The knowledge of first-year students is scattered, so it is necessary to sort out the contents of the teaching materials, focusing on analyzing what basic knowledge students should master, what basic abilities they should form, how to master them, and so on. And how students can further understand, understand and apply mathematical ideas and methods in the review process, and then make a review plan with strong guidance and pertinence. After the review plan is made, according to the content of each class, determine the clear and appropriate review objectives.

Second, create a situation to stimulate interest

The new teaching should create situations, and the review class can't lack situations. Because the content of the review class is inherently lacking in originality, students should not be easily infected by interest if they don't get some interesting plots. According to the age characteristics of first-year students, teachers should fully consider the learning needs of lower-grade students when organizing review, and try to design some lively exercises to arouse the enthusiasm of each student.

For example, reviewing Location can bring topics into students' familiar daily life, so that students can feel that mathematics is around, and mathematics can easily stimulate students' desire to learn. When reviewing the calculation questions, we should include the calculation questions in interesting fairy tales and improve students' interest in learning in interesting animations. When we are proficient in doing problems, we can also design some small game activities, such as "finding friends" and "driving a train", and the winning students can get a red flag. In short, make students happy, and they won't feel tired when they study.

Third, elaborate design and moderate guidance.

Because each student's cognitive ability is different, there will inevitably be differences in learning and understanding, so it is reflected in

The situation in the classroom is that each student's needs in review will be different. Therefore, in the practice of review class, teachers also need to design carefully according to the actual situation.

(1) Consider personality differences and practice in layers. General students should ensure the target requirements and do some basic exercises.

Some students who have spare capacity for study can add some difficult topics appropriately, so as to save them nothing to do, feel too good about themselves and avoid breeding pride.

For example, when I was reviewing Location, I prepared three levels of exercises from easy to difficult. The first level: judge the position according to the figure given by the teacher; The second level: understand the meaning of the question and make a choice according to the words and pictures given by the teacher; The third level: the positional relationship can be expressed in language. Through these exercises, different students can gain something and let them experience the happiness of success psychologically.

(2) targeted and inductive exercises. When reviewing, you can choose examples from books, or topics that are easy to make mistakes in students' homework and test papers, or some comprehensive topics. This kind of targeted explanation and practice has effectively consolidated students' understanding and mastery of knowledge.

As the saying goes: there is no fixed method for teaching. Different types of review classes adopt different teaching methods. Teachers should dare to innovate, use various methods flexibly, do not stick to the rules, help students master relevant knowledge, and let students feel the joy of acquiring mathematical knowledge in math class!

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