Final review is a process in which teachers guide students to re-learn the knowledge materials they have learned. In this learning process, it is necessary to guide students to systematically summarize what they have learned, make up for the gaps in the learning process, and sort out and systematize the mathematical knowledge they have learned this semester, so as to better grasp the key points and keys of each part of knowledge. The following are some methods and strategies for reviewing mathematics in primary schools, hoping to help you.

How to review at the end of primary school mathematics

First, make a feasible review plan.

To make a review plan, we should fully understand the students' learning situation, carefully grasp the specific content of review, implement the spirit of curriculum standards, and make the review targeted, purposeful and feasible. Understand the spirit of curriculum standards, grasp the teaching materials, identify the key points and difficulties, and enhance the pertinence of review. Curriculum standards are the basis of review, and teaching materials are the blueprint of review. Teachers should seriously study the curriculum standards, grasp the teaching requirements, make clear the key points and difficulties, and have a clear goal. Teachers should be able to find out the difficulties and doubts in students' study according to their usual homework and the detection of each unit. Review is targeted and can get twice the result with half the effort. Appropriate comprehensive training to ensure the review effect.

Second, organize, comb and weave, and strengthen the systematicness of review.

As an important feature of review class, it is to guide students to systematically sort out what they have learned under the guidance of system principles, so as to integrate scattered knowledge into a whole and form a relatively complete knowledge system. So as to improve students' mastery of knowledge. Do the orderly development of combing-training-expanding, and really improve the review effect.

Third, multiple solutions to one question, multiple solutions to one question, improve the flexibility of solving problems.

Some problems can be analyzed from different angles and different solutions can be obtained. Multiple solutions to a problem can cultivate students' ability to analyze and solve problems flexibly. Different analytical ideas, different formulas and the same results. Get the same result through different channels. At the same time, it also inspired other students and broadened their thinking of solving problems. Some application problems have different forms, but the method of solving them is the same. For example, some exercises in engineering problems and occasional problems have different types of problems, but the formula for solving problems is the same. When reviewing, we should guide students to think from different angles and classify all kinds of exercises, so as to integrate what they have learned and improve the flexibility of solving problems.

Fourth, the design of review questions should not be dragnet-like, but should be targeted and innovative.

Mathematics review is not a mechanical repetition. Review must be concise, clear-cut and focused, so that students can complete the induction and generalization of what they have learned in practice. The design of exercises should be novel, open and innovative, mobilize students' initiative from multiple angles and directions, let them think more, fully develop their thinking and learn more problem-solving skills.

Five, for all students, so that students at different levels have improved, especially to do a good job of students with learning difficulties.

Facing all students is one of the basic essentials of implementing quality education, which should be reflected in the final review. Teachers should have a comprehensive understanding of "learning situation"