First, the role of sorting and reviewing
I think the functions of sorting and reviewing are as follows: first, through sorting and reviewing, students can further feel the connection and difference between knowledge, construct scientific and effective knowledge, systematize what they have learned, and thus realize the reorganization, migration and application of knowledge; Second, through sorting and reviewing, cultivate students' review and reflection ability, master the methods of sorting and reviewing knowledge, and form a good study habit of consciously sorting out what they have learned; Third, through sorting out and reviewing, help students deepen their understanding of what they have learned, at the same time make up for the defects in knowledge and skills, further improve the level of mastering knowledge, make the knowledge they have learned more solid, and realize long-term storage of knowledge; Fourthly, through sorting out and reviewing, guide students to further experience the application process of mathematical knowledge, improve students' ability to solve simple practical problems by comprehensively applying the learned mathematical knowledge, cultivate innovative consciousness, and make students further realize the value of mathematics in the process of applying knowledge to solve practical problems.
As teachers, we should think about how to design teaching, so that finishing and review can really play these roles and students can really benefit from finishing and review.
Second, how to organize the review class
In my opinion, sorting and reviewing are not just for students to do exercises, but should be divided into two parts: knowledge sorting and knowledge review.
Let's take a look at organizational knowledge first. Knowledge is generally organized by questions and discussions. Under the guidance of teachers, the main points of knowledge are systematically sorted out, and the main points of knowledge, general rules and commonly used methods are presented in the form of tables, graphs, numbers and words to form a knowledge network or knowledge tree. This is not only to build effective knowledge in students' minds, make the knowledge they have learned systematic and networked, but also to teach students the methods of sorting out and cultivate their review and reflection ability.
Regarding the understanding of reviewing knowledge, I think that reviewing knowledge is mainly to check students' mastery of what they have learned through practice and testing, deepen students' understanding of knowledge, make up for the defects in knowledge and skills, and improve the level of mastering knowledge. However, it should be noted that the design of exercises should be gradual, which can be divided into basic exercises, variant exercises, comparative exercises and comprehensive exercises. The design of exercises should not only be interesting and situational, but also take care of students' individual differences. We can ask students to be stratified and take care of students at different levels, so that different students can gain something. Simple imitation exercises similar to textbook examples can eliminate learning fear for students with learning difficulties; Some difficult exercises can make middle school students get better training; More complicated problems can stimulate the competitive consciousness of top students. At the same time, the forms of exercises should be flexible and diverse. In addition to the traditional fill-in-the-blank questions, true-false questions, multiple-choice questions and error-correcting questions, more multi-problem-solving, changeable questions and inferential questions can be added to improve students' interest in reviewing exercises.
Here are two teaching cases for your reference:
Teaching case (1)
Teaching content: Unit 4 "Division in Table (2)" in the second volume of Grade 2 of People's Education Press collates and reviews the first question.
Teaching clips:
The teacher prepared all the formula cards and a piece of cardboard for each group. The students are full of curiosity about these beautiful and interesting cards. They don't know what games the teacher will take them to play. They are looking forward to the beginning of this math class.
After class, the teacher smiled and said, "let's show these cards in this class and let them help us learn math." Do you remember how many sentences we learned from the multiplication formula "* *"? " "45 sentences." As soon as the teacher spoke, the students answered in unison. Obviously, this is not a difficult problem. "So, do you know how many division formulas can be written directly with these multiplication formulas?" The teacher continued to ask. "90.""80."" 100." ... this time their answers are really varied. "How do you know how many division formulas you can write?" The teacher asked kindly. "Teacher, let's sort out these formulas." In this relaxed classroom atmosphere, students have a desire to learn.
"How should we organize?" The teacher's question made the enthusiastic students deep in thought and the classroom was calm again. "Let's talk in the group first, then take out the samples compiled by you and we'll talk again." The teacher's words broke the silence in the classroom In group activities, students express their ideas confidently and listen to others' opinions patiently. After a while, the communication results came out. The teacher asked them to report the sorting method.
1 group: Our group put all the division formulas with the same dividend together.
The teacher asked them to demonstrate this method. that is
12÷2=6 3÷ 1=3 24÷3=8
12÷4=3 3÷3= 1 24÷4=6
The second group: our group's method is just the opposite of theirs. We put together the division formulas with the same divisor. that is
2÷2= 1 4÷4= 1 32÷8=4
12÷2=6 8÷4=2 16÷8=2
Group 3: Our methods are different from their two groups. We thought that one multiplication formula can write two division formulas, so we sorted it out-
12÷6=2 3÷3= 1 6÷3=2
12÷2=6 3÷ 1=3 6÷2=3
…… …… ……
The students blushed in order to make their thoughts clear. Although their expressive ability is still poor, how good their ideas are! Obviously, students have a certain foundation to organize knowledge.
Listening to the students' wonderful speeches, the teacher smiled knowingly, but soon put forward new challenges to them. "You're amazing, there are so many good methods. Try again, can you make these formulas neither repeat nor omit, so that others can see them clearly? " "I see, teacher. We should put them in order. " A little boy shouted anxiously, afraid of being robbed by others. "Yes, teacher, it's easy to see clearly, and it's not easy to miss the formula in order." The students suddenly realized. "Teacher, I put the divisors 5÷5= 1, 10 ÷ 5 = 2,15 ÷ 5 = 3,20 ÷ 5 = 4,25 ÷ 5 = 5 in order." Look how well he puts it! Try it soon, too. "At this time, the teacher became a supporting role. As a result, the students began a new exploration process. Some of them think hard, some discuss enthusiastically, some show, and some listen quietly. ...
After a while, some groups finished sorting out one after another, eager to show their achievements. The teacher asked several groups to report their discussion results. Some groups make a grid on the cardboard and write in a certain order, while others put the cards directly on the cardboard in order. A review class ended with students' happy cooperation and bold attempts. In my opinion, students not only gain the sorting method of division and calculation, but also benefit for life.