Second, sort out and strengthen the systematicness of review. The important feature of review is that under the guidance of system principle, the knowledge learned is systematically sorted out to form a relatively complete knowledge system, which is conducive to the systematization of knowledge and the grasp of its internal relations, and is convenient for integration. At the same time, pay attention to stimulate students to actively participate in learning activities, so that they can find problems, ask questions, think, discuss and analyze, and finally draw conclusions, and can use them flexibly to achieve carding-training-expansion and orderly development, and really improve the review effect.
Third, differentiate and compare, and clarify the concept of confusion. For confusing concepts, we should compare the meanings first, and then analyze the confusing concepts, so as to fully grasp the essence of the concepts and avoid the interference of different concepts. In addition, it is necessary to compare the confusing methods and clarify the solutions.
Fourth, multiple solutions to one question, multiple solutions to one question, improve the flexibility of solving problems. Some problems can be analyzed from different angles and different solutions can be obtained. Multiple solutions to a problem can cultivate the ability to analyze problems. Ability to solve problems flexibly. Different ways to solve problems, different formulas, the same result, the same result. At the same time, it also inspired other students and broadened the thinking of solving problems. Some application problems have different forms, but the method of solving them is the same. Therefore, when reviewing, we should think from different angles and classify various problems, so as to integrate what we have learned and improve the flexibility of solving problems. Fifth, be targeted and explore innovation. Mechanical repetition, talking about everything and practicing everything, is the taboo of review. Review must be purposeful and focused, and summarize and summarize the knowledge learned. Exercise should be open and innovative, so that thinking can be fully developed. We should correctly evaluate ourselves, consciously fill in the gaps and check the leaks, face complex and changeable topics, carefully examine the topics, find out the relationship between knowledge structure and knowledge laws, explore hidden conditions, think more and discover more, and get our own experience.
In the review teaching of primary school mathematics, we should actively seek a variety of effective review methods, stimulate students' interest with fresh and lively methods, and lay a good foundation for students' lifelong learning. I talk about some practices based on my own teaching practice.
First, games to stimulate students' enthusiasm for learning
I once read a sentence that thought is not a container that needs to be filled, but a torch that needs to be lit. It is necessary to put an end to the simple review of "fried leftovers" in the review class, create a variety of different scenarios, tell new ideas, stimulate students' enthusiasm and vitality for review, let them take the initiative to participate in activities, and enhance the internal drive of students' independent learning.
For example, when teaching to solve the review content of application problems by proportional method, I designed this class as an "obstacle-crossing" exercise in a smart room: every time students cross an obstacle, they can put a five-pointed star on their desks, and by the end of class, the students who get more can be named the "king of obstacle-crossing" of this class. The whole class consists of four links: the first level is called "step by step", which aims to clarify concepts and relationships. At this level, I have designed some related topics, so that students can think independently first and let their deskmates communicate with each other. The second level is called "Pass", which aims to improve students' speed and accuracy. In this paper, from easy to difficult, a certain gradient topic is designed. The third level is called "Eight Immortals Crossing the Sea", which aims to cultivate flexibility in solving problems. The exercises at this level are mainly to design some comprehensive and systematic problems, which need unique methods to solve. The fourth level is called "wisdom platter", which aims to improve students' cooperative learning and practical application ability. Mainly some comprehensive and practical topics. Practice has proved that this method of turning boring review into interesting games can effectively mobilize students' initiative to participate in review.
Second, use learning tools flexibly and experience the process of seeking knowledge.
Bruner said: Exploration is the lifeline of mathematics. In children's spiritual world, they are more willing to be discoverers and explorers. Therefore, in the review, we should provide students with as many hands-on opportunities as possible, and use flexible learning tools to let students gain a lot of perceptual knowledge and experience the value of exploration.
For example, when reviewing the surface area and volume of a cylinder, some students suggested that there is a simpler solution to the surface area of a cylinder, that is, S = 2π γ (γ+H); The volume of a cylinder can be calculated by multiplying the radius of the bottom surface by half the area of the side surface. For this kind of mathematical problems, teachers should give full play to the role of operation activities, guide students to participate in exploring and solving problems independently, find out regular phenomena, acquire mathematical knowledge and develop mathematical thinking.
Third, choose your own homework and establish a sense of theme.
An educator once said: The acquisition of knowledge should be a positive process. The same should be true for students to finish their homework. If you just turn homework into one-way giving and ordering, it will inevitably make students lose their appetite and get bored. This kind of homework virtually deprives students of their right to choose, inhibits their initiative to explore and acquire knowledge, and stifles the development of students' personality and creativity. Therefore, the principle of teaching students in accordance with their aptitude should be followed when designing homework.
Fourth, take stock of information and look for a mirror to review.
The analysis record of students' mathematics review is a mirror of students' review and teachers' teaching. Through statistical information, we can find out students' learning quality and learning trend, and at the same time, we can also find out our own problems in teaching. The contents include: 1, summarizing the main points of knowledge; 2. Analyze what knowledge is well learned and what knowledge is not well learned, and what are the reasons; 3. Summarize the learning experience, methods and lessons; 4. Give advice to the teacher.
Five, clever use of exercises, extrapolate.
At the end of each semester, further education schools will issue some corresponding review outlines. In the process of using, teachers should pay attention to the exercises that are easy to make mistakes and confuse, compare some exercises that are similar to them, or derive exercises with a similar number for comparison and classification, so that students can master the problem-solving methods and improve their ability to solve practical problems.
In short, there is no fixed method in teaching, the key is to find the right method. As long as teachers devote themselves to research in teaching, they will make many new discoveries, thus improving their education and teaching level.