In the teaching of review class, students can freely adopt different methods, operate, think and arrange independently, and devote themselves to exploring the formation process of mathematical knowledge. Then guide students to analyze and synthesize their original results, and at the same time use the thinking mode of "comparing similarities and differences" to gradually construct the same results, so as to seek the best results in students' experience, communication, reflection and debate. Through the operation strategy of "seeking difference-seeking common ground-seeking excellence", students' cognitive structure has also been fully developed, that is, "perception-understanding-sublimation" has been achieved, which has promoted the development of students' thinking mode from "disorderly" thinking to "orderly" thinking and then to "scientific" thinking. Although the ways and means used by students in the process of "seeking differences" may be correct and simple, or they may be complex, wrong and disorderly, their original method is unique and a rare "innovative" behavior. For example, when reviewing the "Classification of Plane Graphics", what plane graphics did the teacher arrange for the students to recall at the beginning of the class? It is suggested that students can express their internal relations in the form of charts or tables. The two groups participated in self-study, self-arrangement, cooperative discussion, and finally combed into the following knowledge network in their own unique way.

Second, guide the review methods and pay attention to "construction"

In the teaching of review class, according to the emphasis of knowledge, learning difficulties and students' weaknesses, students should be guided to classify and sort out relevant knowledge and concepts vertically and horizontally according to certain standards, so as to make them "vertically aligned" and "horizontally sliced", so as to make the knowledge points clear and the knowledge structure clear. Teaching students the method of sorting and classifying can help students to establish and improve their cognitive structure while acquiring systematic knowledge, thus greatly improving their comprehensive quality.

When reviewing the Area and Perimeter of Plane Graphics, students can organize the following network diagram through group cooperation and communication on the basis of their own pre-class arrangement. The relationship between plane figures in the derivation of area formula is well reproduced.

Review class provides us with an opportunity to rebuild students' cognitive structure. We must make full use of it, attach great importance to the high induction, generalization and refinement of students' knowledge, methods and analysis of understanding things and ways of thinking to solve problems in the review class, so that the old and new knowledge can be perfectly integrated, so as to achieve the purpose of building students' good mathematical cognitive structure and effectively improve students' mathematical quality.

Third, attach importance to life contact and "use"

Learning mathematics should be based on certain experience, and the design of review class should provide students with a situation conducive to their further understanding and exploration of mathematics. More importantly, it is more important to give students full opportunities to understand mathematics through activities such as perception and operation of practical problems, and it is more important for students to "do mathematics" than to simply teach mathematics knowledge. One of the ways to make students "do math" is to design math situations closely related to students' lives.

For example, reviewing the content of "space and graphics", we can design such a comprehensive question: there is a square open space in Chengbei New District with an area of 3,600 square meters. (1) What is the area of this lawn if you want to make the largest circle on this open space and pave it? (2) Design a garden on this open space, so that the garden area accounts for 25% of the square area. Please design the scheme. In this way, linking the knowledge of space and graphics with the percentage knowledge is helpful for students to design schemes and to examine their comprehensive knowledge application ability, overall design ideas, optimization strategies, innovative spirit and aesthetic consciousness.

In a word, the design of exercises should be complete in content, precise in form, flexible in method and sufficient in time. Teachers should give students ample opportunities for classroom practice, provide rich resources for students' evaluation, and let every student enjoy the joy of success.

Fourth, pay attention to expansion and extension, and pay attention to "extension"

In the review class, open and comprehensive exercises are carefully designed to provide students with a space to give full play to their personality and stimulate innovation, so that students can do it themselves, use their brains and speak freely, guide and help students to find and solve problems with their mathematical knowledge, transform their knowledge structure into cognitive structure, and promote the development of students' intelligence and ability.

For example, when reviewing the application questions of fractions (percentages), an open question is arranged as follows: "Aunt Li deposited 5,000 yuan in the bank for five years on June 20, 2006, but today (June 20, 2009), Aunt Li's husband was seriously ill in hospital and urgently needed 5,000 yuan to pay for hospitalization expenses. However, according to the regulations of the bank, time deposits will be withdrawn in advance according to the current interest. What should Aunt Li do? "

There are rules in teaching, but there are no fixed rules. Review class is not necessarily a class. For example, we often use students to run math tabloids and write about math diary. Then in class, children can comment on the math tabloid, math diary. Learn from each other. For example, senior students can draw some tree diagrams according to unit knowledge or knowledge that needs to be reviewed, sort out the knowledge and internalize the existing knowledge. Students in grade six can also adopt the small teacher teaching system, and students can be teachers. Of course, at this time, the teacher is not idle but busier.