This is a subject that everyone is constantly exploring and studying. Now I will talk about my own teaching practice. First, in the classroom teaching structure, we should update the educational concept and always adhere to the teaching principle of taking students as the main body and teachers as the leading factor. Educator Suhomlinski once warned us: "I hope you will be vigilant. Don't always talk about it in class. This is not good ... what students understand through their own efforts can become their own things, which is what they really master. " According to us, the master's task lies in degree, and the apprentice's task lies in enlightenment. The teaching methods of "injection" and "full hall irrigation" must be abolished in mathematics classroom teaching. The review class is not taught by the teacher, and it is not a "unique performance" for the teacher to show his "difficult movements" in solving problems. Instead, let students become the masters of learning, let them achieve innovation and breakthrough in active exploration activities, show their talents and wisdom, and improve their mathematical literacy and understanding ability. As the organizer of teaching activities, teachers' task is to guide, inspire, induce and adjust, which should be student-centered. There is a prominent contradiction in review class, that is, time is too tight. It seems difficult to deal with enough problems and fully show the students' thinking process. We can use "focus interview" to solve this problem better. Because most topics are "wide entrance and easy to use", in the process of continuous exploration, they often stay at one point or several points, which are called "focus" and the rest are called "periphery". We don't have to spend a lot of energy on superficial inspiration and induction in the periphery. "Good steel should be used on the cutting edge", but as long as students are mobilized to explore breakthroughs in key points, their wisdom can be concentrated through interviews, so that students' thinking can shine in key points, their ability can grow in important injuries, their weaknesses can be exposed in hidden places, and their will can be honed in subtle places. Through interviews, we can complement each other's wisdom and ability among students and between teachers and students, and promote the exchange of hearts and emotions. Second, deep interest, improve the artistry of problem-solving teaching in review class. When reviewing, due to the large amount of problem solving, we need to organize the problem solving activities vividly and interestingly. Let students appreciate the beauty, strangeness and charm of mathematics, so as to turn hard work into enjoyment, effectively prevent intellectual fatigue and maintain a "good appetite" for solving problems. A good math problem, even if it is quite difficult, is like a fascinating story and a tortuous TV series. Repeated suspense and numerous doubts are its attractions. When the confusion of "the mountains are heavy and the water is heavy" is replaced by the joy of "the future is bright", how can students not admire the power of their wisdom? We should change students from "asking me to learn" to "I want to learn", and we should try our best to mobilize students' enthusiasm in class, create situations and stimulate enthusiasm. There are some successful practices: first, using the principle of emotion to arouse students' enthusiasm for learning mathematics; The second is to use the principle of success to change hard study into happy study; The third is to teach students "golden touch" and so on. Third, we should pay attention to methods and skills in marking papers. There are always some papers to do in the review stage, but the more papers you do, the better. The key lies in the quality of the question and the amount of income. How to achieve good evaluation results, we should do the following: (1) Take care of the general and highlight the key points. When marking papers, we shouldn't and don't need even force. Some questions need to be carefully analyzed as soon as they are touched, and special attention should be paid to those questions that involve important and difficult knowledge and require high ability. For the test questions with high student error rate, we should prescribe the right medicine. Therefore, teachers must carefully review the examination papers, make detailed statistics on the scoring rate of each question, accurately analyze the causes of errors in each question, and carefully design the comment ideas for each question. Only when you know what to say before commenting can comments be targeted. Methods are the most important, and ideas are the most important. Method is the key, thinking is the core, infiltrating scientific methods and cultivating thinking ability are the primary tasks throughout the whole process of mathematics teaching. Through the process of marking papers, students' thinking ability is developed, students' understanding of analyzing and solving problems is improved, and students' awareness of reducing questions is strengthened. The training of "multiple solutions to one problem" lies not in the listing of methods, but in the analysis of ideas and the comparison of schemes, thus revealing the simplest or best scheme. (3) Classification and centralized evaluation. Focus on questions involving the same knowledge points; Focus on different but similar topics; Focus on problems with similar appearance but different quality. Through the above three measures, senior high school math review class will no longer be boring, but will become colorful and interesting. This not only stimulates their enthusiasm for learning mathematics, but also improves their mathematical literacy and understanding ability.