In fact, review class is not only different from new teaching, but also different from practice class. The new teaching goal is centralized, and only one or several "points" in knowledge need to be captured; Practice class is to turn a certain point or part of knowledge into skills; Review class is not a simple copy and mechanical repetition of old knowledge. The key is to let students transform old knowledge in review, create a sense of freshness, try to make up for their own shortcomings, and learn something. The relatively independent teaching knowledge at ordinary times, especially the important and regular knowledge, is linked by means of reproduction, arrangement and induction, so as to deepen students' understanding and exchange of knowledge and make it organized and systematic.
After a period of exploration, our school has initially summed up a set of "knowledge combing-layered practice-extension" teaching mode.
First, sort out the knowledge. Combing knowledge, forming knowledge network and systematizing conceptual structure. Everything is composed of systems, and systems have structures and levels. Primary school mathematics textbooks are also a whole, and the units are closely related. At a certain stage, students should be guided to classify concepts vertically and horizontally, find out the internal relations between concepts, and string the isolated and scattered knowledge they usually learn into lines, blocks and nets. This will help students to understand and master the internal relations between concepts as a whole, so as to remember and use them.
The review class must aim at the key points of knowledge, the difficulties in learning and the weaknesses of students, and guide students to sort, classify and synthesize relevant knowledge according to certain standards, so as to clarify the ins and outs. In teaching, students should be allowed to organize their knowledge freely, form different and mutual evaluations and demonstrate. This is conducive to the development of subjectivity, giving students the initiative to learn, allowing students to actively participate and experience success, and at the same time cultivating students' generalization ability.
Second, practice in layers. Through different levels of practice, we can better understand and apply what we have learned.
(1) Choose exercises carefully. Design exercises must be clear-headed, closely related to the requirements of curriculum standards, focused, well-versed, stimulating interest, practical, scientific and rigorous, from simple to complex, with moderate difficulty, inspiring thinking and moderate weight. Secondly, the practice design should be diversified. Such as diagnostic exercises, unitary exercises, consolidation exercises, comparative exercises, targeted exercises, diversified exercises, transformational exercises, operational exercises, comprehensive exercises, developmental exercises, creative exercises and so on. Sometimes exercises with multiple functions are used together.
(2) Strengthen the guidance of practical methods. Teachers should teach students good methods of doing problems, make necessary demonstrations, and ask students to carefully examine problems and answer questions, first seek correctness, practice norms, and then seek proficiency and speed in practice. When you encounter difficulties, review the contents of the textbook first, and then consult your classmates or teachers when you really can't think of it. Attention should be paid to cultivating students' good habit of self-examination after completing exercises.
(3) Strengthen speed training. Improving students' practice speed in unit time is the main task of practice class. Therefore, we should pay attention to cultivating students' awareness of time and efficiency in practice class, and strive to let them solve problems accurately in the best way in a short time. Never let students practice herding sheep freely. Long-term lack of goals and speed requirements will inevitably form the habit of students idling.