Tisch
First, the guiding ideology:
According to the arrangement of this semester's work plan, combined with the specific situation of class students and mathematics learning, we should take quality education as the core, focus on improving students' practical mathematics ability, strive to tap students' enthusiasm and learning potential, and further strive to improve the overall teaching quality of mathematics without increasing the learning burden.
Second, review objectives:
1, so that students can systematically and firmly review the transformation of graphs, the meaning and nature of fractions, the addition and subtraction of fractions, cuboids and cubes, simple statistics, learn to use simple algorithms, calculate reasonably and flexibly, solve simple equations, and form the habit of checking.
2, enable students to consolidate the appearance of the size of some units of measurement they have learned, firmly grasp the progress between the units they have learned, and be able to rewrite the names more skillfully.
3. Make students firmly grasp the characteristics of the geometric shapes they have learned, be able to skillfully calculate the perimeter, area and volume of some geometric shapes, and consolidate the simple drawing and measuring skills they have learned.
4. Make students master the preliminary knowledge of statistics, read and draw simple statistical charts, and calculate the average.
5. Make students firmly grasp some common quantitative relations and solutions to application problems, and be able to flexibly use what they have learned to independently solve uncomplicated application problems and some simple practical problems in life.
Three, the general review should pay attention to several issues:
1, pay attention to the review of basic knowledge and the connection between knowledge.
2. Pay attention to inspire and guide students to arrange and review reasonably.
3. Strengthen feedback and pay attention to teaching students in accordance with their aptitude.
4. Based on the Curriculum Standard, closely follow the "three-dimensional" goal.
5. Make every effort to ensure that the top is not capped and the bottom is guaranteed.
Fourth, review measures:
1, in the review part, focus on the review of basic knowledge and strengthen the connection between knowledge. Let the students remember in understanding. For example: basic concepts, rules, attributes, formulas ... to correct students' mistakes in class and systematic review and prevent students from memorizing mechanically; But for units of measurement, students are required to compare relative units in memory and straighten out the relationship.
2. While reviewing the basic knowledge, pay attention to the cultivation of students' ability.
* * * 1 * * Elementary Arithmetic attaches importance to the elementary arithmetic of integers, decimals and fractions, which not only improves the accuracy of students' calculation, but also trains students to be good at using simple methods. Use the evening self-study and after-school counseling time to conduct many customs clearance exercises for students.
* * * 2 * * In quantity measurement and preliminary knowledge of geometry, students' spatial imagination ability should be cultivated by intuition of objects, and students' learning should be guided by comprehensiveness of exercise types.
* * * 3 * * Application questions focus on training students to examine questions, analyze quantitative relations, seek reasonable and simple problem-solving methods, combine exercises with lectures, summarize, grasp revision and implement.
***4*** Other knowledge will be written in * * * lines in the review process, and specific requirements will be made according to the different situations of students.
3. Pay attention to inspiration in the review process and strengthen the work of "cultivating the excellent and making up the bad". For students with poor learning ability and weak foundation, it is required to keep up with the review progress as much as possible, and at the same time open a "small stove" to make use of recess and spare time to provide counseling according to the minimum requirements. For students with strong ability and good level, encourage them to see more, think more and do more, and the teacher will provide them with guidance and help at any time.
4. During the review period, guide students to actively and consciously review, systematically summarize and sort out, encourage and praise students, and mobilize their learning enthusiasm.
5. In the review process, we should understand the students' mastery and communicate with them seriously to achieve the expected review goal.
Verb (abbreviation for verb) review schedule:
1, June 16, June 17 Review the transformation, factor and multiple of the graph;
2.6 18, review the meaning and nature of the score and the calculation of the addition and subtraction of the score;
3.6 19 Review cuboids and cubes;
4. Review simple statistics and mathematics wide angle on June 20th;
5. The fifth test on June 23rd;
Prepare for the final exam on June 24th and 25th.
extreme
First, the guiding ideology:
According to the work plan of this semester, combined with the specific situation of class students and mathematics learning, with quality education as the core, focusing on improving students' mathematical practice ability, we strive to tap students' enthusiasm and learning potential, effectively cultivate students' ability to discover, ask, explore and solve problems, cultivate students' sense of cooperation and communication ability with peers, and comprehensively improve students' mathematics scores.
Second, student analysis:
Students are prone to make mistakes in understanding scores, calculating and solving problems, which may be due to carelessness or poor computing ability. In addition, the calculation of cylinder surface area is not very skilled. Some students are impetuous, lazy, do not finish their homework, and their learning attitude is not correct enough. These are all worthy of attention in the review process.
Third, review time:
Week 16 to week 19
Fourth, the evaluation form:
Basic review, classified review and comprehensive review.
Verb (abbreviation for verb) review content:
When reviewing, we should sort out the knowledge according to the knowledge system, algebra, space and graphics, statistical diagram, practice and comprehensive application of the whole textbook.
Sixth, review objectives:
1. Through sorting and reviewing, students can master the operation methods of addition, subtraction, multiplication and division of fractions and calculate them correctly.
2. Through arrangement and review, students can master the calculation methods of surface area and volume of cubes, cuboids and cylinders, and use knowledge flexibly to solve practical problems in life.
3. Through sorting and reviewing, students can draw the other half according to one half of the given axisymmetric figure on the grid paper; You can rotate simple graphics on grid paper.
4. Through sorting and reviewing, make students understand the function of compound broken-line statistical chart, and use broken-line statistical chart to represent data. You can choose a bar chart or a line chart to represent the data as needed; Can make simple analysis and judgment according to statistical results.
5. Through sorting and reviewing, let students go through a process of reviewing their primary school learning and sorting out their knowledge and learning methods, so as to stimulate students' desire for active learning and further cultivate students' reflective consciousness and ability.
Seven. Specific arrangements:
Weekly content
16- 17 Review the basics in units.
18 comprehensive review and testing
19 leak detection and filling stage
Viii. Review measures:
*** 1*** teaches students review methods. First, review each unit comprehensively, and then focus on reviewing relevant key contents. Then guide the students to carry out unit training and comment and train the knowledge points with more mistakes again.
* * * 2 * * Use a variety of methods, such as students' questions, quick answers, spot checks, and students' mutual approval, to improve learning interest.
* * * 3 * * Strengthen make-up lessons and let top students help underachievers.
* * * 4 * * In class, teach students to master the knowledge points of each unit, focus on breakthroughs, strengthen the cultivation of problem-solving ability, and cultivate each other's oral expression ability.
***5*** Take the method of independent thinking and collaborative review. Leave more independent space for students, make full use of group assistance, and give full play to each student's characteristics and advantages through various review activities. Give full trust and encouragement to all kinds of students, and work together with teachers and students to greatly improve and develop students at different levels.
***6*** Re-grasp the Double Bases and push forward at different levels. In review, the core is to consolidate and strengthen the foundation, borrow specific classroom activities to help students reproduce and organize what they have learned, so as to further consolidate and strengthen the double foundation. Put forward different knowledge and skill goals for students of different levels. * * * Students with learning difficulties: help them find and fill in the blanks, and let them master the most basic knowledge points and use them simply; Secondary school students: master basic knowledge and skills, correctly solve common and typical mathematical problems, and strengthen the cultivation of problem analysis, problem solving and calculation ability; Eugenics: master basic knowledge and skills, correctly solve common and typical mathematical problems, and pay attention to cultivating their mathematical thinking and methods. Strive for students of different levels to improve their math ability after review.
* * * 7 * * Grasp the students' learning situation and choose examples and exercises. Mathematics review is often rich in content and time is tight. How to review what you have learned in a short time is a big problem that every math teacher has to deal with. First of all, we should carefully select exercises, connect the knowledge learned in a semester, and concentrate multiple knowledge points in one exercise; Secondly, we should integrate with reality, apply what we have learned and solve practical problems in life. Mathematics comes from life and also serves life. In recent years, there are more and more questions related to life. Practicing more problems related to life can arouse students' interest in learning and make them learn mathematics in their daily life.