笔者发现,无论是高一、高二的新授课,还是高三的复习课,对同一个知识点的训练,教师选题几乎是一样的,并无年级间的差别,也没有层次、难易的区分,更无对能力层次、操作要求的不同,这样的无差别、无层次、无系统的试题设计,势必会造成针对性差、机械重复、训练效益低的问题。毋庸讳言,高一、高二、高三,无论是学生的认知能力,还是他们的心理特点;无论是知识体系的递进性、能力形成的渐进性,还是学生成长的个性差 The author found that whether it is a high school, sophomore new lectures, or the third year of the review class, the same point of knowledge training, teacher selection is almost the same, there is no difference between grades, there is no level, easy to distinguish , More no ability levels, different operational requirements, such no difference, no hierarchy, no systematic test questions, is bound to result in poorly targeted, mechanical duplication, low training benefits. Needless to say, high school, high school and high school, both students’ cognitive ability, or their psychological characteristics; both the progressiveness of the knowledge system, the gradual formation of ability, or poor personality growth of students