How to write the feedback of each subject in the monthly high school exam
The following is a high school student monthly exam subject feedback writing ideas: * * I. Overall Situation ** First, he gave a brief description of the overall performance of the monthly test. For example, he could mention his general feelings about the results of the monthly test. Was he satisfied, disappointed, or expected? It could also briefly describe the general level of the subject's results in the class or grade. * * 2. Sub-discipline feedback ** 1. * * Mathematics ** - * * Knowledge Mastery **: Analyzing your mastery of the knowledge points in the Mathematics exam. For example, whether there were any loopholes in certain chapters, such as functions, geometry, and so on. If there was, he had to point out whether it was because he did not understand the concept clearly or because he was not familiar with the application of the theorem. For example, if you lost more points when doing function questions, it might be because you didn't have a good grasp of the concepts of the domain, range, and monotonicity of the function in different questions. - [Problem solving ability: Think about the problems in the process of solving the problem.] Was it because of the frequent calculation errors or the lack of ideas to solve the problem? For example, when he encountered a complex series of questions in the exam, was it because he did not master the general term formula of the series of numbers and the derivation method of the sum formula that he could not solve, or was he careless in the calculation process, such as writing the wrong symbols, calculating the wrong numbers, etc. - * * Exam strategy **: Reflect on whether the time allocation during the exam is reasonable. For example, if he spent too much time on the multiple choice questions and fill-in-the-blank questions, he would not have enough time to think carefully and answer the later questions. 2. * * Language * - * * Basic knowledge **: Check the loss of points in basic knowledge such as words, wrong sentences, and literary knowledge. If he lost marks on the words, it might be because his memory was not solid enough, or he did not pay attention to the error-prone points of the words. As for the general knowledge of literature, he had to consider whether he lacked extensive reading experience. - * * Reading Comprehension Section **: Analyzing your reading comprehension ability of different types of texts (such as narrative, argumentative, classical Chinese, etc.). Was there a deviation in understanding the main idea of the article, or did he not stick to the content of the text when answering the questions? In the reading of classical Chinese, it may be that the understanding of notional words and functional words is not accurate, or the special sentence patterns of classical Chinese are not familiar, which affects the interpretation of the article. - * * Essay Part **: Reflect on the concept, content, structure, and language. Whether the idea is profound and novel, whether the content is substantial and concrete, whether the structure is clear and reasonable, whether the language is smooth and literary. If the essay score was not high, they had to think about which part of the question had gone wrong, such as whether there was a deviation in the topic or the content was too empty. 3. * * English * - * * vocabulary and grammar **: Check your vocabulary and grammar knowledge. If you lose more points in the single-choice questions and cloze, it may be because you don't have a good grasp of some grammar rules, such as tense, voice, clause, etc., or your vocabulary memory is inaccurate, resulting in a misunderstanding of the word's part of speech and meaning. - * * Reading Comprehension Section **: Analyzing reading ability, including vocabulary comprehension, analysis of long and difficult sentences, and reading speed. Was it because of a lack of vocabulary that affected the understanding of the article, or was it because he could not accurately grasp the sentence structure when reading long and difficult sentences, thus affecting the answer? - * * Writing part **: Think about the grammar mistakes in the essay, the accuracy and richness of the vocabulary used, and the variety of sentence structures. At the same time, the logic and cohesiveness of the article should also be considered, such as whether the use of connecting words to express the relationship between ideas was reasonable. 4. * * Other subjects (Physics, Chemistry, Biology, Political Science, History, Geography, etc.)** - * * Analysis of knowledge mastery based on subject characteristics **: - For physics, if one lost a lot of points in the mechanics section, it might be because they did not have a deep understanding of Newton's laws of motion, force analysis, and other knowledge. In chemistry, if you lost marks in the chemical reaction theory section, you had to consider the understanding of chemical equilibrium, oxidoreduction reaction, and other concepts. - In biology, if one failed in genetics, it might be because they were not familiar with the laws of inheritance, the law of gene separation, and the law of free combination. - The subject of politics was to analyze the understanding and application of political principles and current affairs. History required one to consider whether the memory and understanding of the time, background, and meaning of historical events were accurate. The subject of geography was to examine the knowledge of topography, climate, and astronomy in natural geography, as well as the knowledge of population, cities, and industries in human geography. - * * Experiment or case analysis (for subjects with experiments or cases)**: - In physics, chemistry, biology, and other disciplines, if you lost marks on an experimental question, you had to consider whether you didn't understand the experimental principles, weren't familiar with the experimental steps, or lacked the ability to analyze the experimental results and deal with errors. * * III. Review and outlook ** 1. * * Problem summary ** - It summarized the common problems in knowledge, problem solving ability, examination strategy, etc. of each subject, such as whether the learning method was effective, whether there was a lack of review and preparation, etc. 2. * * Propose improvement measures ** - Propose improvement plans based on the problems that have been summarized. For example, he planned to strengthen the study of weak knowledge points, improve his ability to solve problems by doing more practice questions, and adjust the time allocation strategy during the exam. 3. * * Setting a goal ** - Setting a goal for the next stage of learning could be a specific improvement in grades, or an improvement in class or grade ranking. Read more exciting novels for free
How to write the test feedback for lesson preparation? Junior high school
The following is an example of writing feedback for a junior high school lesson preparation test: ** 1. Strengths ** 1. ** Teaching objectives and content ** - The teaching objectives were clear and in line with the curriculum standards. Teachers could accurately set goals in many aspects such as knowledge, skills, and emotions during lesson preparation. For example, in the teaching of specific subjects, they would clarify the knowledge points that students should master and the corresponding direction of ability improvement. At the same time, they would also pay attention to cultivating students 'positive learning attitude and other emotional goals. - The teaching content was chosen reasonably. Able to stick to the teaching materials, cover key and difficult knowledge, and expand or simplify according to the actual learning level of the students. For example, in the lesson preparation for [a certain unit], the emphasis was on [listing the key contents]. For the difficult parts, a variety of teaching methods were designed to help the students understand. 2. ** Teaching methods and strategies ** - The variety of methods. The teacher used a variety of teaching methods, such as teaching, discussion, demonstration, etc. When explaining [a complex concept], the basic definition would be given through the lecture method, and then the students would be organized to have a group discussion. Finally, the demonstration method would be used to demonstrate examples. This would help meet the needs of students with different learning styles. - The effectiveness of the strategy. Teaching strategies focused on guiding students to actively participate in learning. For example, in the classroom design, questions and group cooperative learning were arranged to encourage students to think actively and express their opinions, cultivating students 'independent learning ability and cooperative spirit. 3. ** Teaching process design ** - Completeness of the process. The teaching process was designed to be complete, including introduction, new teaching, practice, summary, assignment, and other links. The introduction segment could attract the students 'attention, such as introducing new lessons in a specific and interesting way. The new teaching segment had clear logic and the transition between knowledge points was natural. The practice segment was targeted and could consolidate the knowledge learned in time. The summary segment could summarize the key content. The homework was arranged appropriately and layered to meet the needs of students at different levels. - The timing was reasonable. The time allocation for each teaching segment was reasonable, and there was no situation where a certain segment was too long or too short. For example, in the lesson preparation for [a certain class], the new teaching segment was arranged with [specific time], which was enough for the students to fully understand the new knowledge. The practice segment also reserved enough time for the students to practice in class. 4. ** Teaching Resource Usage ** - Make full use of teaching materials. Able to dig deep into the pictures, cases, and other resources in the teaching materials and integrate them into the teaching process. For example, when explaining [a certain knowledge point], cleverly use the [specific pictures or cases] in the teaching materials to help students better understand abstract concepts. - Rich resources for expansion. In addition to teaching materials, they could also introduce extra-cursory resources, such as relevant academic articles and video materials. In the teaching of [a certain subject], when the teacher explained [a certain historical event], he played a [specific video] to let the students feel the situation at that time more intuitively. 5. ** Teaching Evaluation Design ** - There were many ways to evaluate him. Teaching evaluation included classroom questions, homework evaluation, tests, and many other methods. The classroom questions could understand the students 'learning situation in time. The homework evaluation was serious and meticulous. Not only could it give right or wrong judgments, but it could also point out the problems and give suggestions for improvement. The design of the test could comprehensively test the students' mastery of knowledge. - The feedback effect of the evaluation. The evaluation results could be fed back to the students in a timely manner, allowing the students to understand their own learning situation. Moreover, the teacher could adjust the teaching strategy according to the evaluation results. For example, after discovering that the students had a weak grasp of a certain knowledge point, they could promptly strengthen the explanation and practice of this aspect in the subsequent teaching. ** 2. Inadequacies ** 1. ** Teaching goal ** - The accuracy of the target needed to be improved. Some of the teaching objectives were expressed in a broader manner and lacked maneuverability. For example, in the emotional goal of [a certain subject], the statement of "cultivating students 'scientific literacy" was not specific enough to measure whether students had achieved the goal. 2. ** Teaching Method ** - The method was not innovative enough. Some of the teaching methods were more traditional and lacked novelty. For example, when explaining [a certain knowledge point], if the teacher always used a single teaching method and did not try some new teaching methods such as project-based learning and inquiry-based learning, it might affect the students 'interest in learning. 3. ** Teaching process ** - The link between the segments was not smooth enough. In some parts of the teaching process, the transition between links was a little stiff. For example, during the transition from the new teaching segment to the practice segment, if the students were not guided well into the practice state naturally, it might cause the students to be temporarily confused during the learning process. - There was insufficient anticipation for unexpected situations. They did not fully consider the possible unexpected situations in the classroom, such as unexpected questions raised by students, sudden failures of teaching equipment, and other countermeasures. 4. ** Teaching Resources ** - The integration of resources was not optimized enough. Although the teaching resources were relatively rich, there were some problems in integration. For example, when introducing extra-cursory video materials, the combination of video content and teaching content was not close enough, and the video materials were not fully utilized. 5. ** Teaching Evaluation ** - The evaluation criteria were not clear enough. In some homework evaluations and test evaluations, the evaluation criteria were not clear enough, and the students might not know what answers met the requirements. For example, in [An Open Question]'s evaluation, there were no clear scoring rules. ** 3. Modifications ** 1. ** Teaching goal ** - Refine the teaching objectives. The goal was more specific and measurable. For example," cultivating students 'scientific literacy " was further refined into " enabling students to use scientific knowledge to solve specific types of problems through [specific activities or tasks], and increasing their interest in scientific research, etc." 2. ** Teaching Method ** - Exploring innovative teaching methods. Teachers were encouraged to learn and try new teaching methods, such as adopting project-based learning methods according to the teaching content and students 'characteristics, allowing students to learn knowledge and skills in the process of completing projects, or carrying out inquiry-based learning to guide students to explore the answers to questions independently. 3. ** Teaching process ** - The link between the optimization links. When designing the teaching process, they paid more attention to the transition language and guidance methods between the links to make the teaching process smoother. For example, between the new teaching and practice sessions, a simple summary review could be used to naturally introduce the practice content. - Increase emergency plans. During the lesson preparation, they should fully consider the various unexpected situations that may occur in the classroom and design corresponding countermeasures. For example, preparing some backup teaching activities to deal with situations such as the failure of teaching equipment. 4. ** Teaching Resources ** - Deep integration of resources. When choosing teaching resources, more attention should be paid to the matching of resources and teaching content, and the resources should be deeply processed and integrated to better serve the teaching objectives. For example, before the introduction of video materials, the video would be edited, and only the parts that were closely related to the teaching content would be retained. After the video was played, it would be analyzed and explained in depth. 5. ** Teaching Evaluation ** - Clear evaluation criteria. When designing the evaluation method, they had to formulate clear and explicit evaluation standards, especially for open-ended questions. They had to give specific scoring dimensions and key points so that students could clearly understand the direction of their efforts. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the hero model essay for the high school exam
The following are some questions about heroes in high school essays: ** 1. From the perspective of ordinary and great ** 1. " The Heroic Feats of Ordinary People: The Great Power Hidden in Everyday Life ": This title emphasized that ordinary people would perform heroic acts at specific moments, showing that even ordinary people could contain great power. 2. " Ordinary People's Heroic Moment: Greatness is Born from Everyday Choices ": It highlights how ordinary people choose to act heroically when they face choices on a daily basis and become great in an instant. ** 2. From the perspective of heroes ** 1. " Hero: A Soul Hero Who Surpasses Self ": A hero is defined as a person who can break through his own limitations and make heroic acts with a strong soul. 2. " Hero: The embodiment of selfless dedication and responsibility ": It directly pointed out the two important characteristics of a hero, namely selfless dedication and courage to take responsibility. ** 3. From the perspective of a hero's influence ** 1. " Hero's Light: The Spiritual Torch Illuminating the Era ": The influence of a hero was compared to a torch, which could illuminate the era and emphasize the leading role of a hero on the spiritual level. 2. Heroic Deeds: The Source of Positive Energy in Society: Demonstrate that heroic deeds are the starting point of positive energy in society and can continuously spread positive power. ** 4. From the perspective of the relationship between the cognition of heroes and the times ** 1. " The Redefinition of Heroes in the New Era ": With the development of the times, people's definition of heroes has also changed. This topic explored the new meaning of the concept of heroes in the new era. 2. " Heroes in the Tide of the Times: The Changing Images of Heroes ": Focus on the changes in the images of heroes in different eras and show the close connection between the times and the images of heroes. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the feedback summary for the school canteen
The following is an example of a summary of feedback from the school cafeteria: ** 1. In terms of environmental hygiene ** 1. ** Kitchen hygiene ** - Video surveillance: The canteen kitchen was equipped with 16 video surveillance cameras and a smart capture function. It could take photos to remind people of non-compliance operations (such as not wearing a hat). The Market Supervision Bureau could also check it online. This monitoring system helped to ensure that the kitchen was operating properly. - Anti-rat measures: set up a special rat blocking board at the entrance of the oil, flour, and rice storage area to effectively prevent rats from entering the food storage area and ensure the safety of the food. - Restaurant hygiene: The restaurant is spacious and bright, the temperature is suitable, and the floor is clean and tidy. After the meal, there was someone responsible for cleaning up the table and the floor. This not only prevented the students from slipping, but also ensured that the second batch of students had a clean table. 2. ** Food storage hygiene ** - Food labels: All kinds of seasonings are marked with the production date, purchase date, and quality assurance period to facilitate management and ensure safety. - Freshness of ingredients: The school strived to use up all the ingredients on the same day. The refrigerator only stored a small amount of frozen products that needed to be processed twice (such as chicken popcorn and fried chicken wings) and the remaining ingredients from the previous day (such as ribs). Eggs were restocked once every three days. The food supply market was relatively close to the school (half an hour's drive and delivered at 6:00 a.m.). The meat products were cut by the canteen. These measures were conducive to ensuring the freshness of the ingredients. ** 2. In terms of ingredients and dishes ** 1. ** Diverse ingredients ** - The students 'feedback on the canteen dishes could be taken into account, such as not eating vermicelli every day, hoping for a variety of breakfast (such as changing from bone soup to minced meat soup, reducing the number of vermicelli meals, etc.), as well as Guizhou people's request to provide more potatoes (but pay attention to nutrition), etc., to adjust the supply of ingredients. - Increase or adjust the variety of dishes according to the feedback of teachers and students, such as increasing the supply of meat buns to avoid too simple dishes (such as not eating cabbage and lotus flower dishes). 2. ** Dish Quality ** - Taste adjustment: The canteen can be improved by strengthening kitchen management and improving chef skills in response to feedback such as strengthening the taste of lunch and dinner, not making porridge thick, and making soup fresher and thicker. - "Dishes quantity: For the requirement of ordering more dishes, the canteen should specify the quantity standard. For example, it should be distributed according to the number of people eating. However, additional dishes can be provided after the teachers and students have finished eating. 3. ** Food Safety * - The canteen should follow the relevant regulations, such as not making salads (such as cucumber salads) to avoid food poisoning incidents. ** 3. Service ** 1. ** Service attitude ** - The canteen staff should actively deal with the feedback from teachers and students to avoid the situation of "collapsing" when they see the student feedback column. Instead, they should treat and improve with a positive attitude. - The canteen management staff should actively communicate with the teachers and students. For example, the school management staff can provide parents with the opportunity to visit the canteen kitchen at any time and accompany them to eat. They can also communicate and reply to the questions of parents and students on the spot. 2. ** Dinning experience ** - The temperature of the soup: In response to the feedback that the soup would not be hot if it was prepared first, the canteen could prepare the soup first and then keep it warm. If the soup was hot, it could be drunk after it cooled down. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Can I write a narrative for the junior high school exam essay?
Yes, she could write a narrative essay for the junior high school examination. Narrations are a literary genre that focuses on describing characters, events, and scenery to express the author's understanding and feelings about a topic. In the middle school exams, narrative writing was a common type of essay and a style that many students liked to write. Writing a narrative essay can help candidates better demonstrate their writing ability and also improve their essay scores.
High school entrance exam composition
The essay for the middle school entrance examination played an important role in the middle school entrance examination. The high school entrance examination had certain requirements for the composition. When preparing the high school entrance examination composition, examinees could start from many aspects. In terms of the type of proposition, there was the form of "material + proposition". For example, an essay titled "Encounter with Gratitude" could select materials from the perspective of meeting people and things, describe the process of meeting in detail and the reasons for gratitude, and also draw lessons from the techniques of excellent essay writing in detail. In terms of response strategies, if you could only prepare three essays, you could start with the following types: First, personal success and the main body is related to traditional cultural interests and hobbies, such as guzheng, calligraphy, etc., set up an elder who can provide help in the essay. The growth category focuses on the revival after the failure of the competition, and the personal essay focuses on the help of this person. The second is love and touching. You can write about the touch brought by strangers, reflecting the true feelings of the human world in a small way. The third category was youth struggle, which should reflect the unity of youth and could write about the dedication of collective activities. In addition, he could also memorize some core passages and flexibly adjust the composition structure according to different topics. He could also refer to the compilation of model essays or model essays for the high school entrance examination. " Hugging You in the Wind of the City " was equally exciting. Everyone was welcome to click and read it!
Harry Potter High School Exam
You can find some examples of Harry Poter-related mid-term exam questions from the reference materials: 1. Have you read Harry Potter yet? (Check the present perfect, the past tense of read) 2. In some of the Chinese high school exams, such as the Zhejiang high school exams, Harry Potter and the Deathly Hallows was listed as a classic reading test. Although there was no specific content, it could be speculated that it would involve the author's works, the theme of the article, artistic features, character analysis, and other aspects of the test. Harry Potter and the Prisoner of Azkaban wasn't enough. Everyone, please click to read the novel!
How do junior high school students write exam essay well?
Writing a good essay requires certain skills and methods. The following are some suggestions that junior high school students can refer to: 1. Confirm the theme and ideas: Before writing in the examination room, you must first carefully read the topic to determine the theme and ideas. The topic should be in line with the essay requirements. The idea should be clear and avoid meaningless or logically confusing sentences. 2. Make an outline: Before writing, you can make an outline of the main plot and characters. This will help you write a complete article. An outline could also help to avoid errors and mistakes in the writing process. 3. Pay attention to the structure: The structure of the essay in the examination room should be clear. Generally, the structure of the total score can be used to divide the article into several parts to elaborate on the central idea. At the same time, he had to pay attention to the connection and transition between the various parts. 4. Avoiding plagiarism: Pay attention to avoiding plagiarism in the writing process. If you use other people's works or opinions, be careful to indicate the source and the content quoted in the text. 5. Pay attention to details: The essay in the examination room should pay attention to details, including language expression, character description, environment description, etc. Details could make the article more vivid and enhance the visual impact of the reader. 6. Use rhetoric techniques appropriately: The appropriate use of rhetoric techniques such as metaphor, personification, exaggeration, etc. can make the article more vivid and vivid. However, it was also important to note that improper use might affect the quality of the essay. 7 Pay attention to language norms: Pay attention to language norms in the examination room essay to avoid grammar errors, improper use of words, misspellings and other problems. Pay attention to the accuracy of the words, the appropriate sentences, and the fluency. 8. Carefully examine the questions: In the process of writing, you must carefully examine the questions and read them carefully to avoid missing answers or answering questions that are not asked. Writing a good essay requires certain skills and methods. It requires careful examination of the topic, clear structure, attention to details, language standards, appropriate use of rhetoric, and so on.
Third grade exam paper feedback suggestion
Here are some feedback suggestions for the third-year exam: ** 1. Language test paper ** 1. ** Basic Knowledge ** - Words: If students make more mistakes in writing words, it is recommended to strengthen the daily dictation and dictation practice of new words. It can be added to the fun by making word cards. For example, for words that were easy to write wrongly, he would mark them and practice them repeatedly. - Pinyin: If there is a problem with Pinyin, you can do more Pinyin reading practice, such as using children's songs, stories, and other texts that contain Pinyin to read, to improve the accuracy of Pinyin reading. 2. [Reading Comprehension] - If students have difficulty understanding the content of the article, the teacher can guide the students to read more short articles suitable for the third grade reading level, such as fairy tales, short narrations, etc., and ask simple questions after reading to cultivate comprehension ability. - As for the answering skills in reading, such as finding answers from the text, summarizing the main content of the article, etc., special training should be carried out to help students master the correct answering methods. 3. ** Essay Section ** - For students whose essay content was empty, they were encouraged to observe more things in life and accumulate writing materials. For example, students could write a diary to record interesting things and people in their daily lives. - In terms of writing skills, continue to strengthen the teaching of rhetoric and description techniques (such as character description and scenery description). Through the analysis of model essays, students will learn how to use these techniques to make the article more vivid. ** 2. Mathematics test paper ** 1. ** Calculating ability ** - If the students lost more points in the calculation part, they should increase the amount of calculation practice, including oral calculation, pen calculation, etc. At the same time, it emphasized the accuracy and regularity of the calculation, such as the number of digits in the vertical calculation. - He could organize small competitions and other activities to increase students 'interest and importance in computing. 2. ** Concept Understanding ** - For cases where the concepts such as the relationship between remainder and division were unclear, the example teaching method was used. For example, through the actual operation of dividing things, students could intuitively understand the meaning of the concept. - After explaining the concepts, they would do more exercises to help the students accurately grasp the meaning and extension of the concepts. 3. ** Problem section ** - For students with weaker comprehension ability, continue to strengthen the practice of reading the questions and guide the students on how to find the key information in the questions, such as the relationship between quantity and the question. - It could allow students to do more exercises of similar questions, summarize the ideas and methods of solving questions, and improve their ability to solve questions. At the same time, it was to train the students 'logical thinking when solving problems, such as analyzing the problem first and then solving it step by step according to the known conditions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
300 words monthly exam summary reflection
The monthly exam had ended. The following was a summary and reflection of the monthly exam. Many problems were discovered in the exam. Many students did the wrong questions because of carelessness, but there was a deeper reason behind carelessness. Firstly, the proficiency of knowledge was not enough. This was like an adult doing elementary school calculation questions. If they did not practice, they would easily make mistakes. Therefore, they had to come into contact with the questions many times and think about them to increase their proficiency. Secondly, the basic concepts were unclear. Some students seemed to understand but did not understand. They would make mistakes when they came to the exam. They could deepen their understanding and find loopholes in their knowledge by explaining the questions. Third, habitual problems, such as not doing homework seriously, not checking, skipping steps, etc., could be improved by drawing or trying various algorithms when doing math problems. Fourth, the accuracy of the questions was not high. If one did not pay attention to getting it right at the first time, it was easy to make mistakes at the critical moment. One had to treat each question seriously, establish a wrong question book, and analyze the reasons for the mistakes. Through this monthly exam, he understood that he could not simply look at grades and mistakes. He had to dig deep into the essence of the problem, improve his learning methods, and improve his learning results. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching video of subject two exam
I didn't find the teaching video for the second subject exam directly, but I can give you the key points of each subject in the second subject exam. Getting into the car: adjust the seat properly, adjust the back, touch the table with your hands, adjust the left and right rearview mirrors so that the rear handle and the edge of the car are one-third of the mirror, fasten the seat belt, step on the brake clutch, put on the first gear, and release the hand brake. Reversing into the garage: On the rightmost side of the second broken line, the shoulder should be parallel to the dotted line. Put the reverse gear and reverse the car. When the window grilles overlap with the dotted line, make a circle to the right and add 90. When the back handle is facing the corner, make a circle and a half to the right. When the front handle is facing one-third, make a circle and a half to the left.(The closer the distance is, the less the distance is), the corner disappears and turns half a circle to the right. The car is turned to the left and the steering wheel is turned back to the right. The left rearview mirror covers the line and steps on the brake. The black dot and the left exit line overlap. The steering wheel turns one circle to the left and adds 90. The shoulder and the dotted line overlap. Step on the clutch and step on the brake. Reverse the car. Look at the left rearview mirror and see the corner turn one and a half circles to the left. One-third of the broken line overlap to the right. Step on the clutch and step on the brake. Reverse the car. Looking at the rearview mirror on the left, he saw a turn and a half to the left at the corner, a third of the broken line to the right, a turn to the left when the corner disappeared, a turn to the right, the car body to turn back, the steering wheel to turn back, the rearview mirror cover line to stop, the black dot to the exit line, the steering wheel to the right. Side parking: The seam should be aimed at the middle of the arrow, the window grilles should be close to the line, the shoulder should be overlapped with the dotted line, the brake should be stopped, the reverse gear should be reversed, the corner should disappear, and the right should be rotated once plus ninety. Look at the left rearview mirror, the middle of the third broken line should be reversed, and the third broken line should disappear and be killed to the left. When the car is parked, turn on the left direction light, and the exit direction light should be returned. When the car is parked, turn on the left direction light, and the exit direction light should be returned. The middle cover line of the car should be adjusted to the right, and the black bar should be overlapped with the outside line and be rotated one and a half times to the right. The steering wheel turned back. S-turn: When the person is between the two lines, the left rearview mirror and the left line will make a circle to the left (if the distance is large, adjust it to the left, if it is small, adjust it to the right). After entering the second turn, the direction of the hood line will return to the right. When the head is stretched out to see the black bar and the left inner edge line overlap, the steering wheel will make a circle to the right. The edge line will disappear and the steering wheel will return to the right. Turn at a right angle: Turn on the left turn signal, turn back the turn signal after the turn, the car edge and the mark point to the left a little (two fingers), the car edge and the line overlap to the left, the car is back to the right. Uphill: Look at the second broken line, the rightmost part of the line is two fingers to the left. The shoulder and the marked line overlap and stop. Pull the handbrake, release the clutch, find the link point, turn the steering wheel to the left, and slowly release the brake. While waiting for the TV series, he could also read the exciting content related to this site!