How to write a final self-appraisal for college students in about 100 words

For the final self-appraisal of college students, you can write down what learning content you have gone through during this semester, what achievements you have made in learning, and what shortcomings you have. These can be used as self-appraisal, and then Write inside.

Self-assessment

1. The cornerstone of self-assessment: information screening and processing

In order to make a more realistic self-assessment and a relatively correct strategy and tactics To arrange, we must first subtract rather than add information. What I see in your words and deeds is still a hunger for information and a fear of missing crucial information. And what you lack is information processing ability. That day, a student told me that the school’s new admissions major catalog has reduced the number of students admitted, which is a major benefit, because competitors are afraid to apply. I didn’t understand his brain circuit for a long time. . If you lack the ability to process information and have a habit of collecting information, you may be surrounded by information and be frightened and anxious. At worst, your self-evaluation and strategic arrangements are based on wrong information. This is completely different and the postgraduate entrance examination becomes a performance.

So, the cornerstone of self-assessment is the screening and processing of information. To take the simplest example, "** days until the postgraduate entrance examination" is a typical invalid message. It has no substantive meaning other than increasing anxiety, so you should turn a blind eye. As you enter the middle and later stages of the postgraduate entrance examination, the effects of irrational factors (chicken soup and chicken blood) become weaker and the effects of rational factors become stronger. Really effective information can only come from three aspects: the first aspect is the proposition party or the rule-making party, mainly the target colleges and the Ministry of Education Examination Center; the second aspect is the real competitors; the third aspect is Own.

The first aspect of effective information includes: the target school’s enrollment major catalog (examination subjects, number of students excluding recommended students), the target school’s professional course examination questions and designated reference books, the Ministry of Education Examination Center Published exam syllabus and exam analysis. Typical examples of invalid information include: how to find connections or contact tutors in the first test, comments from seniors who failed to pass the exam (especially about whether the school is exclusive or not), and casual interpretations of the new syllabus announced by the Examination Center of the Ministry of Education (the most typical one is that everything has changed , creating panic), hot spots that are not supported by the syllabus test points. What you really need to pay special attention to is whether there are any substantial changes in the professional examination subjects in the new enrollment major catalog (changes in the entire examination subjects), and whether there is a significant reduction in the number of students enrolled (more than 1/3). If these two are met at the same time, Then don’t say anything else. The most important strategic and tactical arrangement we need to make is to change schools.

The second aspect of effective information includes: competitors’ actual review progress and review effects. Typical examples of invalid information: all kinds of listening and speaking (for example, you have reviewed to the second round, you have finished the questions several times, you wake up at 6 a.m. and go to bed at 11 p.m., and you have achieved as many points as you can on the real questions). It is not ruled out that there are a few powerful opponents, but if all the real competitors are the gods you imagined, then we can all just go to sleep. If you really want to know how your competitors are preparing for the exam, use one of the core test points in the real test to test it, such as Ma Yuan’s review situation. Two questions are enough, the first is "What is the most essential difference between humans and animals", and the second is "What is the relationship between relative surplus value and wages?", pretending to ask for advice. Whether it’s real gold or parallel imports, you’ll know once you try it.

The third aspect of effective information includes: effective review duration, plan execution ratio, and review achievement conversion rate. Typical examples of invalid information: Today I have fallen behind again, my efficiency is too low, my willpower is not strong, I have passed the book several times, and I have answered the questions several times.

The information fed back during your own review is actually the most important information source for evaluation. However, this most important information source is usually ignored by us, or we simply blame it on weak will, low efficiency, and poor understanding. Wait for the vague judgment to be covered. Effective review time refers to the cumulative time spent concentrating for more than 15 minutes, with no more than two interruptions (more than 5 minutes) within 1 hour. For example, I had nothing to do all day today, but I slept until 9:45 in the morning. In fact, my effective working time in the morning was about 1 hour and 40 minutes.

I slept until 3:40 in the afternoon, worked until 7 o'clock, and walked the dog in the middle. The actual effective working time was 1 hour and 50 minutes. My effective working time in a day was 3.5 hours, not the 8 hours I imagined. The plan execution ratio is calculated based on the test points or question volume. For example, if the original plan was to recite 5 test points, but only 3 test points were actually recited, then the plan execution rate would be 60. The conversion rate of review results is not measured every day, but after a fixed period of time. For example, after learning a certain chapter of politics, the correct rate of real questions and 1,200 questions represents the conversion rate of review results.

2. Self-assessment and response

Self-assessment is to compare the effective information in the above three aspects, but the order is slightly different. The first thing to compare is the information from your own review feedback, which is the third aspect mentioned above. The standards are: the effective review time is greater than or equal to 5 hours, the plan execution ratio is greater than or equal to 60, and the review achievement conversion rate exceeds 50 (there are slight differences in each subject). If these three indicators are met, I think there is no problem from the perspective of self-review, so there is no need to be surprised.

If the effective review time is less than 5 hours, it needs to be corrected with the help of external force, such as supervision by a dedicated person. Relying on self-blame is ineffective. If you spend a long time in the study room and the effective review time is not up to standard, you should consider blocking sources of temptation, such as mobile phones. If you are a student who has basically not started reviewing during the summer, then your standard is not 5 hours, but 8 hours. Don't think that 5 hours is short. To really get 5 hours of effective review time, you must spend at least 7-8 hours in the study room this day. Moreover, as time goes by and the pressure increases, the effective review time will also increase. It will probably reach 7-8 hours in October and up to 10 hours in November-December. 10 hours is basically the upper limit of effective review time for a normal person, and don’t expect to exceed 10 hours. If the plan execution ratio is lower than 60, and the effective review time reaches the standard, it is definitely because the plan requirements are unrealistic and the tasks are done too much. Some students told me that if you don’t do so much review, you won’t be able to finish it, as if you can finish the review if you do more. If you cannot complete the review tasks you set in the actual review time, you can only compress your review tasks and think about which review tasks are the difference between life and death, and which ones are just imagined by you. If you, on the other hand, require yourself to stay awake or improve efficiency based on your imaginary review tasks, it can only be subjective idealism and wishful thinking. Some students told me that it cannot be compressed and that every test point is a key point. I want to ask is this true? Every word? Ultimately, it boils down to a deep-seated laziness, an unwillingness to think, analyze, and delete invalid test points or invalid parts of valid test points. Learning without thinking means nothing, this is what students are talking about. As for the achievement conversion rate, it is easier to ignore. One is that it is troublesome to evaluate, and the other is that you are afraid to face your true review effect. No matter how troublesome it is to evaluate the conversion rate of review results, you have to do it. If you don't do it, how will you know which ones are fallacies and which ones are truth? How can fallacies be transformed into truth if they are not exposed? You think you can do well in the exam after studying. It’s a joke. After studying, you only gain understanding from practice. Whether this understanding is correct must be tested by practice, and the evaluation of conversion rate is such practice. Real questions and simulation questions that are consistent with the real questions are the best test standards for conversion rate. If the conversion rate is very low, then stop and see if there are any directional problems in the review. If the conversion rate is above 50, it is just a technical problem and the general direction is correct.

The second aspect of self-assessment is comparing information from the proposition side or the rule-making side. By now, you must have an ideal primary school in your mind, but it does not mean that you will be born in this school and die in this school. In fact, the schools I attended at each stage were not my favorite. When I took the college entrance examination, my favorite schools were Nanjing University and Fudan University. When I took the postgraduate entrance examination, my favorite was Fudan University History and Geography Center. When I took the doctoral entrance examination, the place I most wanted to go to was Even as a postdoc at Kyoto University, I initially wanted to go to the Department of War at King's College London. So when you find that this school has reduced its enrollment or completely changed the subjects for professional examinations, be brave enough to adjust the school.

Someone told me that professional courses are different. Except for a few schools, you can usually find schools with similar professional courses, let alone those majors that take the unified examination. Don't believe in adjustments. Adjustments are made by people, and you are just a fish. Some schools are nothing. They insist on 985 or 211 when adjusting. What can you do? The fairness of the adjustment is far worse than that of the first choice application.

The last aspect of self-evaluation is to compare competitor information. In this aspect, I think many students imagine that their competitors are gods. Let me talk about politics. What is the average level of your competitors in politics? I bought a bunch of teaching aids and studied by myself. I found that Ma Yuan is a bunch of long and difficult sentences, Mao Zhongte is a word game, and History I just memorized the outline, so I put it on the shelf. Now I am particularly looking forward to the complete change of the outline. I laugh at you for reviewing in vain. In the end, you have to finish several sets of papers and you can't finish them. Don't think this is comfort. I never comfort students. This is based on rational determination. Determination makes me always slow, as if nothing is left behind.