Self-assessment-woodmam

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Level of Demand.

  Are you enthusiastic about every subject you are studying in school?

  Do you find the courses you study more of a burden or more of a source of information that can solve your questions?

  Do you look for books that might be relevant because you have a question that you can't answer, in order to solve your problem?

  Do you often feel that what you learn in school is not enough?

  Do you like to learn things that no one else knows, or maybe you have never even heard of? Even if you learn something that is not taught in any of the courses in school, it doesn't seem to help your grades.

  Do you often do your own experiments or make fun little things, including toys, crafts and small inventions?

  Level of motivation.

  Do you dislike a particular class because the quality of the lecture by a particular teacher is not high, the teacher herself is not likeable, or the content of the course is not interesting?

  Do you often go beyond the pace of school learning for subjects you particularly like and study them on your own ahead of time, even to parts you might not learn until higher grades?

  If your parents or teachers can't or won't answer some of your questions, or even criticize you for being outrageous or stupid, do you insist on trying to figure out the problem yourself?

  If you are doing poorly in some subjects, do you just let it go, or are you convinced that you should be able to learn?

  If your grades are never good in your class, do you think you have any hope for your studies?

  If your grades are good, do you often find it too easy and seemingly meaningless to study, or do you often find difficult topics to challenge yourself?

  How do you deal with the mistakes in homework and exams?

  Adaptability.

  For a new course, after a month or even a semester, do you still feel clueless and often can't remember its knowledge points?

  You were doing well in a certain class, but suddenly you have a new teacher you don't like and your performance drops or even becomes a "difficult" subject?

  When you arrive at a new school, will your learning be affected by the unfamiliarity of the environment?

  Perseverance.

  Can you keep doing your homework before playing every day?

  If your favorite TV program is on, and you have a problem with your homework that you can't solve, will you put down your homework and watch TV?

  Do you always carry out your study plan thoroughly?

  Will.

  If your classmates around you say that a certain subject is a minor subject and not worth spending too much time on, and you especially like it, are you willing to continue to spend a lot of time studying it?

  Do you think you have to work hard to learn all your current classes?

  Are you giving your best effort to all the subjects and reaching your learning goals?

  Do you feel that it is impossible for you to do well in a subject that you are doing poorly in, or do you feel that you need to think of another way to do well in it?

  Can you insist on dedicating an hour a day to study a subject for two months in order to improve your performance in it?

  Independence.

  If you encounter a difficult problem in doing homework, will you answer it yourself or ask others, including parents, classmates, teachers, etc.?

  Do you have a preference for learning outside the classroom?

  Will you put down what you are doing temporarily because something has aroused your interest and make sure to find out what is going on?

  Exploration

  1. Definition and connotation

  Exploration is to learn in an unknown field by virtue of one's own interests, by virtue of one's own discovery and search, and to seek answers and solve questions.

  Exploration comes from interest, but it is not a matter of enthusiasm. Einstein said that interest is the best teacher. Once an interest is created, the urge to find out what is going on will arise. When this impulse is not fleeting, but guides a person to persistently strive to find the cause, it becomes a true exploration: the Nobel Prize winner in physics, the United States of America, the United States of America, the United States of America.

  Feynman, a Nobel Prize-winning physicist and professor of physics at the California Institute of Technology, was a curious man by nature and a self-proclaimed "scientific urchin. When he was a graduate student at Princeton University, he studied the story of how ants communicate information, illustrating how this title was true for him.

  To find out how ants find food and how they communicate where it is, he embarked on a series of experiments. Such as finding a place to put some sugar, to see how long it takes the ants to find, and how to tell their companions after they find it. Then he used colored pens to trace the ants' route home to see if it was straight or curved. Through these experiments, he found that the ants were sniffing their way home. Later, when he found that the ants were "visiting" his food cupboard in groups, he used his discovery to successfully change the route of the ants and save his food.

  Exploration also comes from doubt. Without doubt, there is no exploration. Accepting someone else's ideas without thinking about them can also bury the opportunity to explore.

  The "little princess" of a scientific family, the daughter of Mr. and Mrs. Curie, Iren Joliot-Curie, won the 1935 Nobel Prize in Chemistry with her husband. As a child, she was very active and naughty like a boy, but since joining a cooperative education program developed by her mother, Madame Curie, and her friends, Ranzwan and Perrin, her naughtiness turned into a strong love of the unknown and a spirit of discovery. On one occasion, the physicist Rangzwan gave the children a problem: put a goldfish into a tank full of water and then put the overflowing water into another tank, only to find that the volume of the water was smaller than the volume of the goldfish.

  The children were talking and discussing. Eren did not participate in the discussion, but was thinking about the law of buoyancy - the object immersed in water should be equal to the volume of the object volume of water discharged. But how could this law not work with goldfish? Then she thought, "Rangzwan is a great physicist with great knowledge, he can't be wrong, right?

  As soon as she got home, she went to ask her mother this strange question. After thinking about it, Madame Curie smiled and said, "Iren, you can do it and try it." Iren must figure out what exactly, want to confirm their ideas are correct. So she took a tank from the laboratory table, and got a goldfish, and began to do experiments, the result was surprisingly the volume of the overflowing water and the volume of the goldfish the same.

  "Strange! Why did Rangzwan say that the volumes are not equal?" Eren thought about it for half a day, and finally seemed to have made up his mind.

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