The review of graduating classes has always been a headache for teachers and students. At this stage, there are many things to do, such as sorting out knowledge, the "surprise" of underachievers, the promotion of outstanding students, and general concern ... and so on, which often make teachers "exhausted".

In order to review well, according to my personal experience, there are probably the following points (if you have time, I will talk to you in detail)-

Only by climbing high can you see far. I hope that teachers can stand taller, and we must seriously study the "curriculum objectives" and the "learning situation" of students, make plans, and use "strength" in the cutting edge. If you feel at a loss, please don't worry. It may be a good idea to calm down and spend more time thinking.

Take your time. Students receive a lot of training (information) in the review stage. Don't engage in simple "stimulus-response" mechanical training, which is often thankless. Some students, especially those with learning difficulties, are easily "tired", and the loss of confidence is more terrible than the lack of ability. Improving the "effectiveness" of review should be more effective than simply increasing the amount of training.

Let students be the masters of "review". As mentioned above, it is usually effective to let students write their own questions (through experiments), but they must not be separated from the teacher's "leading". Remember that "autonomous" learning is not "free" learning, which requires teachers to be more demanding.

Change the form to make the review less boring. Many teachers may have encountered problems flying all over the sky in the review stage, and the classroom in the review stage has become a fixed mode of "doing problems-revising-doing problems again", which is boring. This form is not unnecessary, because children still need to gain some experience about "taking the exam" in this process. However, being bored for a long time will naturally affect the efficiency of review. At this time, teachers need to calmly analyze and strike a balance between "doing this" and "doing that". For example, if I analyze what problems the children will have in the next few knowledge points that need to be reviewed, then I will discuss with the students before doing the problems and come up with ways to overcome them, so that most children can have a successful experience in doing the problems. This reminds me of a method I once heard to treat stomach diseases, which is very useful for students with learning difficulties, that is, "eat less and eat more meals." Think about it, why eat less and eat more meals to help digestion? :)

Spiral rise, echo before and after, so that the whole review stage becomes an organic whole. In this way, the review process has become a process that really promotes children's development, not just "taking exams." Don't treat every knowledge point encountered in the review process in isolation, but analyze the relationship between them. The expression of the review process should not be a straight line that always points to the goal, but a spiral "curve", and the achievement of children's ultimate ability often needs to be "circuitous". Therefore, teachers should understand the "repetition" that students may have in the review process, and treat it positively and guide it correctly.

Pay attention to psychological counseling for examination, so that teachers and students can face challenges with a happy attitude. Don't give students the feeling of "catastrophe" Doing so will generally not have a good effect, or only for a short time, except to increase the psychological burden of children.

First, the purpose and significance of the general review of primary school mathematics graduation

General review after primary school graduation is an important part of primary school mathematics teaching, which is to comprehensively and systematically consolidate the basic knowledge and skills of mathematics learned in the whole primary school stage, improve the level of knowledge mastery and further develop the ability. So after years of graduation teaching, I have attached great importance to the review and arrangement of primary school graduation stage. As a process of guiding primary school students to learn old knowledge again, graduation review should be a purposeful and planned learning activity. Therefore, before the specific implementation, we must work out a feasible plan to enhance the pertinence of review and improve the efficiency of review.

Second, the task of general review of primary school mathematics graduation

Judging from the position of primary school graduation review in the whole process of primary school mathematics teaching, its tasks are summarized as follows:

1, systematically organize knowledge. Practice shows that students' mastery of mathematics knowledge depends to a great extent on the systematic arrangement in review, and the review after graduation from primary school forms a network structure for what they have learned in primary school.

2. Comprehensively consolidate the knowledge learned. Graduation review itself is a process of re-learning, that is, mastering knowledge from mastery level to proficiency level.

3. Check for leaks. Combined with the reality of primary schools in our town, most of them adopt small circulation teaching, and students inevitably have some problems in understanding and mastering knowledge. Therefore, the re-learning process of graduation review should make up for the defects in knowledge mastery.

4. further improve the ability. Further improve students' ability of calculation, initial logical thinking, spatial concept and solving practical problems. Let students fully reflect the change from "learning" to "learning" in review.

Third, the organization of the general review content of primary school mathematics graduation

The new textbook of "91" has created favorable conditions for us to review in the arrangement system of the textbook. The textbook arranges the general review content after the preliminary knowledge of statistics, forms six knowledge structure systems with multiple knowledge points, and practices them. This is incomparable with the old textbooks. In the review, we should make full use of the teaching materials, reasonably organize the contents, and appropriately infiltrate and expand the knowledge.

Fourth, the arrangement of the general review process of primary school mathematics graduation

Because review is to re-learn what has been learned on the original basis, the original learning situation of students directly restricts the arrangement of the review process. At the same time, the review process and schedule should be determined according to the actual review object and review time of the class. Combined with the actual situation of our class, we began to enter the general review stage from April 26, with 80 class hours. The review process and schedule are roughly as follows:

(1) Number and number operation (20 class hours)

This section focuses on a series of concepts and fractions of divisibility, the basic properties of decimals, four operations and simple operations.

1. Systematically sort out the contents of numbers, establish a concept system, and strengthen the understanding of concepts (4 class hours), including the meaning of numbers, reading and writing of numbers, rewriting of numbers, comparison of numbers, divisibility of numbers and other knowledge points.

2. Communicate the connection between the contents and promote the overall perception (2 class hours), including "the nature of fractions and decimals" and "the conceptual comparison of divisibility".

3. Comprehensive concepts and calculation methods of the four operations to improve the calculation level (6 class hours), including "the meaning and law of the four operations" and "elementary arithmetic".

4. Use algorithms to master simple operations and improve calculation efficiency (5 class hours), including "algorithms and simple operations".

5. Carefully design exercises to improve comprehensive calculation ability (3 class hours).

(2) Basic knowledge of algebra (10 class hour)

The focus of this section should be to master simple equations and distinguish ratios and proportions.

1, form systematic knowledge and strengthen contact (3 class hours), including knowledge points such as "letters represent numbers", "proportion and proportion" and "positive and negative proportion".

2. Grasp problem-solving training to improve the ability to solve equations and proportions (4 class hours), including "simple equations" and "solution ratio".

3. Differentiate concepts and deepen understanding (3 class hours), including "proportion and proportion" and "positive proportion and inverse proportion".

(3) Application problems (30 class hours)

In this section, we should focus on the analysis of application problems and cultivate problem-solving skills. The difficult content is fractional application problems.

1. Analysis and arrangement of simple application problems (3 class hours).

2. Analysis and arrangement of compound application problems (6 class hours).

3. Analysis and arrangement of solving application problems by using equations (5 class hours).

4. Analysis and arrangement of fractional application problems (10 class hour).

5. Analysis and arrangement of solving application problems with proportional knowledge (3 class hours).

6. Comprehensive training of application problems (3 class hours).

(4) Measurement of quantity

This section focuses on the rewriting of nouns and numbers and practical concepts.

1. Measurement knowledge structure of completed quantity (2 class hours), including "length, area, unit of volume" and "weight, time unit".

2. Consolidate the unit of measurement and strengthen the actual concept (4 class hours), including "rewriting names and numbers".

3. Comprehensive training and application (1 class).

(5) Basic knowledge of geometry (12 class hours)

This section focuses on the identification of features and the application of formulas.

1, strengthen concept understanding and systematization (2 class hours), including "the characteristics of plane graphics" and "the characteristics of three-dimensional graphics".

2. Accurately grasp the characteristics of graphics, strengthen comparative analysis, and reveal the connections and differences between knowledge (4 class hours), including "perimeter and area of plane graphics" and "surface area and volume of three-dimensional graphics".

3. Strengthen the application of formulas and improve the mastery of calculation methods (5 class hours). Can realize the correct calculation of perimeter, area and volume.

4. Overall perception and practical application (1 class).

(6) Simple statistics (6 class hours)

This section focuses on the knowledge and understanding of charts according to the outline requirements, and can answer some simple questions.

1, the average method (1 class).

2. Deepen the understanding of the characteristics and functions of statistical charts (3 class hours), including "statistical tables" and "statistical charts".

3. Further analyze the chart and answer questions (2 class hours), including drawing and answering questions according to the chart.

Fifth, the problems that should be paid attention to in the review.

1. The content, process and time plan of the general review of primary school mathematics graduation should be adjusted according to the actual situation in actual teaching.

2. Pay attention to the connection between primary school mathematics knowledge and middle school knowledge structure, pave the way for middle school learning and expand knowledge points appropriately.

3. Grasp the outline requirements and 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.

Chinese in primary schools is a basic subject in compulsory education, which shoulders the heavy responsibility of improving students' Chinese literacy in an all-round way. After six years' study, most students have acquired a certain level of Chinese. However, due to the individual differences of students, the Chinese literacy of primary school students is uneven. In the period when primary school students are about to end their primary school life, we have the responsibility to concentrate, seize the opportunity, systematically guide students to review the knowledge they should master in primary school, and maximize the Chinese literacy of each student.

Starting from the "standard", define the review requirements:

When students graduate, they should basically meet the requirements of Chinese curriculum standards. Review, according to the "Chinese Curriculum Standards" and students' "process" learning, formulate relevant review requirements, and the key requirements of each part are:

(1) Basic knowledge

1, Chinese pinyin.

Can read the initials, finals, tones and syllables as a whole; Can spell syllables accurately and write initials, finals and syllables correctly; Be able to recognize capital letters and memorize Chinese phonetic alphabet.

2. Chinese characters.

Know about 3000 commonly used Chinese characters, of which 2500 can write. You should be able to read the pronunciation correctly, recognize the font, understand the meaning of words, and develop correct writing habits. You can look it up in the dictionary; Be able to distinguish the sound, form and meaning of words, master the commonly used polyphonic words you have learned, and be careful not to write typos.

3. Text.

Be able to read and write the words correctly; Be able to distinguish the meaning of words according to their weight, scope, emotional color and word collocation, and classify or sort them; Learn to understand the meaning of words accurately in a specific language environment; Pay attention to accumulate words and phrases and use them correctly in spoken and written language.

4. sentences.

Familiar with the types of sentences; Be able to use commonly used words (including related words) to make sentences, with healthy thinking, accurate words and complete meaning; Be able to point out mistakes in sentences and correct them; Can distinguish and use several commonly used rhetorical methods; Proficient in sentence exchange, sentence expansion and contraction; Through the understanding and analysis of sentences, we can understand the meaning and significance of sentences and deepen our understanding of the content of the text.

5. Punctuation.

Can correctly use periods, question marks, exclamation points, commas, colons, quotation marks, pauses, semicolons, book titles and ellipsis.

2. Reading

1. In reading, you can try to figure out the expression order of the article, experience the thoughts, feelings and expressions of the article, dare to put forward your own opinions and make your own judgments in the exchange and discussion.

2. After reading the explanatory article, you can grasp the main points and understand the basic explanation methods of the article; Read the narrative works, understand the outline of the event, briefly describe the scenes, people and details that impressed you the most, and tell your feelings; Read poetry, grasp poetry as a whole, imagine the situation described by poetry, and experience the poet's feelings.

3. Be able to recite 160 excellent poems (paragraphs); The total amount of extracurricular reading is not less than 6.5438+0.5 million words.

(3) homework

1, can write simple narrative and imaginary composition, and can express it in segments according to the needs of practice content.

2. Be able to write reading notes and common application articles.

3. Practice can be concrete in content, true in feelings, healthy in thought and orderly in organization.

4. I will revise my own exercises, and I can actively communicate with others to revise them, so that the sentences are fluent, the lines are correct, and the writing is standardized and neat.

5, 40 minutes to complete homework of not less than 400 words.

Oral communication

1. Listen to others carefully and patiently, understand the main meaning, and then relay it.

2. Be able to clearly dictate what you have seen and heard, make a little preparation, speak in public for 2 or 3 minutes around a meaning, behave generously, and make sentences more fluent and coherent. Can actively communicate in oral English.

3. Develop the habit of listening attentively and thinking seriously. Develop the habit of thinking before speaking, and speak politely.

4. Listening to speeches and watching movies can relay the main contents.

The above items are the basic requirements that primary school students should meet in basic Chinese knowledge, reading, practice and oral communication after five years of study. The above requirements are mutually integrated, and one cannot be examined separately without giving up the other. In teaching, we should show the above items to students, so that students can find their own shortcomings according to the requirements and make clear the purpose of the next review.