1. The goal should be comprehensive. The so-called "comprehensive" means that according to the requirements of mathematics syllabus, review requirements are put forward from three aspects: knowledge, ability and ideological morality. You can't favor one over the other, or even just ask for knowledge review, and put aside your ability and ideology and morality. For example, when reviewing statistical tables and charts, we should not only master the knowledge, but also cultivate students' observation ability and adaptability, and at the same time pay attention to cultivating students' meticulous and serious attitude and pursuing beautiful and neat sentiments and habits.
2. aim accurately. That is, targeted. First, the requirements of knowledge, ability, ideology and morality in the goal should be accurate, and second, they should not be confused. For example, the review of statistical tables and charts aims at strengthening and distinguishing the learned statistical tables and charts and preventing cross-linking of related or similar knowledge. The question that puzzles students is: how to determine the unit length? (* * *) Why should the interval of horizontal items in the broken-line statistical chart be left blank according to the actual year? (Personality) What students forget most are: forgetting to write data after drawing, or separating the title from the chart, and so on. When formulating the review objectives of the review class, we should pay attention to combining them with the problems found after these new classes to help solve students' practical problems.
Twice carding
Sorting is to classify old knowledge points according to certain standards. So combing is the focus of review. Combing should accomplish two tasks: one is to connect knowledge points (seeking common ground), and the other is to divide knowledge points (seeking differences). These in-service teachers should be fully prepared when preparing lessons, otherwise it will cause classroom chaos. Combing is often associated with writing on the blackboard, which makes audio-visual integration and enhances the review effect. According to the similarities and differences of the review content, it is usually adopted:
1. Write on the blackboard while combing. That is to say, combing and writing on the blackboard are synchronous.
2. comb first, then write on the blackboard. That is, teachers and students output the similarities and differences of old knowledge together, and then show the blackboard.
3. Write it on the blackboard before combing. This is more applicable in the lower grades. When using, you can also hang up the blackboard and comb it while watching.
The carding process is essentially a systematic thinking process of organizing knowledge, in which the thinking method is mainly "classification", that is, dividing knowledge according to certain standards. For example, quadrangles can be divided into two categories according to the relationship between opposite sides: two groups of quadrangles with parallel opposite sides (parallelogram) and only one group of quadrangles with parallel opposite sides (trapezoid). In the primary school stage, teaching should generally be based on students' actual learning content and the degree of thinking they have achieved, and it is not necessary to stick to the principle of complete science, so that primary school mathematics knowledge is too macro. This is one of the differences between "subject mathematics" and "scientific mathematics". Just like quadrangles, strictly speaking, two groups of irregular quadrangles whose opposite sides are not parallel should be regarded as one class. There is no need for students to "reinvent the wheel" if they don't learn mathematics in primary schools. It must be noted that our classification is to classify what we have learned, not what students have not learned. In fact, the classification standard is artificial, not to mention that some experts are arguing endlessly at present. For example, there are two cases in which triangles are classified by edges: one is to divide triangles into two categories-equilateral triangles and isosceles triangles, and take equilateral triangles as special cases of isosceles triangles; The second type is divided into three categories-equilateral triangle, isosceles triangle and equilateral triangle. It depends on how to define an isosceles triangle. In the end, it is better to divide it into smaller parts or thicker parts, depending on the amount of review content. Review content should be divided into larger parts, and vice versa.
I hope this helps.