There are methods to review, but there is no definite method. The key lies in the right method. As long as we always pay attention to stimulating interest, reducing the burden, developing intelligence and cultivating ability, we will certainly achieve amazing review results.

There is great pressure to prepare for the annual senior high school entrance examination. How to reduce the unnecessary burden on students and improve the teaching quality in a large area is a problem that every junior high school teacher needs to face. In my opinion, the efficiency of the senior high school entrance examination review depends on whether each review lesson is good or not.

In order to have a good math review class, the most important thing is to stimulate students' interest in the review class. The review class should be changed to not only let students review their knowledge, but also let them master, consolidate and make up for the problems that the new teaching can't solve. Students should be given more space to feel another kind of scenery different from the new teaching and let them feel the charm of the review class. In terms of content and difficulty, it should all come from textbooks, which is higher than textbooks.

Generally speaking, the review of the senior high school entrance examination can be divided into three rounds.

The first round: comprehensively sort out the knowledge system, form students' cognitive structure and consolidate students' basic skills. The review focuses on conventional double-base questions, basic open questions and simple application questions.

The second round: special review. The review focuses on open exploration questions, practical application questions and ability questions.

The third round: detection and reflection. The key point is to reflect on what is missing in the review process.

In three rounds of review, the first round of review is the first one. In terms of time, the first round takes up about 40 class hours. Functionally, the first round of review directly determines the quality and effect of the last two rounds of review. Here I will talk about how to participate in the first round of review according to my colleagues' teaching experience and my own teaching in recent years.

First, knowledge practice

It is an important content of the review class to summarize and sort out the basic knowledge such as concepts and laws in order to deepen and solidify. We usually fill in the blanks, fill in forms, block diagrams, knowledge trees and other forms to guide students to fill their memories and sort out the review contents. However, if teachers can't guide students to straighten out the internal relationship of knowledge from a higher angle and simply tell them, students' cognitive model will miss the opportunity of reorganization. Long-term mathematics teaching practice makes us realize that simple concept repetition in mathematics review class is boring.

The so-called knowledge point exercise is to directly compile the reviewed definitions, theorems and formulas into exercise questions without listing the knowledge block diagram. According to the students' practical application knowledge in peacetime teaching, write a test that permeates the main knowledge points, so that students can complete it independently within the specified time. Then, according to the contents that are difficult for students to understand, have a high forgetting rate, are easy to be confused and make mistakes, the key points of the plan are determined, so that students can think about concepts, theorems and formulas.

At this time, the topic should be simple, but the coverage should be wide and the key points should be prominent. Topics should be selected in the order in which the knowledge points are presented, and repetition is prohibited (of course, different difficulties should be arranged for some knowledge points). One knowledge point corresponds to one question, which is very organized. Let the students know the order in which each question transitions to the next one, so that the class will be seamlessly connected. Students can review and sort out the basic knowledge they have learned through their own independent thinking and complete the supporting exercises.

This link can quickly connect knowledge points from the perspective of students. For teachers, in addition to summarizing knowledge, it is also important to quickly diagnose students' mastery, choose goals and be targeted, which is an important link to generate classroom teaching plans from teachers' preset teaching plans and students' reality. The so-called lesson preparation is to prepare teaching materials and students. This is a fact. The generation of lesson plans should be dynamic.

Second, highlight the dominant position of students

In order to let students master better content, we can skim the knowledge points that students are prone to make mistakes. The key is to find out the causes of students' mistakes, and further emphasize that it can achieve twice the result with half the effort on the basis of detailed explanation. You can also carry out various forms of exercises to improve students' ability to use knowledge to solve practical problems and develop their thinking ability.

The review class should also fully embody the principle of "speaking with practice, practicing more accurately, practicing while talking, and focusing on practicing". The class should provide students with opportunities, the content should be "complete", the practice should be "precise", the practice method should be "vivid" and the training should be gradual, from simple to complex, and the teaching plan should be carefully designed.

Third, the organization of practice.

When practicing, the content of the exercise can be presented in the form of groups. The content should pay attention to the vertical and horizontal connection of arithmetic, law or knowledge and skills, grasp the multi-solution or changeable problem of one problem, and draw inferences from others, so that students can be constantly inspired in practice and further form a knowledge structure in practice. In practice design, typical and diverse exercises can be used to help the system organize; Design comparative exercises to help communication and analysis; Design comprehensive expansion exercises to improve students' problem-solving ability.

Fourth, induction and summary.

This link is a systematic summary of the whole class, and it is the foothold and destination of all teaching activities, which generally includes the following contents:

1. Summarize the review content completely, especially clarify the relationship between the review content and its knowledge from the height of the whole middle school mathematics knowledge system.

2. Summarize mathematical thinking methods, with specific knowledge as the carrier, so that students can understand mathematical thinking methods in the review process. The sublimation from quantitative change to qualitative change is the essence of teaching.

The common thinking methods in mathematics teaching include equation, combination of numbers and shapes, method of substitution, undetermined coefficient method, transformation, movement change, classified discussion, function and so on. The review of senior high school entrance examination should infiltrate mathematical thinking methods into every class. Therefore, teachers should actively and consciously infiltrate mathematical ideas and methods into students in middle school mathematics teaching activities, and when necessary, they can choose some extracurricular exercises for compensation exercises.

In short, there are methods to review, but there is no definite method. The key is to find the right method. As long as we always pay attention to stimulating interest, reducing the burden, developing intelligence and cultivating ability, we will certainly achieve amazing review results.