First, the purpose of review is well known. Review is based on "repetition" as "learning". Repetition is the premise and learning is the foundation. "Recovery" is to organize knowledge with students, so that scattered knowledge can be systematized and organized. "Learning" means that through various exercises, students can further consolidate and master all the knowledge of the whole primary school stage, make up for the defects of students' knowledge and skills, and form and improve various problem-solving skills and techniques. Second, my review regrets that I have taught mathematics to the graduating class of primary schools for so many years. I always feel that reviewing is like a hot potato. It's hard to hold it or pinch it. Every time I review, I always feel confused, and I can't control it. How easy is it to review what you have learned in primary school for six years in a short time? Over the years, among the classes I have taught, there are classes I brought from the lower grades and classes I took over from the sixth grade. I thought I knew all about the lessons I took in the lower grades and I could review them easily. You can really review and find that students have forgotten not only here, but also there. A lot of knowledge is confusing and they don't know how to use what they have learned flexibly. What surprises me most is that students don't know how to verify some obvious answers through estimation. For example, the price of pants is 80% of the price of tops, and students don't know if they are wrong when calculating that pants are more expensive than tops. Another example is: laying the same classroom and replacing a large area of square bricks with a small area of square bricks. As a result, they calculated that less square bricks were used than before. For classes that are not in the lower grades, the situation is even worse, and I feel that I don't know where to start. Most of the time, you can only follow the script. When designing a general review class, I am often most worried about: "How did they learn before?" Did you miss anything? Therefore, we often spend a lot of time and energy to collect exercises and test papers, engage in "sea tactics", throw the test papers and the full version of the homework to the students, finish the evaluation, and do it again after the evaluation. Self-study is very tiring, students study harder, and the benefits are not great. So, how to make our review more effective? Now I want to talk about my personal views with the help of years of experience and my own reality. It's common, but it feels real. Third, the review method (1) Students' practice: mechanical repetition, talking about everything, and practicing everything is the taboo of review. I often listen to our teacher's feeling that "reviewing lessons is the most difficult" and "besides practicing or practicing". Indeed, the review class is neither as "fresh" as the new class, nor as "fulfilling" as the practice class. How to design students' "exercises"? I think there is a lot of knowledge in it. Personally, I think we should start with the special topic and merge it with the wrong topic. (1) Conduct special training for students, starting with special knowledge (such as application problems, geometry related knowledge, calculation problems, etc.). ), directional training, concentrated and concise, integrating knowledge review into skill training, and demanding quality from practice. Here I want to focus on the review of calculation topics. Calculation is the basis of application and involves a wide range, so we should pay attention to the review of calculation, especially the review of oral calculation, simple calculation and estimation, which runs through the whole teaching. Years of experience tell me that as long as the calculation accuracy is high, the overall performance of that kind will be high. Therefore, the cultivation of students' computing ability is very important, especially in the general review, which should be put in the first place. Of course, the cultivation of students' computing ability is not only a mechanical repetitive exercise, but also to let students master the correct computing methods and strategies. Let the students remember "look at two, think about three calculations" and see the numbers and symbols in the questions clearly; Think about the order of calculation, where to calculate orally, where to calculate manually and where to calculate simply; Finally, write the calculation. (2) training of common mistakes and individual mistakes; Here's what I did: I carefully discovered and accumulated. As for the common problems or typical mistakes in students' study, I take notes and go deep into personal details about the different review opinions put forward by students at all levels. I am good at discovering students' every move in class and their confusion in solving problems. When you open your notes, many typical wrong questions appear. For example, when calculating 4x=2, many students answered x = 2；; Another example is that 57 is a composite number, many students think it is a prime number and so on. In addition, I encourage every student to keep a record of "always reviewing the wrong questions", let them use that set of wrong questions flexibly at ordinary times, often read and analyze, and often arrange time and opportunities for them to check, read and discuss, so as to avoid repeating the same mistakes and try to make students "learn money". In the classroom, pay attention to make up for the "defects", let teachers make up for and strengthen what students lack, and strive to improve the review efficiency. (2) Teacher teaching: 1. Carefully design exercises to make students not tired of our review and improve classroom efficiency. (1) We are going to review the design of the example. As we all know, the content of each lesson review is not just a knowledge point, but a systematic knowledge network. How to weave some messy knowledge points into a knowledge network in a limited time? How to effectively organize students to review? How to design review questions that run through the whole class to consolidate and deepen? I remember one of my physics teachers in junior high school, Miss Li. I still remember his class. His humorous language and concise exercises interest us very much, and I always feel that his class time passes quickly. Teacher Li has his unique characteristics in class. He usually doesn't follow the script. He told us such an example in a class, but the knowledge contained in that example can be described as "all-encompassing". What fill-in-the-blank questions, judgment questions, etc. They all change like magic, which makes us dazzled and interested. We can do the same in our math review. I review integers, decimals (including finite decimals, infinite decimals, cyclic decimals, acyclic decimals), fractions (true fractions, false fractions), percentages, negative numbers, etc. I design a topic to fill in the number axis, and let the students fill in these numbers on the number axis, and then review the meanings, types, internal relations and external differences of various numbers at the same time. (2) Make full use of all kinds of teaching AIDS and learning tools. When reviewing, we should not only rely on the presentation of small blackboards, papers and books, but also make full use of teaching tools such as wall charts, projections and multimedia to assist teaching. If conditions permit, we should make full use of some modern teaching methods, give full play to its many characteristics and advantages of pictures, texts, sounds and images, attract students' attention and enhance their interest in active participation. 2. Students should be given the right to speak and comment so that they can review. It is common for our teacher to be talkative and monotonous in his comments. In the whole review process, students should not only be "listeners" and "bystanders". We should give students the opportunity to review. Teachers should create an atmosphere of research and discussion, take the time to provide them with opportunities for cooperation and exchange, and interact with them in various ways, so that students can truly become the masters of learning. We can use various forms to evaluate, such as monitor evaluation, math group leader evaluation, group evaluation, deskmate evaluation, excellent and poor students evaluation and so on. Over the years, I feel that the way students evaluate each other is far more beneficial than our teacher's unilateral evaluation. Imagine that our students can express their opinions in class, and everyone can show off. Can they not be willing to study? In addition, we should usually carry out the wall newspaper of mathematics, show some typical good and wrong questions for students to browse and attract them to actively participate in the review. Try to test every kind of knowledge in time. In order to check the students' comprehensive quality and adaptability in time and find out the existing problems in time, I usually spend some time to select, organize and arrange high-quality, targeted, accurate, flexible and open test questions after reviewing a kind of knowledge, and conduct a series of size tests on students. Questions usually come from the usual notes and wrong problem sets. Students are happy to test such questions accurately. 4. Teach students some exam skills that they usually review. I will combine some typical questions to teach students some exam skills. For example, when drawing a grid picture, teach students to draw with other pens with different colors from the original picture, or draw the lines coarsely; Also, when students use line segments to represent the distance of objects, they are required to mark the length of the line segments, so that the teacher who corrects the papers is pleasing to the eye and convinced. In addition, I pay great attention to guiding students to make full use of their limited learning tools to explore and verify answers, even draft paper has its uses. For example, a fill-in-the-blank question in the graduation exam a few years ago: fold a rope in half and then fold it in half, and cut a knife along the middle to get () pieces of rope. If students know how to tear off a slender piece of paper with their own draft paper instead of a rope, I believe that 100% students can fill in the answer to this question correctly. Also, the subheadings of some test papers are very close to the numbers of the topics, so students should be reminded to distinguish them carefully, and don't take the topics as the numbers given by the topics. Fourth, the problems that should be paid attention to in the review 1, we should pay attention to the connection between primary school mathematics knowledge and middle school knowledge structure, make some preparations for middle school learning, and expand the knowledge points appropriately. 2. Adjust the content, process and time of plan review according to actual needs. We should not only learn knowledge comprehensively, but also master the depth of reviewing knowledge. 3. Do a good job in coordination and cooperation among disciplines, and don't let students attend to one thing and lose sight of another. Finally, remind teachers that no matter how you review, don't let the underachievers in the class get tired of learning, and do everything possible to let them learn some basic knowledge.