First, focus on the foundation, then improve, comprehensive feedback
Students should master knowledge in an all-round way, internalize a complete knowledge system, review and give feedback in an all-round way. In the review, you can't repeat the knowledge or exercises in each class step by step according to the book arrangement, so as to avoid students having a cold meal, which is boring, time-consuming and laborious, and the effect is low. Teachers should systematize students' basic knowledge effectively and reasonably, internalize the knowledge structure, enhance students' initiative to participate in learning activities, and let students find problems, ask questions, think, discuss and analyze, and finally draw conclusions, and can use them flexibly. The first stage of review should focus on the foundation, comprehensive feedback, improvement and rediscovery.
The final review of primary school mathematics is carried out after students have learned numbers and algebra, quantity and measurement, geometry knowledge and statistical knowledge, with an interval of four months. Before reviewing, we should have a comprehensive understanding of students' knowledge. First of all, we should conduct a comprehensive test. That is, based on the curriculum standards, according to the basic, important and difficult contents of each part of knowledge, six or seven moderately difficult topics are selected for testing, and students are required to complete independently and seriously on the basis of their own review. Teachers found the problems among students through correcting, and set out to write lesson plans for review, focusing on clarifying the knowledge structure network of basic concepts, basic calculations, basic operations and basic applications, and then guiding students to clarify their mastery level and make a summary. In view of students' feedback through comprehensive inquiry, this paper focuses on solving typical comprehensive test questions in all parts of knowledge and clarifies the problem-solving ideas of all parts of knowledge.
A network of basic knowledge structure is established, which allows students to re-taste basic knowledge, summarize the main points, clarify the key points and difficulties of each part of knowledge, proceed from all directions, promote improvement, and take practice as the main feedback means. In the specific operation process, students can practice first or explain in the process of practice, or they can find problems, ask questions, give feedback and summarize in time. Grasping students' weak links and strengthening them directionally will enable students to understand every knowledge point, master comprehensive basic knowledge and laws, improve their learning ability and accumulate knowledge. Through this kind of training, students have a deep understanding of general review, and then improve on the original basis, making knowledge common, often new and common, providing important information for teachers and giving students the initiative to review independently.
Two, close to reality, special review, strengthen the combination of typical feedback and individual feedback, divide and rule.
In view of the knowledge points that students are prone to make general mistakes and individual mistakes, typical feedback and individual feedback are combined, targeted training is strengthened, and special review methods are carried out to break the review ideas one by one.
1. Pay attention to the "hierarchical guidance" of class students, develop * * *, cultivate personality, and encourage students to check each other's papers and improve together. In the hierarchical guidance, the main goals of eugenics are established: to be foolproof in examining questions and to use them flexibly; The main goals of secondary school students: check carefully and strive to improve; The main goal of students with learning difficulties is to lay a solid foundation and establish a bottom line of knowledge. In the process of operation, students' feedback information should be summarized in layers immediately, the review focus of review ideas should be established, and the pertinence should be strengthened. Attach importance to both the similarities and differences of students and individual differences.
2. Carry out special review training for students, integrate knowledge review into skill training, strengthen students' internal strength and pay attention to the quality of practice. In practice, we should start with special knowledge (such as special review training for application problems, geometry related knowledge, special review training for calculation, etc.). Conduct directional training, concentrate on refinement, strengthen popularization and improvement, strengthen typical training, give timely feedback, correctly guide students to develop a good concept of knowledge system, and do problems according to types. Teachers must give students a review orientation from a high angle, carefully select and compile targeted exercises, so that all students can benefit and do nothing.
3. Pay attention to the feedback of unit test paper, comprehensive test paper and students' self-evaluation, review each chapter of knowledge together, strengthen the coherence of knowledge, mobilize students' enthusiasm for review, and improve the effect of each review lesson. In this review stage, we should flexibly choose the opportunity to conduct special tests. On the basis of the evaluation of special papers, students are required to make a written self-evaluation of the situation reflected in the papers. After checking and filling in the gaps, comprehensive test paper feedback should be conducted according to the situation reflected by each unit, that is, targeted fill-in and directional review, and then directional breakthrough should be made after problems are found. In training, it is necessary to achieve timing and quantification, pursue the unity of speed and effect, encourage students to record a book "Review of Wrong Questions Set", use wrong questions set flexibly, read and analyze frequently, and try to avoid repeating mistakes. Concentrate on making up the "defects" and really improve the review efficiency.
Third, find out the completeness and limitations of students' knowledge, improve it in an all-round way, internalize the knowledge structure, enhance the overall feedback of the subject, and effectively improve students' comprehensive quality.
"Step by step feedback. In the final stage of "step by step", we must always embody the principle of taking students as the main body. Teachers should get rid of the false and keep the true, and analyze, summarize and sort out all kinds of feedback information from the outside to the inside, so that students can find and put forward new problems step by step, guide thinking, discussion and summary, use them flexibly, and find out the overall and local defects that students have mastered, thus effectively improving students' comprehensive quality.
At this stage, we must properly organize review to avoid students repeating a lot of exercises in the parts that they have mastered knowledge, and concentrate on the parts that they have not mastered knowledge, so that teachers can make up and strengthen what students lack.
In order to check students' comprehensive quality and adaptability in time, a series of adaptability, openness and flexibility drills and diagnostic tests are needed in the general examination of primary school mathematics. Therefore, teachers should spend some time to select, organize, sort out, renovate, synthesize and internalize students' abilities, and compile high-quality, targeted, accurate, flexible and open test questions, so that students can feel that each question is valuable and can't put it down. After the comprehensive test experiment, teachers can give comprehensive feedback to the main body, and then they can make the final internalization of knowledge structure adjustment to further standardize students' comprehensive review.
After the test, teachers should not only skillfully analyze and record students' defects, but also focus on the next test, and strive to make students "know this and know that, and win every battle." Moreover, students should learn to evaluate themselves correctly, consciously check and fill gaps, face complex and changeable topics, carefully examine topics, find out the relationship between knowledge structure and knowledge laws, explore hidden conditions, think more and discover more.
But the development of students is unbalanced, and the general review of primary school mathematics is a basic and comprehensive review. It is necessary to unify the requirements for different students, take into account the differences, and correctly handle the relationship of "educating excellent students, helping the poor and promoting China". At the same time, it is necessary to cultivate healthy psychological quality and teach students to correctly treat the relationship between knowledge mastery and test scores (scores).
Through the review idea of "finding defects, giving strong feedback and seriously improving" in the third stage, every student can exert his potential and reach his best level, thus making the comprehensive level of learning subjects reach a significant level.
In a word, in the general review, we should be guided by intensive lectures, teachers and students should be new, and all-round feedback should be given to effectively improve students' learning quality.