For a long time, due to the lack of humanistic ideas and the deviation of goal orientation, mathematics review has shown a tendency of "knowledge returning to the furnace" and "cold rice frying". Review class is not attractive in teaching, because the content of review is outdated, which is to "recycle" what has been learned, and students lack the freshness of learning knowledge for the first time; Because the review time is tight, it is a comprehensive "assembly line" operation and tension, and the weak content that students really need to review is difficult for teachers to predict and fully develop; Because the way of review is dead, rigid and inflexible, it is generally a plate structure of "arrangement+practice". When teachers organize review, most of them simply repeat, accumulate and list what they have learned, and students lack initiative. In this regard, the teacher is helpless and the students are uninterested. In such a monotonous review class, both teachers and students lose their humanity and look at each other awkwardly. Where is the way out for math review class under the new concept? In my opinion, paying attention to the return of human nature of the review subject is an important fulcrum for the breakthrough and innovation of mathematics review class. This paper discusses with colleagues how to do a good math review class under the new curriculum standard: 1. Activation: It is difficult to reproduce the "knowledge points" in the real situation, which is the knowledge of all math teachers, and how to have a good math review class is also the blind spot of all math teachers. For teachers, there are many review contents and short review time, and I don't know where to start. For students, the content of the review has been learned, and it doesn't matter whether they listen or not. We often hear students complain: "review class is really boring, it's all said in the past" and "I'm confused when I've been doing problems". The students' above-mentioned reflections explain two major misunderstandings in the review class: first, they think that the content of review is "repeating the same old tune" and regard the review class as a make-up lesson; The other is that the review method is "sea tactics", which turns the review class into an exercise class. So, how to have a good review class? This is what I do in my teaching practice: recall. Guiding students to reflect and recall is an indispensable link in review class, that is, the process in which students constantly refine and reproduce what they have learned. "Memory" is an independent process, and "memory" is an orderly process. Activate the knowledge in students' minds through memory. 1. Recall the knowledge of the whole book with the help of the catalogue. Catalogue is an integral part of teaching materials, which can help students organize their learning contents in an orderly way and master the main points of knowledge in an outline. This textbook is close to students' life and has designed a novel catalogue. Therefore, students can be guided to review independently with the help of the catalogue. For example, guide students to recall what math knowledge you have learned this semester. Students can learn about the contents of the nine units they have learned with the help of the catalogue: (1) counting and counting (2) understanding and addition and subtraction of comparison (3) 1-5 (4) understanding of objects and figures (5) understanding and addition and subtraction of classification (6)6- 10 (7). 2. With the help of topic memory unit knowledge. Look at the topics listed in the catalogue and recall the knowledge in the topics. For example, the title of the third unit of the catalogue is: 1-5 understanding and addition and subtraction. It can be seen that this unit includes two parts: the concept and calculation of 1-5 number. The topics are: size, ranking, ranking, ranking. It can be seen that the review of the concept of number focuses on the order of number, the meaning of ordinal number and the composition of number. It can be predicted that with such knowledge replication and interest activation, students will be full of interest in the follow-up review activities. Second, dredge: the main task of perfecting the review course of "knowledge chain" in subject inquiry is to sort out the knowledge and the sorting process of this analysis, induction and generalization. Try to bring the activities that originally took more than ten minutes to complete before class, so that students can sort out and summarize what they have learned in their own way, so that the review class will not be replaced by the teacher because of many contents and mixed relationships. Students can review and sort out what they have learned according to their own understanding and preferences. Students can review and sort out before class, which not only has enough time to conceive and connect the knowledge system, but also can sort out the knowledge they have learned more perfectly. Because it is a student's personal masterpiece, it will vary from person to person, showing a rich and colorful face: text style, table format, frame style, picture style. In this way, other subjects are integrated into the mathematics classroom, which arouses students' enthusiasm and embodies the humanity of the mathematics classroom. In class, teachers can organize students to show, communicate, appreciate and evaluate "works". A comparison is a review, and different comparisons have different feelings. Students acquire knowledge by being fresh, curious and independent. Teachers can guide students to point out and sort out some important or difficult knowledge points through "reasoning", "string by string" and "string by string", which can help students better sort out and review knowledge. From the perspective of students' development, it is very important to acquire the ability of organizing knowledge and constructing knowledge network, and form the meaning of construction. This kind of ability and consciousness is acquired in the process of independent arrangement and active construction. 1. Self-grooming After a semester of study, students have stored a lot of knowledge in their minds, but some knowledge is chaotic. The more you accumulate, the more unfavorable it is to solving problems, and you can't extract it when you apply it. When the knowledge in students' minds is arranged in a hierarchical network, it is easy to extract it. Therefore, it is necessary to guide students to organize the scattered knowledge they have learned on weekdays into departmental knowledge in order to form a complete knowledge network. Finishing is the focus of review class, that is, classifying knowledge points according to certain standards. Combing should accomplish two tasks, one is to link the same knowledge points, and the other is to separate different knowledge points so that knowledge can be organized and systematic. The main way of thinking is "classification", which is an important method used by children in learning mathematics, that is, dividing knowledge according to certain standards. Therefore, students should be guided to sort out what they have learned. Students find out their own classification standards, regroup according to their own understanding and express them in their own way. 2. 1-5 understand and add and subtract, 6- 10 understand and add and subtract 3. 1 1-20 understand each number, and carry and add 4 within 20. Know objects and figures, know clocks and watches. Classification; Some students are divided into four categories: 1. Count a number, one to two, 1-5 cognitive sum addition and subtraction, 6- 10 cognitive sum addition and subtraction, 1 1-20 cognitive sum addition within 20. 3. Cognition of objects and graphics. Some students don't know how to classify, so they can be guided to see the general review and classify, so that students can feel the review method of mathematics knowledge themselves. For example, in the review of the unit "Understanding Graphics", students can be guided to think: How are these graphics classified? The standards and methods for students to organize knowledge are also different. Some students may be organized according to the classification of three-dimensional graphics and plane graphics, and some students may be organized according to the relationship between three-dimensional graphics and plane graphics (what are the shapes of two planes of a cube, a cuboid and a cylinder). In this way, we can grasp the connection point of knowledge, analyze the differentiation point of knowledge, seek common ground while reserving differences, and systematize knowledge organization. 2. actively build. (1) Snap the connection, and draw to construct cuboids, cubes, cylinders, spheres, rectangles, squares, circles and triangles. This structure can clearly reflect the content of knowledge, help students understand graphics and form a good cognitive structure. Two "big branches" of three-dimensional graphics and plane graphics grow from the tree of graphics, then four small branches "cuboid, cube, cylinder and sphere" grow from the "branches" of three-dimensional graphics, and four small branches "rectangle, square, triangle and circle" grow from the "branches" of plane graphics. The image is clear and not easy to forget. ⑵ Compare with each other and compare the lists of some students, so that the relationship between three-dimensional graphics and plane graphics can be seen at a glance. Three-dimensional graphics, cuboid, cube, cylinder, sphere, plane graphics, rectangle, square, triangle and circle, so that students can manage themselves and try to string them together to form a good cognitive structure in "doing" and improve their ability to organize and construct knowledge. Third, promotion: understanding the "knowledge value" in problem solving, mastering the knowledge learned and building a cognitive structure is one of the purposes of review. After activating and combing, students' knowledge forgetting is alleviated, their mathematical understanding is strengthened and their cognitive structure is improved. In the challenging process of applying mathematical knowledge and solving practical problems, students' ability of overall planning and integrating knowledge will be gradually enhanced, and their awareness of practical application of mathematics will be gradually strengthened. Through application, it helps students to form a deeper understanding of knowledge and improve their ability to solve practical problems flexibly. The application of general review can be divided into two levels: the first level, simple application and solid foundation; The second level is comprehensive application and problem solving. Therefore, we should carefully design exercises and effectively improve the efficiency of review class through effective exercises. In addition, we should break through the shackles of traditional mathematics review teaching, tap the resources of mathematics education in social life, and carefully design a series of open and interesting mathematics problem situations, so that students can realize that "mathematics is by my side and life cannot be separated from mathematics". For example, in the review of "Understanding Graphics", students have formed images of these graphics in their minds and guided them to understand these graphics in specific realistic situations. You can show the situation map. There are many traffic signs on the map. What shapes are these traffic signs? (rectangle, square, triangle, circle) Another example is to demonstrate the family layout with courseware. Take a look. There are many things in our house. Can you tell us what shapes they are? Drawers of refrigerators, color TVs, TV cabinets, books and writing desks are cuboids, lamp posts and pen holders of floor lamps are cylinders, and table lamps and football are spheres. In this way, students can start with their familiar life and experience the life situation personally. Open your heart. The content and requirements of the exercises are open to a certain extent, so that students can get their proper places and students of different levels can get different development in the review class. Choose exercises with open conditions, open questions, open conclusions and open problem-solving strategies to practice. The teacher shows a situational picture of students' activities during recess. In this picture, some students play on the swing, some play on the seesaw, some play on the slide, and some jump rope. There are flowers, trees and birds in the painting. Be comprehensive. Review extensively and pay attention to the knowledge points of the whole textbook. For example, the above question involves three aspects: the concept of number, calculation and mathematics. Fourth, the wrong choice reveals ugliness and questions the vacancy. In class, I found that what students like best is to find fault. They like to finish the topic of "forest doctor". Therefore, the review class can put out the mistakes in the students' usual homework, calculate the old accounts with the students and find out the reasons. It is much easier to check the disease in the review class than before, because the students have gone through the process of copying knowledge again, and it will be more handy to do it again, and every child will be impressed. Students can collect their mistakes in learning before class, screen out the "diseases" that they think are worth mentioning, and analyze themselves in class, and say "the source", "the pathology" and "the prescription". In the classroom, although students "make a fool of themselves", they love to talk and listen, which is a process of reflection and consolidation for themselves and a process of reminding and reviewing others. Teachers can make good use of this kind of teaching resources and integrate happiness and excitement into math review classes. Five, the point will be appreciated. The exercises in the review class are the process for students to further consolidate their knowledge and develop intellectual skills. If all the exercises are provided by the teacher, students will feel that the teacher has the final say, which may lead to boredom. So I ask students to write their own exercises or test questions according to the review content before class. In class, they can choose "proud works" to point out in public, exchange their own questions and let other students answer them. Children are very willing to lead the classroom, feel the feeling of being a small teacher, and do it very seriously. Students get exercise in mutual "examination" and "correction", which not only reviews what they have learned, but also mobilizes students' enthusiasm, which is of great help to the development of students' intellectual skills and the cultivation of language expression ability. Students are very interested in this "reciprocal" practice form, and even enjoy it after class. During this period, teachers only need to play the role of guidance and guidance, and can achieve good results.