know, and cannot even form a hypothesis (educated guess) don’t keep changing answers, your first gutfeel is probably your best bet.) Shade the optical answer sheet as you do the paper. Not after finishing.In Section B (Short Answer), it is VERY important to reread all the answers if time permits. Especially, those 2 to 4 mark paragraph type answers. Often in their haste, students can slip up and even write “gain heat” instead of “lose heat” “conductor” instead of “insulator” due to carelessness. When asked the same question outside of an exam situation, they show full understanding. Its just mental fatique in the exam that causes slip ups. Giving the mind a break and then re-reading answers will hopefully alert a student to such slip ups. (Even as adults, we have to write and rewrite drafts, all the more children, though time may not permit.)If there is time for checking, check! If you first did the MCQ question by choosing the correct option, try redoing the question by eliminating options. Try to solve questions in a different way. Work backwards. If necessary, integrate knowledge from different topics. This sytem of double checks is important.
A* in Math and Very careless in Science?
There are some students who can score up 98% and above regularly in math but tend to make alot of careless mistakes in Science. How can this be? Some children are used to working well with speed and numeral accuracy. However, in Science, some questions alone can be long (Question, not answer space). Much detailed analysis of the paragraphs and diagrams has to be done. Every word must be read.
For example, in a photosynthesis and respiration question below, if the child reads too fast and misses out the word “dark” which is only mentioned once, then there is no way they can get the answer right for that question.
In addition, verbal accuracy is different from numerical accuracy. In Section B, students must be very precise in their answers, provide complete explanations and yet answer to the point. Its not about writing alot. Its about being able to give a precise account using key science concepts.
Students often speak informally using words in a lose way. But this is not acceptable for science.
e.g. In science when asked about
heat you cannot answer in terms of temperature,mass you cannot say the weight changed.water’s properties you cannot say it is white, rather it is colourless, odourless.
Clouds you cannot say its a gas, they are liquids (tiny water droplets)Steam from a kettle you cannot say it is a cloud of steam rather an invisible gas.Results you cannot interchange the words Accurate and Precise. They are not the same.
Also consider the following answers:
Which is a better answer to the question : What is the role of the chloroplast in a cell?
To make food for the plant.To trap light and so carry out photosynthesis.It contains chlorophyll, which traps light so that the plant cell can carry out photosynthesis and make food.
Which is a better answer regarding respiration and photosynthesis of a plant?
In the day, plants produce oxygen during photosynthesis. At night they produce carbon dioxide during respiration.Plants produce oxygen in the presence of light because the rate of photosynthesis is faster than the rate of respiration. In the dark, plants do not photosynthesise but only respire, so carbon dioxide is produced.
A child who can process numbers very quickly and accurately may also understand science well, but it does not mean that he or she can provide an explanation to a science concept with sufficient depth and accuracy with the key words to score the full marks. If for most of section B, the child cannot score the full 2/2, then the chances are they would get twenty someting out of forty.