1. Investigate students' reality and understand their psychological needs.
Before reviewing, the teacher should first make a practical estimate of the students' actual knowledge of this unit, which can be understood according to the usual teaching situation, or through the students' exercise books of this unit or the wrong books accumulated by students at ordinary times. If the situation is not clear, you can conduct a comprehensive and orderly test, sort out and analyze the results, and get a preliminary understanding of the review content of this unit, how students master it, and which concepts are vague. Which problem-solving methods are unskilled, which of these problems are universal and which knowledge needs to be reviewed, so as to understand the actual situation of students and make the review targeted and effective.
2, determine the review content
After understanding the actual situation of students, teachers should also comprehensively sort out the knowledge of this unit before the review class, systematically classify and communicate vertically and horizontally, and find out the key points, difficulties and mistakes that students are easy to confuse. According to the previous investigation, think about the review content of this unit, which are the basic knowledge and skills that students must master, which are the key parts and which are the difficult parts. For students, vague knowledge and problem-solving methods are the key review objects, and the knowledge that students have mastered can be passed by, which not only saves time but also improves review efficiency.
Step 3 choose a review method
Review class is the same as new class, and the method of teachers' class directly affects the effect of review class. There are many methods of review class, which can be outline-guided review, discovery review, question-and-answer review, and review with a knowledge as the growth point. Teachers should choose methods according to their own and students' reality and the actual content of this unit in order to use them freely. For example, when I review the positive and negative proportions in Volume VI, I will review the relationship between distance, time and speed as the growing point of knowledge. When the speed is constant, () and () are directly proportional, and when the distance is constant, () and () are inversely proportional. Ask the students to find two variables according to the table, write the relationship and draw a picture, so that all the knowledge in this unit can be integrated into these problems. Students are interested in positive and negative proportions.
Second, the process is clear.
The new curriculum is a process of knowledge cognition and construction, and the review class is a process of knowledge re-cognition. Therefore, the review class should have a process of understanding and construction, a systematic coding process, a comprehensive and consolidated practice process and a process of summing up, testing and expanding. Unit review should focus on sorting out knowledge, and its basic process is: example recall-knowledge reproduction-sorting and induction-practice consolidation-detection and improvement.
1, sample memory
For the unit review class, we generally require a small and practical entrance. We can create a scene to introduce the content of the review, or we can replace the topic with a topic and go directly to the topic of the review. For example, I didn't arrange specific situations in the unit review class of designing cylinders and cones, but took the common water cups in daily life as the genre, and helped students review by proposing to solve various problems in the water cups. The main links of teaching are: (1) discussing the characteristics of water cups and reviewing the basic characteristics of cylinders; ⑵ How many plastic plates are needed to make a water cup box, and review the surface area calculation of the cylinder; ⑶ Calculate the volume of water in the cup and review the calculation of cylindrical volume. (4) Can you make such a water cup out of paper? Test students' comprehensive ability to use knowledge.
2. Knowledge reproduction
Students should sort out the knowledge of this unit before going to review class. It is best to sort out what they have learned in the form of an outline in the homework class, sort out their existing problems, open the math books, and then look at their exercise books and exercise books (focusing on the topics they did wrong and what they didn't do when they did the problems at that time). ) and mark the topics that you can't yet, and give full play to the initiative of students. In class, let students communicate in groups, exchange their most satisfactory homework, math problems they are most interested in, problems they don't understand, etc. And let the students sort out what they have learned in their favorite way, and then communicate with the whole class. According to my usual homework and communication with students, I put forward common problems in the class, so that students can rethink communication and deepen their understanding.
3. Organization and summary
The review lesson of the unit is to refine, generalize and summarize the messy knowledge in order to form ideas, viewpoints and methods in the mind. Students communicate in groups in class, and the teacher gives each student a full opportunity to show their talents, so that students can explain their finishing results in their own language. First listen to the report of each team member, then discuss and exchange, learn from each other's strengths, improve their respective knowledge structure networks, and form a relatively complete knowledge network of this group. Teachers' discussions with students guide students to sort out, summarize and induce what they have learned, help students sort out the context of knowledge, distinguish the thinking of solving problems, and clarify the relationship between various problem-solving methods. According to the students' memories, by answering the above questions, sum up from point to line and from line to surface, so as to connect one line and one side with one point or one question, and pay special attention to the vertical and horizontal connection and comparison between knowledge, and build a knowledge network. Teachers review basic knowledge points and string these knowledge points into lines and tables to give students a complete knowledge structure, which is conducive to improving students' cognitive structure. While helping students to sort out the context of knowledge, they should also teach students the methods of induction and summary.
4. Consolidate and improve
After reviewing each unit, we should design some targeted exercises to help students form their skills. The design of exercises must be based on the actual situation of students, which can be the practice of students' weak links, the consolidation and improvement of some basic knowledge, or some exploratory exercises. If the exercises are designed reasonably, students' knowledge will be consolidated and their ability will be improved.
Third, diligence and conciseness
In the unit review class, we often feel that there is not much review content, so we don't pay much attention to it. Some teachers simply finish the review questions in the textbook, even if they have finished reviewing. Some teachers review and explain for a long time first, which almost takes up most of the class time. This kind of review class is actually like a new lecture made of compressed biscuits. The content of five or six classes is compressed into one class and explained again, which can't meet the requirements of the review class at all. In my opinion, in order to have a good review class, we must first determine a good teaching goal. These goals must be explained selectively according to the key points of knowledge, the difficulties of learning and the weaknesses of students. Don't say anything. As long as students have mastered the knowledge, they only need to skim through the exercises or even review them directly. Only by doing intensive lectures in the unit review class can the review efficiency be improved and the effect be more obvious. Secondly, choose exercises carefully. It is to choose targeted, typical, enlightening and systematic questions to guide students to practice. Through practice, students' ability to solve practical problems with knowledge is improved and their thinking ability is developed. In practice design, we can help the system to organize through typical and diverse exercises; Design comparative exercises to help communication and analysis; Design comprehensive expansion exercises to improve students' problem-solving ability.
Fourth, increase interest.
Whether students' interest in learning is stimulated in the review class directly affects the learning effect of review. As far as the current review class is concerned, many students are not interested in the review class and feel boring, which is far less fresh than the new class. Therefore, teachers should pay attention to the selection of materials and review methods in the unit review class. Material is the carrier of learning knowledge. The new curriculum clearly points out: "The materials should be closely related to real life, with examples that students care about and are interested in as the knowledge background to stimulate students' curiosity and make them feel that there is mathematics everywhere in our lives. "The function of the material should also set off the teaching content and better achieve the teaching objectives. This requires us to be novel and close to students' real life when selecting materials. For example, when I review the contents of the decimal addition and subtraction unit, let the students prepare the change first, and then let several students open a small supermarket, so that the students can review the decimal addition and subtraction operation when buying.
Secondly, the review methods are flexible and diverse. Teachers can choose appropriate review methods according to the content of review and students' reality. The purpose is to let students really participate in the review process and be interested in reviewing knowledge. There are many ways to improve students' review interest, such as asking students to write unit review questions themselves, conducting review debates and explaining review in study groups.
For example, I review the contents of "positive proportion and negative proportion", because the knowledge points in the textbook are already very comprehensive, I will let students choose the review questions in the book according to their own preferences, and I will also say what knowledge to use to solve the problem. Later, in the form of playing games, I wrote a note. You can do anything you get. If you do it right, you should also talk about what knowledge you used to solve it. After getting everyone's approval, you can write your name on the back of the note and stick it on the fixed wall of the classroom, so that everyone has their own problems and greatly mobilize the enthusiasm of students for review. Therefore, when we organize students' practice, the forms must be diversified and gamified. Try to let students play in school and middle school, and let them think more, talk more, take more activities and participate more. Only in this way can students' enthusiasm and interest in learning be easily aroused. The effect of review will be effective.
Some people say that new mathematics teaching is "the finishing touch", while review is "the finishing touch". It is not easy to have a good math unit review class in primary schools. We need to constantly explore and sum up experience in teaching practice, teach students in accordance with their aptitude, flexibly choose methods, and stimulate students' interest in learning. We should not "stir up cold rice" or "cook uncooked rice into mature rice", but summarize it through analysis and reflection to improve the effectiveness of the review class.