First, attach importance to students' "hierarchical guidance", develop personality and cultivate personality. In the review process, students are encouraged to check each other, test each other's papers and improve together. In hierarchical guidance, help gifted students establish their main goals-correct examination of questions and flexible solution; The main goal of middle school students is to take exams seriously and strive to improve; The main goal of students with learning difficulties is to have a solid foundation and establish a bottom line of knowledge. In the process of operation, students' feedback information should be summarized in layers immediately, the review focus of review ideas should be established, and the pertinence should be strengthened. Attach importance to both the similarities and differences of students and individual differences.
2. It is to carry out special review training for students, integrate knowledge review into skill training, strengthen students' internal strength and pay attention to the quality of practice. In practice, we should start with special knowledge (such as special review training for application problems and special review training for calculation problems, etc.). ), directional training, be precise and refined, strengthen popularization and improvement, strengthen typical training, timely feedback, correctly guide students to develop a good concept of knowledge system, and do problems according to types. Teachers must give students a review orientation from a high angle, carefully select and compile targeted exercises, so that all students can benefit and do nothing.
3. Pay attention to the feedback of unit papers, comprehensive papers and students' self-evaluation. Review the knowledge of each chapter together, strengthen the coherence of knowledge, mobilize the enthusiasm of students to review and improve the effect of each review lesson. In this review stage, we should flexibly choose the opportunity to conduct special tests. On the basis of the evaluation of special papers, students are required to make a written self-evaluation of the situation reflected in the papers. After checking and filling in the gaps, comprehensive test paper feedback should be conducted according to the situation reflected by each unit, that is, targeted fill-in and directional review, and then directional breakthrough should be made after problems are found. In training, we should achieve the goal of timing and quantification, pursue the unity of speed and effect, encourage students to strive for a good record of "always reviewing the wrong set of questions", use the wrong set of questions flexibly, read and analyze frequently, and strive to avoid repeating mistakes.