(1) Interest promotes students' active participation in interest, which is the main reason for students' learning motivation. Therefore, stimulating interest is the premise of creating problem situations. Teachers should create story-based question situations, active question situations, life-based question situations, open question situations and other situations that interest students according to the review content. This problem situation can not only improve students' learning enthusiasm and actively participate in classroom activities, but also promote students' active thinking and develop students' thinking. For example, in the review class of "Year, Month and Day", the teacher introduced the launch time of space hero Yang Liwei and manned spacecraft Shenzhou 5 in the process of communicating with students, and then asked a question: Do you know the launch time of Shenzhou VI? Show the relevant hints and guide the students to guess the launch date of the spacecraft according to the hints. This link immediately mobilized the enthusiasm of students, and everyone focused on the tips presented by the teacher, while recalling relevant knowledge to guess. After the students accurately guessed the launch time of Shenzhou VI, the teacher played some information about Shenzhou VI in time to broaden the students' horizons and stimulate their love for the motherland. Subsequently, the teacher continued to guide the students to guess the launch dates of Shenzhou VII, Shenzhou I to Shenzhou IV in turn according to the prompt information, and supplemented the relevant information appropriately. With the activities going on step by step, students' interest in learning is getting stronger and stronger, and their enthusiasm for participation is getting higher and higher. (2) Comprehensively promote the systematization of knowledge. The mathematics knowledge in the review course is an organic whole, and there are internal relations among all the parts of knowledge. All knowledge should be taken into account in designing the problem situation, which is a comprehensive situation with a huge knowledge system behind it. To solve this problem situation, students should be encouraged to choose and apply the knowledge related to the problem from the knowledge they have learned, so as to achieve the goal of "one topic leads one string". Such a situation can not only make the knowledge that students learn on weekdays orderly, but also help to form a knowledge network, and can also improve students' comprehensive ability to use knowledge to solve problems. For example, in the review class on January, after the teacher showed the sorted works to the students, a "mathematical kingdom" appeared. When the door was opened, many numbers popped up and arranged in a row: 100, 4,31,29,90,182,365 ... In class, students The big moon has 3 1 day; There are 90 days in the first half of a normal year ... It can be seen that students can master some basic knowledge of this unit more skillfully through the review and consolidation of a class. There are several numbers, and the students think of different meanings. For example, April is a miscarriage with 30 days; There are four quarters in a year; There are four abortion months in a year. It can be seen that students can comprehensively use the unit knowledge points and deepen their understanding again while completing the exercises. Second, guide students to grasp the exploration point and explore the knowledge network independently. The primary goal of review teaching is to organize knowledge points and form a knowledge network. Teachers should guide students to accurately grasp the exploration points, let students cooperate to collect and sort out, weave knowledge networks, and let students deeply feel the direction of knowledge context. Teachers should also tour guidance and play the role of "organizer, instructor and participant". They should take part in cooperative inquiry activities of various study groups as much as possible, understand students' different understandings of knowledge and problems at different levels, guide students to collect the germinal points related to problems, let students sort out these knowledge joints, carefully ponder the meaning of each knowledge point, clarify the interrelated clues of related knowledge through expression and communication, and generate knowledge independently and naturally in the process of knowledge systematization. (1) leads to the breakthrough point and builds a bridge between the known and the new knowledge. In the second volume of the sixth grade, the area of plane graphics was reviewed. This special group adopted the cooperative mode of cooperative inquiry. Teacher: In the past, we had to sort out the knowledge of a unit every time we finished learning it. Now these six plane graphics are the knowledge of different units in different grades. What is the relationship between their regions? (Pause, students think, the classroom is quiet) Teacher: Next, let's think about how the formula for calculating the area of each figure is derived in groups. Let me talk about the derivation process again. Finally, use the learning tools in your hand, put them together and find the connection between them. Group report ... Teacher's summary: Through our mutual complementation, the connection between plane figures is made clear. No matter which method is used, we always find a graph as the starting point, and then see which graph it is connected with to sort out the knowledge network. For plane graphics, we have experienced the learning process from simple rectangle to complex circle, and mathematics learning is such a process from simple to complex, from complex to simple, and constantly moving forward. Now only by learning every knowledge solidly can we lay the foundation for learning new knowledge. Drawing a connection diagram is the focus of this lesson. How to help students sort out the mathematical knowledge of different units and grades in a short time, and build a connection diagram from what? After repeated deliberation, the above three steps are designed. This design makes students suddenly see a ray of sunshine in a state of being unable to start. If they try to go on, they may see a bright future in communication and open up a new road, which has left footprints for their thinking. After sorting out the connection diagrams, guide students to realize that the construction of the area relationship of six planar graphs depends on whether one graph can be transformed into other graphs, but the premise of getting the connection is to review the area derivation process of each graph, so that there are both teachers' positive guidance and students' reverse reflection. (2) Using cooperative learning to improve the review effect In the teaching process, teachers should focus on students' development and provide students with space and time for autonomous learning, so that each student can actively participate in mathematics teaching activities, experience the development process of mathematics knowledge and build their own knowledge structure. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Cooperative learning is widely used by teachers in the classroom. It enables all students to participate in the learning process, and everyone gets the opportunity to exercise. In the process of participation, they inspire each other to think, experience the happiness of learning and gain mental development. In the cooperative learning session of the last teaching session, the focus group goes deep into the cooperative group and pays attention to the communication status and learning effect of the group members. We found that each team leader can actively lead the team members to discuss and communicate step by step. In the first step, some group leaders let each member freely choose a picture to speak, while others are familiar with each member's learning situation. It seems that the group leader can also assign different learning contents according to the learning level of the group members, just like the teacher, and give each member the opportunity to participate in learning. In cooperation, some students can't express clearly, so they talk while drawing. The team leader and other team members listen carefully and can supplement them appropriately. In the link under construction, members have a clear division of labor, some are responsible for pasting, some are responsible for arranging the position of graphics, and some are under construction. Listen to opinions and correct them in time. Each member has gained in different degrees in cooperation. The following shows the different cooperation results: in the past, teachers helped students summarize and sort out the review lessons, although they also completed the systematization of knowledge, but students were only passive recipients, and the achievements in the active construction of knowledge and ability development were minimal. In the review class, the above-mentioned cooperative learning mode can give full play to students' main role, and through guidance and selection, students can sort out their knowledge from different angles, develop their thinking and improve the review efficiency. Third, pay attention to extension and gain new insights. Review teaching should guide students to connect interrelated knowledge points in series and form a knowledge network on the basis of analysis and comparison. When reviewing, teachers should also pay attention to students' cognitive starting point. Curriculum standards point out that mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. At this time, students' cognitive point is no longer the initial stage of new teaching, but on the basis of mastering and applying knowledge points, teachers should activate students' thinking through inquiry-based review, and produce brand-new cognitive insights that can not be obtained at ordinary times, so as to achieve mastery, review the old and bring forth new ideas, thus promoting students' thinking development. For example, in the second volume of the sixth grade "Review of Three-dimensional Graphics", the lateral area calculation method of the cylinder is used to explore the lateral area of the cuboid, and then it is moved to the lateral area division of the right prism: Can you think of any other method besides adding lateral area to each surface by the accumulation method? Health: If there is a rectangle behind the side of a cuboid, the length of the rectangle is the perimeter of the bottom and the width is the height of the cuboid, you can multiply the perimeter of the bottom by the height to find the side area. Teacher: Do you understand what he said? Who wants to show you this rectangular piece of paper? (In the process of students' demonstration, the teacher asked in time: What is the side length of a cuboid? Teacher: Then their lateral area formula can be unified as the bottom perimeter multiplied by the height Teacher: Think about the lateral area formula of other graphs that can be expressed by the bottom perimeter multiplied by the height. Try to surround it with a rectangular piece of paper in your hand. Teacher: I'll show these three-dimensional figures surrounded by my classmates in order and see what you find. (Show triangular prism, quadrangular prism, octagonal prism and cylinder in turn) The upper and lower bottom surfaces are triangular, triangular, quadrangular and pentagonal. Teacher ..................................................................................................................................: The lateral area of these figures can be obtained by multiplying the perimeter of the bottom by the height. What are their common characteristics? Health 1: The upper and lower surfaces are parallel and have the same shape. Health 2: They are all straight (the sides are perpendicular to the ground). Teacher: We call a three-dimensional figure with such characteristics a prism. How can I find the lateral area of a prism? Fourth, strengthen "one problem is changeable" and strive to "solve many problems for one problem". Practice plays an important role in review teaching, which enables students to transform the hidden process of communication and contact into external problem-solving methods when sorting out knowledge points. We should choose exercises with novel content and flexible thinking, and the training forms should be diversified. It is necessary to strengthen the training of "one problem is changeable", encourage the search for various methods to solve problems, and strive to achieve "multiple solutions to one problem". In the comparison of methods, we seek to effectively improve students' comprehensive ability to use knowledge to solve problems. For example, in the class review of plane graphic area, the teacher designed this exercise: If the bottom of a triangle is 6.28 cm, how many square centimeters is the area of a circle? If the base of a triangle is 6.28 cm and the area of a circle is 50.24 cm 2 ... what is the height of a parallelogram? If the circumference of a rectangle is 24.84 cm, what is the area of the rectangle? This exercise turns a circle into a triangle, a triangle into a parallelogram and a parallelogram into a rectangle. Each transformation is dynamic, which not only reviews the transformation methods of rotation and cutting, but also enables students to intuitively find the relationship between the various parts of the figure and solve the problem with the connection as a breakthrough. There are also different ways to solve problems. For example, there are three ways to solve the first problem: 6.28 ÷ 25.12 (cm) 25.12 ÷ 3.14 ÷ 2 = 4 (cm) × 3./kloc-0. (square centimeter) 6.28÷4= 1.57 (cm) 6.28×2÷3. 14=4 (cm)1.57× 4 ÷ 2×1. Fifth, let students participate in the evaluation to improve the review effect. Curriculum Standard points out that when evaluating students' learning, students should be allowed to evaluate themselves and each other as much as possible, rather than being limited to teachers' evaluation of students. Therefore, teachers should try their best to provide students with a stage for free development, the right to ask questions in class, the space for students to show themselves and the opportunity for students to evaluate, so that students can learn self-affirmation and self-reflection in self-evaluation. Only through mutual questioning and evaluation can students reveal their different thinking and existing problems, trigger discrimination and truly improve the network of knowledge.