Review class is an important part of mathematics teaching. It's not the same as the practice class. The new teaching goal is centralized, and only one or several "points" in knowledge need to be grasped. Practice class is to transform a certain point or part of knowledge into skills and techniques. Review class is not a simple copy and mechanical repetition of old knowledge. The key is to string together usually relatively independent knowledge in the way of copying, sorting and induction. Review class is different from new teaching. Students often see and practice the contents and exercises of the review class, so they often lack new ideas. When helping students to sort out and review, if only some topics are arranged for students to do, students will often feel depressed and lose interest in the review class. So what forms can be taken to make the review class wonderful? In this regard, teachers generally agree that the review class should change the practice-oriented way and take various forms, and introduce some of their own practices in teaching. Longgang District, Shenzhen: No matter what form, the key is to mobilize the enthusiasm and initiative of students. Various forms and liveliness are also to attract students. In addition to the usual combination of lectures and exercises, we can also carefully design or collect some materials or questions containing the essence of the content to be reviewed as an introduction to stimulate students' thinking and active participation. It can also be organized into brainstorming sessions, unit learning experience sessions, mathematical manuscripts related to their own content, exhibitions of math diary and mathematical papers, theme fairy tale guidance sessions and theme debates ... In short, students will carry out activities in any form that is interesting and efficient. Feng er: briefly talk about some of my practices in teaching practice. I asked the students to choose the review questions in the book according to their own preferences, and also said what knowledge to use to solve the problem. Later, I wrote a piece of paper in the form of playing games. You can do any problem you encounter, and if you do it right, you should also talk about what knowledge you used to solve it. When you get everyone's approval, you will write your name at the back of the paper and stick it on the fixed wall of the classroom, so that everyone has their own problems and greatly mobilize the enthusiasm of students. I have also used this method: before the review class, let students make the knowledge they have learned into a table or a knowledge system diagram in the form of braces, and make a system diagram of what they have mastered and have not mastered, and work together in groups to solve problems, and then solve the rest in the class. Finally, the teacher organizes students to sort out the knowledge and achieve the purpose of review. And I found that there is only one method that can't work, and only students who change their forms can be motivated. Each method can't be used often, only once, and then change to another one next time, so as to attract students. Spring Rain: The teacher prepares some exercises. Through practice, students can review the knowledge points in the process of doing the exercises, summarize and summarize the knowledge points, and let students recall and experience the knowledge points in the process of experiential thinking. Yu Guofeng (Guangfu Primary School): Now, why do we find it difficult to review classes? I think the main reason is that we don't pay enough attention to the review class and the new lesson, which makes our review class become a practical class to some extent, and children don't want to attend it. However, we usually regard the review class as an auxiliary battlefield after the new teaching knowledge can't be solved, and use time to win the teaching effect. Over the years, teachers and children's attention to review classes has gradually weakened. My point is: First of all, we should solve the problem of teachers' attention attitude. To some extent, it should be more important than the new teaching. What should I pay attention to when I mention the review class? I think the most important thing is to stimulate children's interest in review classes. The review class should become not only for children to review knowledge, but also for children to master, consolidate and make up for the problems that the new teaching can't solve. More space should be for children to feel the scenery different from the new teaching in the review class and let them feel the charm of the review class. For example, the review class has more space for comprehensive training, thinking training, extension training and upgrading training. In children's problem-solving strategies and habits, if we do in-depth thinking and research, the field and scenery of the review class should be said to be particularly wonderful. So my point of view is summed up in one sentence: first, we must change the teacher's attitude towards the review class; The second is to stimulate children's interest in review classes through the teaching of review classes. Of course, this thing is easy to say, but it needs the teacher's efforts to operate. Chloe Wang (Jia 1 1 Primary School): In the review class, I think students' interest is still very important, because it is all knowledge that students have already learned, so how to arouse students' enthusiasm and stimulate their interest in learning is very important. For example, when I teach first-year students, they never think about observing discipline and listening carefully when reviewing. They attend classes entirely on the basis of interest. If they are not interested, no matter how you manage them, they will not accept it well and devote themselves to your teaching. So when I was reviewing classes, I tried to create some story situations to attract them and integrate the review questions into the story situations, thus arousing their interest and reviewing better. Qing Yulong Jinshui: I mainly want to talk about some forms adopted by middle and high grades. I think review must be a student's business. Teachers should be the strong backing of students and push them to the front desk. When I accept new textbooks, I try to push students to the front desk in various forms. If you arrange the content in advance, tell the students in advance, for example, to review the "divisibility of numbers" and provide the students with the forms and methods of reviewing the content in advance. Then let the students choose their own review forms, which mainly include: listing the main lines of knowledge, guiding the drawing of knowledge trees from the third grade, making tables and charts, etc. So that students can know how important it is to form a knowledge network. Many students choose this way. However, this is very difficult for many students. Students can also write an exercise. What do you think is the content of this review? You can write some exercises like this, so the difficulty will be reduced. Many students are willing to choose. For good students, the problem is comprehensive, but for middle and lower students, the problem is single. For such students, I have three or two conversations alone. I said, "Don't worry, son, you test everyone with questions, test others with things you think are easy to make mistakes, and prepare your answers." In this way, these children also actively participated. For students who have spare capacity, I encourage them to create their own situations. Textbooks of the new curriculum reform attach great importance to creating situations. Children should see, listen and participate. Children are willing to present their own situations, and set their learning content as situations, such as the study area in grade three and the packaging of grade six. The child created a "small packaging shop". Half of the bag design, ask if there is enough paper, what is the need to waste it, and review the knowledge of surface area well. Students have great potential. In my opinion, no matter which form is adopted, the most important thing is to let students enter the review content first, so that they can have a new understanding of what they want to review. For poor students, at least let them know what they want to review. Knowing what you know, as well as the debate and competition mentioned by the teacher just now, is also a very effective form. Liu: I think the review class plays a role in checking leaks and filling gaps. Its greater significance lies in catching and discovering students' mistakes in time, analyzing and guiding them in time, stimulating students' desire for debate and improving students to a greater extent. For students to master better content, we can pass by, and for knowledge points that students are prone to make mistakes, students can further master them through various exercises. Therefore, the review class should be diverse, vivid and interesting, because the review class is very boring and easy to feel boring. Xinyi: For the review class, I feel that designing the math practice class with life elements can strengthen the connection between mathematics and real life, stimulate students' interest in learning and improve their ability to solve practical problems, and the teaching effect is good. Xiaoping Reform: I think the review class should not only focus on students' review and application of what they have learned, but more importantly, it should cultivate students' awareness and ability to sort out what they have learned, and at the same time cultivate students' ability to use what they have learned to solve practical problems in life. So don't engage in "sea tactics" in the review class, let students practice blindly, and have a feeling of "burning leftovers". Instead, we should check and fill the gaps according to the actual situation of students, so that each student can improve on his own basis. Yang: I think, facing all the students in the class, from the perspective of knowledge alone, teachers can design teaching from three levels. One is to design certain student learning activities, so that students can effectively sort out their knowledge through thinking and communication, and build the new knowledge of this unit into the original knowledge system of students; Second, organize students to analyze related mathematical phenomena encountered in life in a certain form, put forward mathematical problems and solve them with the new knowledge they have learned; The third is to design targeted problem situations to help students solve difficulties and mistakes in their studies. For example, the re-understanding of the scores in the first volume of the fifth grade requires students to really understand and apply the mathematics knowledge of "whole difference, part difference" on the basis of reviewing the meanings of the scores. Bai Yuanyuan: We don't think review class is a purely boring exercise. It is also necessary to create a certain situation, which can arouse students' enthusiasm for learning and connect the knowledge system of this unit. Moreover, we should pay attention to the level of practice, follow the law from easy to difficult, and focus on it. According to the characteristics of the class, find out some error-prone design exercises in the unit. Highlight the characteristics of strong comprehensiveness and clear organization. It not only forms a knowledge structure system in students' minds, but also enables students' mathematical thinking to develop and improve in certain situations. Liu Zhihua: I don't think it's easy to have a good review class. It needs the careful preparation of the teacher. Most review teachers just give students some exercises to do, so that students' enthusiasm is not high, and they will get bored if they do too much, especially junior students. Therefore, I think the form of review class should be diversified, and it is best for students to do problems in the game, so that their interest will be higher. Hu: There is no regulation on the content and organization of the review class. It needs to be determined according to the content of the review and the age characteristics of the students. Some knowledge points are adapted to the form of arranging scene strings, while others are adapted to the form of theme variation. This can't be generalized, it needs to be determined according to the actual situation and conditions. However, Mr. Hu from Yongkang People's Primary School in Zhejiang Province arranged the review content in the form of situational stories when designing this review course. The main links of teaching are: students design and draw small buildings in the zoo before class; ? Combine the buildings in the students' design drawings into a big scene of a zoo; ? Students describe the direction of the building in each design drawing; ? Create activities to visit the park for tourists, and review the four directions of southeast, northwest and simple road map. In this course, from the presentation of design materials to the application of materials, it comes from students' life situation and also from students' participation. Therefore, students' enthusiasm in the review process is quite high. Designs like this can be arranged not only in the fields of space and graphics, but also in the fields of numbers and algebra, statistics and probability. For example, when the first-year students are learning "understanding and adding and subtracting numbers within 100", the content of "I grew up with Xiaoshu" arranged in the textbook is a good review situational material. If the teacher links this material with a certain interlanguage in class, students can not only review their understanding of the number within 100, but also review the related addition and subtraction. Of course, it is not unique to adopt the organization form of situation string in review, and sometimes solving a material through different problems will also play an effective review role. For example, Mr. Wu of Erligou Primary School in Haidian District, Beijing, did not arrange specific situations when designing the review class of cuboid and cube, but took the common milk boxes in daily life as the genre to help students review by solving various problems in the milk boxes. The main links in teaching are: discussing the characteristics of milk cartons and reviewing the basic characteristics of cuboids; ? How many cardboard do you need to make a milk box, and how many cardboard do you need to pack 4 boxes of milk? Review the surface area calculation of a cuboid. ? Calculate the amount of milk in the milk box and review the calculation of volume; ? Describe the phenomena in daily life and review all kinds of knowledge about cuboids and cubes. Although the organizational forms of the above examples are different, through these different organizational forms, we can still find their similarities, that is, to help students understand the essential knowledge of what they have learned from different angles around the main line of relevant content. For students, in terms of mathematical concepts, mathematical operation methods, mathematical problem solving, etc., they will not know the essence of knowledge at one time, but need to practice many times and from many angles to understand it step by step. Although the exercises after the new class can play this role, they are still in a sporadic state. Therefore, after a series of main lines in the review class, the students' understanding depth has been greatly improved.