1. Treat review correctly

Review is an important part of teaching. Review is the teaching process of reviewing the past and learning the new. Through review, students can deepen their understanding of the knowledge they have learned, systematically master it, improve it comprehensively, and apply it comprehensively. At the same time, review is a process of filling in gaps. From a teacher's perspective, review can make up for the deficiencies in daily teaching. From a student's perspective, it can make up for missing links in daily learning. In short, through review, students can improve their overall knowledge level, develop their intelligence and abilities, and improve the quality of teaching on a large scale. One of the characteristics of the review class is "theory", which is to systematically organize the learned knowledge into "vertical lines" and "horizontal pieces" to achieve the purpose of outlining and clarifying the main points. The second characteristic is "tong", integrating and understanding, clarifying the ins and outs of knowledge, the causes and consequences.

2. Clarify the review goals

The review goals play the role of guiding, motivating, regulating and evaluating the review lessons. The following factors should be taken into consideration when determining review goals.

1. Based on the teaching materials. The review should start from the integrity of the teaching material, grasp the key points and difficulties according to the knowledge system or chapter unit, and consider the review goals, so that students can initially grasp the integrity of the knowledge, and further deepen and broaden the key and difficult knowledge. Understand key and difficult knowledge from multiple levels and angles so that you will not encounter major obstacles when solving problems.

2. According to the curriculum standards. It is necessary to take into account not only the goals of the academic period, but also the specific goals of the learning content.

3. Based on the actual situation of students. The so-called student reality means to understand the students' cognition and abilities, and to master the students' psychological characteristics of seeking knowledge. It is necessary to study both groups of students and individual students. In particular, students with good foundations and poor foundations must have different goals and requirements, and they must be taught in accordance with their aptitude so that they can each gain something. In actual teaching activities, the goal of a certain lesson should be focused. Do not use time and energy equally. Instead, focus on a certain aspect of cognition, ability, and emotion in class review goals in a planned way, so as to ensure Coordinated development of students' overall quality.

3. Optimize the review method

A good review lesson is like a beautiful piece of prose, which is scattered in form but not in spirit, allowing students to gain a spirit while acquiring knowledge. enjoyment. To achieve this effect, the review method must be optimized. In the review process, five main points should be achieved.

1. Mainly students. The review process is an information exchange process. In this knowledge-seeking process, students are the subject, teaching materials are the object, and teachers are the media. Teachers play the role of communicating between students and teaching materials. During review, be careful not to make noises, and do not replace students' learning with teachers' lectures. The initiative in learning should be given to students, and students should play their main role, so that students can change from passive to active, from supporting role to protagonist, and truly do the learning. Owner.

2. Mainly textbooks. When reviewing, you must not only have a firm grasp of basic knowledge, but also be able to flexibly use basic knowledge to solve problems. You must have a comprehensive grasp and highlight key points. Therefore, we pay close attention to the knowledge points of the textbooks in a down-to-earth manner, and organically combine the textbooks and materials so that they complement each other and complement each other.

3. Mainly in class. Problems should be solved in class as much as possible, and preparations should be made carefully before class to understand students' knowledge mastery, carefully design teaching procedures, and arrange teaching and practice time reasonably. Talking should reach a new level, elicit new information, and summarize regular things. To practice, you need to develop new tricks, do a question, learn a method, know a category, and become general. Through the teacher's lectures and practicing on their own, students have the feeling of always learning and always being new, which truly achieves the effect of reviewing the past and learning the new.

4. Focus on practice. The review course should fully embody the principle of "lecture and practice, lecture more and practice more, practice while teaching, and focus on practice". Students should be provided with opportunities in the classroom. The content should be "complete", the exercises should be "refined", the methods of practice should be "flexible" and the time for practice should be "enough". The training should be gradual, from easy to deep, from simple to complex. .

5. Focus on ability. Knowledge and ability are closely related. The existence and growth of knowledge are indeed necessary conditions for the emergence and development of abilities. The cultivation and assessment of certain abilities must be based on corresponding knowledge. Teachers should also pay attention to the development of students' mathematical abilities when teaching.

IV. Several teaching models for reference

(1) "Buffet" review class

Traditional review classes always provide review materials by the teacher, and students When discussing and organizing fixed materials, teachers often think that they have covered everything, but students are still full of loopholes. In order to activate the learning needs and desires of students at different levels, we can ask students to do some preparation work before class.

1. Prepare your own menu

Before class, assign specific review requirements to students: first, summarize and organize the key points of knowledge based on review and recall; second, record relevant questions and questions. This not only provides students with a clear goal orientation for learning, reflects the learning needs of different individuals, but also provides opportunities for teachers to collect information. It is the prerequisite for a good "buffet" review class. In the process of self-made menus, they need to study carefully and prepare carefully. You can record problems that you don’t understand, and you can also include problems that you already understand but are very valuable. You can ask for help from classmates, and you can also clearly challenge classmates. Their thinking is always focused on knowledge and problem solving. In anticipation.

2. Digesting dishes

In class, digest the dishes (re-learning information) step by step according to the dishes provided by the students. It can be divided into two major links (1) Group communication. First, exchange the key points of knowledge that you have compiled in the group, and gradually enrich and improve them in the process of mutual complementation; then ask questions in your own menu, and try to solve them with the help of members in the group. Group communication provides learning space for students at different levels, giving each student the opportunity to express his or her own opinions and experience the joy of success and the value of cooperation. (2) Each group sends representatives to communicate with the whole class. The first is to summarize the key points of knowledge, and the teacher supplements and compiles them into blackboards based on the report. In order to form a clear knowledge network. The second is questioning and resolving between groups. Each group raises issues that have not been resolved within the group or issues that have been resolved within the group but are easily ignored but are valuable. Through questioning, discussion, and argument, students are stimulated to have a collision of wisdom and an outburst of emotion, thereby making the essence of knowledge clearer and their memory more profound!

3. Savor the delicacies

Since the menu comes from different learning individuals, it is inevitable that there will be some problems that exceed the course standard requirements, or it may be difficult to digest them all within 40 minutes, and these Some of the questions are of great value for thought. As a result, it has become a delicacy that some students who have room for learning or are interested in learning continue to taste after class. As long as you give them three to five minutes to present the findings of their after-school research and provide them with a broader stage to display their talents, you can inspire their tireless spirit of inquiry and cultivate some mathematics enthusiasts with unique thinking. Their explanations are more easily accepted by other students, and their proactive and active learning methods are more likely to inspire and infect other students.

(2) "Combined theory and practice" review class

We know that the essence of the review class is to check for omissions, systematically organize and comprehensively apply. Sorting out knowledge and consolidating exercises under the guidance of a teacher is an effective, easy-to-operate and most commonly used method. It can be mainly divided into three modes: practice with theory, that is, practice first and then practice; combine theory with practice, that is, practice while reasoning; practice with theory as the supplement, that is, practice first and then practice. Generally speaking, the review of concepts and geometry is mostly done through sorting out and then practicing, while for calculations, the practice is mainly based on the theory, and the review of application problems, rules, laws, etc. is mostly in the form of practice while reviewing. So how to revitalize the traditional touch style?

1. The teaching process focuses on openness and highlights the subject.

(1) Get the right starting point for review.

American educational psychologist Ausubel once said: "The main reason that affects learning is what students already know. We should teach based on students' original knowledge." Understanding students and activating the accumulation of students' existing knowledge can facilitate the formation of a learning platform and grasp the basic points for sorting out, thus helping to address all aspects and identify and fill gaps. So how to grasp this point? Method 1: Design open questions to understand students’ existing knowledge structure. Group the scattered points of students’ knowledge together. For example, in the "Divisibility of Numbers" review course, a comprehensive open question is designed to enable students to talk about the concepts of divisibility of numbers such as divisors, multiples, prime numbers, composite numbers, etc., so that these scattered knowledge points can be connected together, thus benefiting the teacher. Understand the basics of students and be targeted. Method two is to understand through communication and conversation. Can students first talk about what they can think of when they see the title? What methods can you use to review, etc. In this way, compared with the teacher's constant chatter and massive injection in previous teaching, the classroom pays more attention to the manifestation of quality.

(2) Highlight the process of students’ autonomous sorting.

“It’s better to tell it once than to read it once, and it’s better to do it once than to tell it once.” In traditional review classes, the teacher always sorts out the knowledge on his behalf, and the students only serve as listeners and foils. The new review class allows students to personally sort out and construct a knowledge network independently, giving them the space to fully display their personality and think independently, so that everyone can participate in the learning process, so that their emotions, attitudes, and learning abilities can be cultivated and developed. Teachers can provide sorting information to students and communicate with them.