First, handle the relationship between overall planning and individual planning.
Review should have a systematic and scientific plan. Teachers should make an overall plan according to the actual situation of the class, and each student should make an individual plan according to his own characteristics. Before the general review, we should arrange a preview class. In the preview class, the teacher should introduce the overall review plan of the class to the students, and at the same time emphasize that it is difficult to take care of students with different knowledge structures under the guidance of the teacher, and it is inevitable that "the good ones are not enough to eat, and the poor ones are not enough to eat". If students don't make their own review plans and set their own goals, but just follow the teacher step by step, it will affect the formation of the whole knowledge system because they can't check and fill the gaps and have no clear goals.
For primary school students, it is naturally difficult to make a review plan for themselves, especially for "poor students". This requires teachers to give guidance in different categories, try to give guidance one by one, and let students come up with their own group communication plans. When guiding students to make plans, we should try our best to keep pace with the overall plan, whether it is content or time arrangement. If the difference is too big, the two will contradict each other. In the review process, students should be given the initiative to ensure that they have enough time and energy to complete the plan.
Second, the use of learning cooperation groups to "excellent" with "poor"
According to the academic performance, combined with students' personality, as far as possible reasonable collocation, form the best, peer-to-peer learning cooperation group. In this way, we can not only solve problems with group wisdom, but also let every "poor student" have his own example, and imitate it intentionally or unintentionally to achieve the goal of poverty. Teachers should always consciously assign some tasks that need to be completed by collective cooperation, and let them inspire each other and collide with wisdom through research study or discussion, so as to finally achieve their own goals. Teachers should consciously arrange some knowledge contests in groups, which can not only stimulate students' interest in learning, but also enable "top students" to actively help "poor students" and "poor students" to actively turn to "top students" to improve the overall level.
Third, encourage students to ask questions.
The ultimate goal of review is not to let students eliminate doubts about what they have learned, but to let students ask more questions. Therefore, in the review process, teachers should not only answer students' problems in time, but also be good at inspiring and guiding students to ask more and more questions. The review of "warm leftovers" is not good for "cultivating top students" and "making up poor students" For example, if students with poor learning ask simple questions, let the "top students" discuss and answer them as much as possible, so that students can have a strong interest in learning in the interaction between "asking" and "answering". Improve students' thinking level in the process of exploring from known to unknown, and then from unknown to known. Teachers should also encourage those students who are good at learning to debate with different viewpoints, so that their thinking can break through the shackles of convention and experience.
Fourth, use classroom questioning and classroom patrol to keep abreast of students' review.
Classroom questioning can promote information exchange between teachers and students and expand students' thinking space. When asking questions in the review class, we should prepare different levels of questions according to the difficulty of the review content, ask questions to different people in time, understand the students' acceptance through questions, and adjust the review progress in time. Doing so can not only make students at different levels think positively, but also help to improve all students' interest in learning. For example, for those students with poor academic performance, ask more questions that they can do, while for those students with good grades, ask more extensive and comprehensive questions.
The purpose of classroom patrol is to know and master students' learning situation in time and get feedback information accurately. Therefore, we should make full use of classroom patrol to understand the review situation of students at different levels, and give guidance without losing time in combination with their different problems in classroom review. It can guide learning methods, inspire problem-solving ideas and correct students' bad habits.
Five, layered design work
Homework should be designed for all students, with different levels and difficulties, to meet the different needs of students at different levels, and strive to improve every student in practice. For students with different academic achievements, the design of exercises can be divided into five levels: 1, exercises for self-test, closely related to the basic knowledge of review in class; 2. The exercises used in the group test should be properly extended on the basis of consolidating the basic knowledge, and the students in the group will judge each other after completion; 3. Exercises used in group cooperation should present proper comprehensiveness; 4. The exercises used for teachers' correction are aimed at giving feedback to students' review and requiring them to complete them independently, so that teachers can grasp the real situation of students' review in time and accurately; 5. Excellent students can choose topics for their independent inquiry thinking training, and students can choose to do it according to their own problem-solving ability.
In a word, the goal of the review should be "Dont Ask For Help people are excellent, but everyone should make progress". Through general review, we should not only improve our knowledge structure and ability to solve practical problems, but also complete the transformation of "poor students", shorten the distance between "excellent" and "poor" and improve the overall knowledge level of the class.