Review is a necessary link for students to complete their learning tasks. Students review, summarize and summarize what they have learned, so as to achieve the purpose of deepening understanding, systematic absorption and flexible application. The efficiency and effect of review largely depend on whether the review method is appropriate and scientific, and whether the students' learning enthusiasm can be fully mobilized.

I. Guiding ideology

Based on the curriculum standards, make full use of the existing teaching materials and systematically review according to the problems existing in students. At the same time, we should review the basic knowledge and skills for all students, so that students with good, medium and poor grades can be improved.

1. The purpose of review is to examine the students' mastery of basic knowledge and skills, and summarize them on the original basis.

2. In order to cultivate students' innovative spirit and practical ability, let students improve their cognitive level and understanding ability through review.

Second, review the content.

Classification review can be divided into three parts: basic knowledge, reading and writing.

(1) Basic knowledge (accumulation and application)

1, hanyu pinyin

Students are required to correctly identify initials, finals and syllables recognized as a whole; Able to write uppercase and lowercase letters correctly; Can spell syllables correctly; Reading Pinyin can correctly write Chinese characters, words and sentences.

2. Chinese characters

Know the words you have learned, master the new words, pronounce them correctly, recognize the font, understand the meaning and write correctly.

Step 3 talk

Students are required to correctly understand the meaning of the words they have learned, and most of them can be used correctly in spoken and written language. Be able to understand the meaning of words in context. Pay attention to the accumulation of vocabulary, some of which can be used flexibly.

4. Sentences

A sentence can clearly express a complete meaning. Students are required to master four basic sentence patterns: declarative sentence, interrogative sentence, exclamatory sentence and imperative sentence.

Know the rhetorical devices used in sentences-metaphor, personification, parallelism, rhetorical question, etc. You should be able to use metaphors properly and write your words vividly.

Know complex sentences. Ask to make sentences with related words and fill in the blanks with appropriate related words.

We should be able to correct sick sentences. The types of sick sentences are: improper use of words, incomplete sentence components, repetition and contradiction. Revise a paragraph (punctuation, words, words, sentences, etc.) when reviewing. ).

Expansion and contraction. Sentence expansion is to add appropriate words to the sentence to make the meaning of the sentence more clear. Abbreviation is to delete additional components from a sentence to make it concise and clear. Make clear the requirements and methods when reviewing.

Be able to rewrite sentences as needed.

5, punctuation marks

Can correctly use periods, commas, pauses, colons, question marks, exclamation points, double quotes, book titles and ellipsis. Know semicolons and dashes. Some punctuation marks are needed to describe their functions.

2. Reading

Be able to understand the proper meaning of words in the language environment with the help of dictionaries; Be able to relate the context to one's own accumulation and infer the meaning of related words; Understand the author's thoughts and feelings, and initially understand the basic expression methods of the article; Reading explanatory articles can grasp the main points and understand the basic explanation methods.

There are many ways to classify the reading part, which can be reviewed from the content of the article or from the expression of the article.

About the requirements of reading, make some explanations:

(1) sentence meaning understanding.

(2) Divide the natural section into layers.

Subparagraph (3) and summarize the main idea of the paragraph.

(4) The central idea of the article. When reviewing, we should not only remind students to understand the author's original intention, but also respect students' own unique experience.

(5) Experience thoughts and feelings.

Recite. Mainly the texts required to be recited in the sixth grade textbook (generally an important part of the text) and 70 ancient poems required to be recited in the Chinese curriculum standard, which only refers to the contents stipulated in the textbook.

(3) Writing

1, review the texts one by one according to the order of the textbooks. In this way, the most important thing is to guide students to compare, make clear the types of each unit text, and find out the characteristics of each text in expression.

2. Review by reading and writing. It is to classify relevant texts or extracurricular articles, let students read them more and find out the writing characteristics of such articles. Guide students to transfer their writing knowledge from reading to writing. After reading the relevant articles, let the students write the corresponding compositions.

3. There are many kinds of compositions, which can be reviewed from writing people, taking notes, writing landscapes and applying articles, or from the form of propositions.

Third, do a good Chinese review class.

At the end of each semester, boring review classes often make teachers have a headache and make students bored. The reasons are as follows: first, the review content is simple and repetitive, which can not arouse students' interest; Second, the review form is monotonous and can't arouse students' enthusiasm. Many teachers think that the purpose of review class is only to consolidate knowledge and strengthen memory, so they ignore the in-depth study of review class, which leads to low review efficiency and poor review effect. In fact, as far as primary school Chinese review course is concerned, as long as it is designed with great concentration, it can also embody the spirit of Chinese curriculum standards and cultivate students' comprehensive Chinese ability. To have a good primary school Chinese review class, we should pay attention to the following points:

1, review the completeness of the content.

Review is to systematize the fragmentary knowledge learned in each text, so that students can grasp what they have learned as a whole. Therefore, it is necessary to distinguish the review class from the new teaching, and avoid repeating words and phrases paragraph by paragraph like playing back the focus plane. This requires teachers to first guide students to grasp the whole textbook as a whole. Before the final review, classify the basic knowledge in the whole textbook according to different contents such as pinyin, characters, words and sentences, and list the problem types appearing in the text respectively (students can be prompted to refer to the "accumulation and application" in the textbook and the exercises after class, and at the same time indicate which page each problem appears in the textbook); Then the different contents of reading thinking questions and composition training are also classified and listed. In this way, students can grasp the content of the whole book as a whole, and the review will be rule-based and targeted. Secondly, teachers should take appropriate review forms, and some contents can be reviewed as a whole in the whole textbook, such as new words, polyphonic words, reading texts, composition training and other basic knowledge; Some contents can also be reviewed by the unit teacher as a whole, such as reading ability training. But no matter what form it takes, we should focus on the integrity of all kinds of knowledge and make it systematic and comprehensive.

2. Openness of the review process

In the review class, teachers should change the past phenomenon of "centralized", give more time and space back to students, and implement open teaching, that is, let students choose the content and form of review independently and summarize their own review methods. The task of teachers lies in "macro-control", grasping the direction and progress of review, and guiding and instructing in time. When reviewing, the teacher should give students the initiative to review, instead of arranging students to read and write more, such as reviewing new words: "What words do you think are difficult to remember and write, and which words should be reviewed emphatically?" Review as you like, you can practice repeatedly, you can co-dictate at the same table, and you can also write self-test questions. "Review reading part:" Find an article from extracurricular reading, think about what questions you can ask and how to answer them, and then communicate in the group. "Every time you review a lesson or a unit, let the students write a review experience to summarize their new gains and successful review methods. After reviewing the whole textbook, let the students write a test question and test each other in the class. This kind of open review is beneficial to students themselves and other students in the class, and teachers also learn more learning information, making the guidance more targeted and effective.

3. Integration of knowledge.

In the review process, we should also pay attention to the internal relations among basic knowledge, reading, composition and other parts, so as to make them penetrate each other and integrate into one. Under normal circumstances, taking the reading of reviewing text paragraphs as the carrier, the basic knowledge and writing review are integrated, and the three can get twice the result with half the effort. Teachers must delve deeply into the teaching materials, dig out the training factors contained in the texts, and make the review "one hair at a time moves the whole body", with reading as the core and "two basics in one", so as to greatly improve the efficiency of classroom review.

In short, in order to have a good Chinese review class and improve the review efficiency, it is necessary to grasp the teaching materials as a whole, adopt appropriate review forms, pay attention to students' independent development, and let students master Chinese knowledge and improve their comprehensive ability in active participation and cooperative inquiry.

Fourth, pay attention to the problem.

The general review of Chinese in primary schools is the review and consolidation of Chinese knowledge in the whole primary school stage, and it is also the process of improving students' Chinese ability. A good Chinese review course is the key course to meet the graduation exam. But how to have a good review class? I'm afraid many teachers still have no idea. Some teachers regard review books as teaching materials in review classes, blindly let students do problems, engage in sea tactics, and put students in the sea of books. This makes students feel very tired and the effect is not great. In my opinion, to do a good job in review class, we should pay attention to arouse students' enthusiasm for review, require students to teach students in accordance with their aptitude, have clear objectives, be flexible in methods and have various forms.

1, arouse students' enthusiasm for review.

After all, review class is different from new teaching, and it is not fresh, so it is difficult to arouse students' thirst for knowledge. But "interest is the best teacher", we still have to find ways to stimulate students' interest in review. First, explain the importance of review to students. Secondly, students are required to set a learning goal that can be achieved through their own efforts according to their actual situation, and constantly check and revise it during the review process. Teachers reward students who achieve their goals. Students who fail to achieve their goals help him find out the reasons and often help him encourage him to achieve his goals next time.

2, hierarchical requirements, teaching students in accordance with their aptitude.

In the review class, we often encounter such a situation. The top students have long understood it, but the middle and lower students don't know it, resulting in the phenomenon that "the top students don't have enough to eat, and the poor students can't eat". In view of this situation, teachers should know in detail which are top students, which are middle students, which are underachievers, and what are their advantages and disadvantages. Then, put forward different requirements for different students. Students with learning difficulties: strive for solid basic knowledge, strengthen training and review textbook knowledge. Middle school students: further consolidate basic knowledge and textbook knowledge and strengthen extracurricular reading training. Top students: broaden knowledge, deepen difficulty and cultivate comprehensive ability. That is to ensure that underachievers meet the most basic and general requirements, that is, strive to "guarantee the bottom" for poor students, while excellent students can give full play to their abilities. For example, flexible exercises can be designed, requiring underachievers to do two questions, and excellent students to complete three or more questions according to their own reality.

3, the goal is clear, targeted.

Review class is usually restricted by the contradiction of more content and less time. In order to solve this contradiction, the general review of primary school Chinese graduation should be based on the teaching content stipulated in the Chinese curriculum standard, with the current Chinese textbooks as the review scope, focusing on reviewing the contents of the first and second volumes of the sixth grade Chinese textbooks. In order to review systematically and orderly, the review content can be divided into the following parts: 1, Pinyin. 2. words. 3. Text. 4. sentences. Five punctuation marks. 6. Text. 7. read. 8. composition. 9. Listening and speaking training. These contents can be reviewed one by one. But it should also be biased, and we can't grab our eyebrows and beards. According to the students' reality, we should find out the shortcomings of students' knowledge and abilities, and select and determine the key review contents to improve students' abilities.

4, flexible methods, diverse forms and not boring.

If the review method is dull and monotonous for a long time, it will inevitably make people feel bored, thus losing interest in continuing to review. Therefore, teachers' review methods should be flexible and diverse to satisfy students' curiosity and keep freshness. Teachers and students may wish to change their positions and change the situation that teachers are arranged instead and students passively accept them. For example, students can put forward the review content, design exercises and make their own papers. Then, students can exchange papers for testing. Only in this way can students be interested in designing their own test papers and using their brains. After the training of setting questions and testing, students' ability has been improved and their knowledge has been further consolidated.

In the process of general review, we should also pay attention to the following two points:

(1), highlighting the key points.

From the students' point of view, we should pay special attention to poor students, help them more and improve the passing rate. From the whole learning content, reading and composition are the key points. In reading review, the understanding of words, sentences and paragraphs is the key. How to write fluently is the key in composition review. In terms of students' learning style, inquiry learning is the key. Asking questions you need to know is the key to research-based learning.

(2) Combination of speaking and practicing.

In the whole review stage, students should focus on their own review and practice, but teachers must give appropriate hints and guidance. In a class, students should have oral exercises and written exercises.