Regular review usually refers to the review at the end of a knowledge point or a unit. It is extremely important for students to learn mathematics well, enhance their comprehensive application ability and develop their thinking ability. At the same time, it is also an indispensable link for teachers to make up for the shortcomings in teaching and improve the quality of teaching. A really good periodic review class requires the teacher not to repeat the old class and exert uneven strength. They should accumulate according to the usual feedback and students' weaknesses, pay attention to highlighting the basic knowledge, highlight the key points of knowledge and solve students' difficulties. Periodic review should give students independent review space and autonomy. I often adopt the following modes:
1, review the knowledge.
Review class, first sort out the knowledge, often rich in content and complicated in relationship. Teachers are often afraid of wasting time in class. I usually assign a written homework one day before the review class: let students review chapter knowledge according to their own understanding, sort out chapter knowledge in their own way according to their own preferences, select some "excellent works" from the students' homework, and show, appreciate, communicate and evaluate the next day. Summarizing and comparing the basic knowledge is reviewing. Different display forms have different feelings and students are deeply impressed.
2. Review the explanations of the examples.
(1) Example Source: The first category is the problem that students are prone to make mistakes in their homework. I usually have a notebook. After each homework correction, I carefully record the wrong questions and reasons in the students' homework. When reviewing, I choose typical wrong questions from my notebook, let the students practice first, let the students who make mistakes again say or write his thoughts, and let the students evaluate and analyze the reasons for the mistakes. This is easy to stimulate students' interest and is easy for students to accept in the process of correcting. Students love to talk and listen, and the effect is much better than that of teachers. In the second category, select examples that are comprehensive, but not necessarily complicated. The knowledge points of topic design should cover the content of review as much as possible, be comprehensive to a certain extent, embody "general method", pay attention to multiple solutions to one question, and strengthen the analysis process.
(2) Example teaching: The purpose of example teaching is not to get answers, but to provide prototypes and models for students to master the methods of analyzing and solving problems through the process of answering questions. In teaching, we should attach importance to the role of problem analysis process, guide students to think about the characteristics of problems and explore ways to solve them; After solving problems, we should guide students to reflect on the thinking process, sum up the experience and lessons in solving problems, sum up some commonly used mathematical thinking methods and problem-solving strategies, remind students to pay attention to their application in future study, so that students can learn to use knowledge comprehensively, enhance their ability to use knowledge comprehensively and broaden their knowledge.
3. Review the exercises in class
Consolidating knowledge is the main task of review class, and guiding students to practice independently should be the main strategy to consolidate knowledge-"intensive speaking and more practice". When reviewing, teachers should not only help students to clarify the main points, explain the prevention and strategies of common mistakes, but also let students practice boldly and confidently. Let students consolidate their knowledge and improve themselves in practice. Of course, teachers should be targeted when compiling questions, from easy to difficult, from simple to comprehensive, in line with students' learning psychology. Exercise questions can come from typical mistakes in students' homework, and the questions corresponding to the examples in your class really play the role of giving inferences. Practice in class, feedback and correct in time. Students can recall the structural characteristics of knowledge points such as theorems and formulas through a set of basic exercises. Doing a set of formative exercises well can strengthen knowledge and cultivate students' problem-solving ability; Through progressive practice, students can move from textbook knowledge to solving practical problems and fully mobilize the enthusiasm of students' thinking, which can make classroom teaching play its best role, help cultivate independent thinking ability and applied knowledge ability, help cultivate innovative education and urge all students to learn mathematics well. This requires teachers to prepare carefully before class.
4. Review homework after class
After each review class, assign homework appropriately. Homework after class mainly corresponds to the examples given in class. In addition, carefully record the topics with high error rate in homework, make appropriate changes in review, and continue to practice. Only in this way can students understand all the knowledge points naturally after many exercises and repeated exercises. At the same time, we should pay attention to teaching students in accordance with their aptitude, and prepare some in-depth topic exercises for those students who study well. Usually, I divide the examination paper into two parts: one part is compulsory and the other part is optional. Every student must do the required questions carefully. Students with a good foundation should pay attention to their helpers in time, make clear the knowledge points and complete the required questions. Teachers should urge and pay attention to it in time, encourage students to do more multiple-choice questions, so that students can fully feel the value of learning and the satisfaction of learning results, and be prepared for the challenge.
5. Students' self-proposition
After the review class, each student will issue a "test paper" as required. Students will put forward a proposition according to their own learning and understanding, and then exchange and complete the "test paper", which will be read and explained by the proposer. Students will help each other, which is not only conducive to math learning, but also conducive to cultivating students' sense of team.
6. Review unit tests after class
After reviewing each unit, conduct a unit test in time. After each exercise, teachers should carefully sort out and analyze the papers, find out common or more mistakes, statistical errors, and who is a good student, who is a progressive student, who is a failed student and who is a big problem, and then make effective comments. We should praise students who have made great progress, encourage them to introduce their learning experience and help students with poor grades. At the same time, after evaluating the topic with high error rate, imitate the workbook on the topic and continue practicing. Only in this way can we achieve the effect of filling the gap and improving.
In short, there are methods to review, but there is no fixed 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 must pay special attention to cultivating and improving students' ability to discover and explore mathematical laws, solve simple practical problems and comprehensively apply knowledge.