With the deepening of quality education reform, our classroom teaching is also constantly changing. Mathematics review class is an important class type of mathematics. Review is by no means a simple repetition of old knowledge, but a continuation, deepening and improvement of students' understanding. Whether the review class is good or not is related to the improvement of teaching quality and the enhancement of students' quality. From the teaching practice, this paper realizes that the review class should be organized into a process of students' re-cognition, and the knowledge and skills learned should be mastered and understood from a higher angle, so as to improve the mathematical ability. A good review class is extremely important for students to study mathematics systematically and develop their thinking ability. A good math review class can not only make students consolidate what they have learned, but also focus on learning new things, improving the application ability of math knowledge in real life and cultivating better math thinking quality.

As the saying goes: there is no fixed method for teaching. Review classes can be conducted in various ways, but it is not easy to really do a good review class. Without careful arrangement and careful design, the expected effect will not be achieved. In view of this problem, how to carry out the review class.

First of all, teachers and students should make review plans and set review goals.

It is generally believed that the most effective review is the best review, so we should make a good plan and set a good goal before reviewing, and then formulate measures to achieve this goal and check whether the set goal has been achieved.

This requires teachers not only to prepare knowledge points in books, but also to prepare students. The review for different students should also focus on innovation, otherwise students with good level will feel like "hot leftovers" over and over again; Middle-level students only learn superficial things and make little progress; Poor students still don't understand whether they should.

Secondly, the content of the whole class should be graded.

Five minutes before class, we should be able to attract students and catch their attention. However, this does not necessarily mean that a class must be gradually developed from easy to difficult, and it is also possible to put the difficulties ahead and seize the students' interest. This effect is also very good. The key is to combine the actual situation and master it flexibly. In the review stage, students must be given time to digest and reflect, so that students can think about the knowledge points of review, the characteristics of related topics and the law of solving problems, which is convenient for students to truly master and internalize.

Teachers have conducted in-depth communication on the problems that are easy to appear in the review class, four key problems that should be overcome and six strategies in the review class.

The problem of "three more and three less" in review class

First, there are many levels of the goal of pursuing knowledge, but few levels of students' ability.

Review can be divided into three categories: immediate review, regular review and regular review. In the review class, the teacher can't set too many goals, which will make the students feel at a loss. Instead, we should link the topic with the knowledge structure, guide students to find the problem-solving ideas from the combination of transformation and number and shape, and help them solve the problem-solving strategies.

Second, pay attention to more textbooks and fewer students.

Some teachers study and study textbooks deeply, but they are not prepared for students and lack understanding of students. If teachers can't accurately grasp the level of most students, the level of good students and the real "sleepy" places of students with learning difficulties, then there is no pertinence, and students with different levels will have bad results.

Third, practice doing problems more and comb the knowledge structure less.

This situation is manifested in that when reviewing, students' minds are regarded as warehouses for storing knowledge. I review everything and cram everything into the students' minds. In this way, although students have a lot of knowledge in their heads, they can't assemble it when they use it. Just like a computer hard disk, it can store a lot of things, but there is no clear classification, it is messy and difficult to find. Many teachers are prone to this problem, failing to organize knowledge and help students build knowledge networks.

"Four Overcomes" in Review Class

First, overcome the practice of only paying attention to "one case and one question" and not paying attention to knowledge structure in review.

That is, there are many examples and supporting exercises, but there is a lack of introduction of knowledge structure. On the one hand, this structure refers to the position of this chapter in the whole book, on the other hand, it is to understand the purpose and intention of the editor of this chapter when writing textbooks. These problems are very important in the new curriculum standard, and they are also elaborated in detail. What teachers need to do is to connect these knowledge points like pearls, and then let the knowledge form a beautiful knowledge necklace, so that students can quickly extract the knowledge and methods they need when solving problems.

Second, overcome the practice of only emphasizing knowledge and skills without developing students' mathematical thinking ability.

In mathematics learning, we must pay attention to cultivating students' mathematical thinking ability. The improvement of students' mathematical ability is realized in the process of guiding students to consciously apply mathematical ideas (overall ideas, functions and equations, classified discussion ideas, combination of numbers and shapes, reduction ideas, statistical ideas, etc.). ) and the solution to the problem. Specific to the review, we should pay special attention to the application of transformation ideas, how to transform practical problems into mathematical problems, how to transform difficult problems into simple or common problems, and how to transform new problems into old ones.

Third, overcome the practice of only attending classes, regardless of the effect.

In the review stage, some teachers blindly catch up with the plan and time, neglecting to pay attention to the actual situation of students and the review progress and make timely adjustments, and the review plan made will lose its value. Haste makes waste. When we make a review plan, we must set aside flexible class hours and adjust them according to the students' mastery, and then carry out effective review.

Fourth, overcome the practice of focusing only on teaching materials and less on curriculum standards.

What knowledge points to recruit and what difficult questions to test are clearly stipulated in the curriculum standard, so the formulation of review objectives and the implementation of review should be strictly based on curriculum standard 2.

"Five Strategies" in Review Class

First, consolidate knowledge and pay attention to practice.

Exquisite and concise, this is a good method and concept summed up by the teacher. Students should be allowed to practice, but it is not necessary for teachers to lead students to practice, and students can be encouraged to practice independently. When reviewing, we must help students clear up their knowledge points and point out common mistakes and problems that should be paid attention to.

Second, check for leaks and fill vacancies, and investigate first.

It can be done from two aspects: first, teachers should establish a teacher's wrong book to extract the problems that are easy to appear in students' study, especially a considerable number of students are extracted from the teacher's wrong book, and make a breakthrough review on these problems; Second: Before reviewing, we can find representatives of students, middle school students and students with learning difficulties to make a thorough investigation to understand the learning situation of students of all levels and types.

Third, develop and improve, thinking first.

Some teachers often have a misunderstanding, that is, they tend to talk more about complex and difficult topics in review classes, without guiding students to explore problem-solving methods or summarize laws, which actually does not improve students' development. In the review process, it is best to choose a topic that can make students solve more than one question, change more than one question, and unify more than one question. Multiple solutions to a problem can stimulate students' interest in learning, cultivate students' divergent thinking and strengthen students' experience of what they have learned. A changeable topic can improve students' exploration ability, expand students' problem-solving ideas and greatly improve their problem-solving ability. When the teacher talks about the topic, the comment on the problem-solving method is the essence.

When commenting, ask students four questions:

Before solving the problem, did you do:

Have you investigated this topic clearly? What are the known quantities? What are the unknowns?

After reading the question, we think about what knowledge points this question is related to. what do you think?

After solving, is it completed:

Is the solution accurate? Is the format standard?

After a topic is finished, what do you get from reviewing it?

Fourth, hierarchical guidance and wrong topic communication.

When reviewing lessons, questions and homework can be layered, and there are always one or two questions that need to be expanded and improved when assigning homework. In addition, students should prepare a "classroom exercise book" and a "wrong book" to record the wrong questions and review them frequently. They can also guide students to communicate with each other in the process of organizing review. If this classmate does a wrong question, that classmate may have done it right. Through communication, they can make up the gap between them and learn from each other.

Fifth, reflect and summarize.

In order to make the review class more effective, teachers must reflect on their teaching plans after each class. There are two aspects of reflection: first, is it reasonable to reflect on the teaching objectives? Are the teaching measures appropriate? Is the teaching implementation smooth? Second, did the students get the expected development, and each student made progress? There are many problems in class, so it is better to reflect and summarize them in time.

The preparation and teaching of review class is the difficulty and focus in current teaching. In order to solve this difficulty and focus, school ICT has built a platform for teachers, which can be used for full communication. There are many ways to communicate, such as setting up your own website and blog, publishing more lesson plans and teaching experiences through blogs, and communicating with teachers and parents through the internet. I hope this platform can improve the overall teaching level of teachers.

In the last sentence, in the review class, the teacher should always ask himself: Have my students and children gained anything through this class? If we can ensure that every child has something to gain, it will be a successful review class.

We should pay attention to the selection of excellent students and strengthen the guidance of students with learning difficulties in review.

For those students who study well and are full of energy, prepare some deep and wide-ranging exercises for them to broaden the depth and breadth of thinking and cultivate mathematics literacy. Or ask them to be small teachers to help individual students with learning difficulties. For students with learning difficulties, be patient, encourage and help more, and don't discriminate. More importantly, we should not use excessive language to dampen their enthusiasm for learning. It is necessary to give detailed and specific guidance, formulate feasible counseling plans, establish files of top students and students with learning difficulties, and record the implementation measures and students' progress one by one in order to supplement and adjust them in time.

In short, in the whole review process, students should not only be "listeners" and "spectators", but also give students the opportunity to review. It is necessary to stimulate students' interest in review through various strategies, so that students can complete the process of recalling, discussing, sorting out, communicating, summarizing and using themselves, so that students can truly become the masters of learning. To this end, we can also use group learning to form a competitive situation, and carry out activities such as math story meetings and learning competitions to attract students to participate in review. At the same time, students should be appreciated by various means in review. Encouraged appreciation can make students get psychological satisfaction and stimulate a stronger desire to participate.

Review class is an important part of mathematics teaching. It should string together usually relatively independent knowledge by copying, sorting and inducing, so as to deepen students' understanding and exchange of knowledge. Therefore, when arranging the teaching content, we hope to combine the common theorems encountered in solving problems (such as the median line of the hypotenuse of a right triangle is equal to half of the hypotenuse), the common problem-solving methods (equation ideas), and the folding and rotation learned before, so as to enable students to integrate what they have learned at ordinary times through solving problems. A: So I also paid attention to the following points during the lecture:

First, the starting point is low

Understanding students and activating their existing knowledge will help to form a learning platform, grasp the basic points and sort them out, which will help to face the whole community and check for gaps. So how to grasp this? Get to know each other through communication and dialogue. Ask the students to talk about what you can think of when you see the topic. For example, let the students tell the Pythagorean theorem and the inverse theorem of Pythagorean theorem. In addition, the following two small exercises are also based on the basics, but through variants, students' error-prone points can also be drawn out, so that students can better grasp the error-prone points in their studies.

Second, re-participate

"It's better to read it once, but it's better to do it once." In the traditional review class, the teacher always combs the knowledge instead of the teacher, and the students only do listening and foil. If students are allowed to experience the process of combing, give them a space to fully display their personalities and let them all participate in the learning process, the effect will be completely different. Therefore, in dealing with examples and exercises, students should try their best to analyze and solve them themselves. I only improve the knowledge that students have mastered through variants. For example, example 1 and example 3 are common problems in the usual topics, as long as the study and analysis are in place; However, examples 2 and 4 are permeated with the problem of writing norms of equation ideas, theorems and inverse theorems, requiring students to make detailed reasoning when explaining.

Third, the evaluation is high.

Provide students with a stage for free development, space for students to show and opportunities for evaluation. In self-evaluation, various problems among students are exposed, and teachers give corresponding guidance to improve the knowledge network. As a variant of Example 2, it is known that three sides of a triangle are 9, 40, 4 1, and its area is found. I just want to get the first summary of this lesson through students' two different ways of solving problems and know how to find the height of three sides.

Fourth, there is expansion.

This is mainly reflected in thinking problems, starting from common topics, and embodying flexibility and development through variants, which is conducive to cultivating students' practical ability and innovative consciousness, and students at different levels have improved to varying degrees.

Based on the above points, I strive to make students not only "listeners" and "bystanders" in the whole review process, but also give students the opportunity to review, and stimulate students' interest in review through various strategies (when designing examples, they usually start with topics that students can understand and extend and improve them through variants), so that students can complete the process of recalling, sorting, communicating, summarizing and using themselves and truly become the masters of learning. In this way, students can actively and comprehensively review chapters, thus realizing conscious learning, transforming students from passive learning to active learning, and improving learning efficiency.

First, the main influencing factors of traditional mathematics review mode on the evaluation of review effect

Today, with the promotion of quality education in the classroom, teachers as the main body, summarizing concepts, giving detailed explanations with examples, and completing the review class of junior high school mathematics chapters can achieve certain teaching effects. However, according to the practical experience of junior high school mathematics teaching for many years, it is considered that some unfavorable factors caused by this can not be ignored.

1, the traditional fixed seating arrangement "closes" students in a limited space, which restricts the mutual communication and cooperation between students, is not conducive to the harmonious development of students' emotional communication and interpersonal relationships, and affects the effective development of students' mutual evaluation (that is, "life evaluation").

2. Teacher-centered explanation lacks the excitement of mobilizing students' emotions and entering the role of "learner", which is not conducive to the stimulation of students' interest in learning and the occurrence and development of their desire for knowledge, and is also not conducive to the environmental atmosphere needed to carry out "inquiry-based" learning.

3. It restricts a considerable number of students' desire for expression and sense of accomplishment, and also makes some students (students with slow thinking) feel excluded and lost, which is not conducive to students' personality development and personality development.

4. Lack of energetic "organizational form" makes it easy for some students with poor consciousness or weak acceptance to get the help they deserve and become poor students, which is not conducive to the balanced development of the whole class's intelligence level.

How to overcome these unfavorable factors, so that students with different learning levels can effectively improve their learning efficiency, and it is very necessary to reform the teaching organization form of junior high school mathematics chapter review from "static structure" to "dynamic structure". For this reason, I made an innovative exploration in the teaching of junior high school mathematics review course in classes with uneven cognitive level, no good study habits and some students' weariness of learning.

Second, the evaluation angle and evaluation standard of review class

What and how students learn in class, and what and how teachers who are closely related to them teach are the basic contents of classroom observation. From this, three basic dimensions of classroom evaluation can be established, namely, the evaluation of students' learning state, the evaluation of accepting knowledge and the evaluation of teachers' teaching behavior. Among them, the evaluation of students' learning state should be the focus of classroom observation, so as to reflect on and ignore the advantages and disadvantages of other two aspects of evaluation. In each basic dimension, we should also grasp some valuable observation dimensions and signs for the development of teacher-student evaluation, thus forming a reference system for the evaluation standard of review teaching.

(A) Evaluation of learning status

1. Participate in status assessment.

One is to observe whether all students participate in learning, and the other is to see whether some students participate in teaching, so as to combine the roles of teaching and learning. Without students' active participation in classroom teaching, it is impossible to develop students' potential and personality. This form of participation is not only to answer teachers' questions or questions, but more importantly, to cooperate and communicate between students and between teachers and students.

2. Evaluation of communication status.

See if there is multilateral, rich and diverse information contact and feedback in the classroom, and see if there is a good cooperative atmosphere in interpersonal communication in the classroom. In the school team that artificially and inappropriately strengthens academic competition, it will breed selfishness, indifference and weariness, which will make students unwilling to cooperate, and the deepening of students' sense of helplessness in learning will make academic failure more serious.

3. Evaluation of thinking state.

Whether the students dare to ask questions and express their opinions, and whether the questions and opinions are challenging and original. Students' active creation is the most wonderful landscape in classroom teaching, and creating such a landscape is by no means a teacher's day's work.

4. Emotional state evaluation.

First, whether students have a moderate sense of tension and pleasure, and second, whether students can control and adjust their learning emotions. Sometimes the class will burst into laughter, and it will change from intense debate to attentive listening. This is a spontaneous and self-controlled good emotional state.

5. Generate a status assessment.

See if the students have done their best, learned something, and feel practical and satisfied; Second, see if students are more confident and relaxed in the follow-up study. A teacher's success is to make his (her) students like learning and the subjects he (she) teaches, not hate, fear and escape.

The effect of any classroom teaching must be achieved by adjusting students' learning state. The learning state itself is rich in the value of experiencing emotion, attitude, values and developing ability.

Compared with the training objectives of emotion, attitude, values and ability, the importance of knowledge has retreated behind, but it has not denied the value of knowledge. In fact, knowledge and the process of acquiring knowledge are indispensable means and carriers to achieve the above goals. What matters is what kind of knowledge should be pursued and acquired. The knowledge form in the classroom is also an important factor that affects and restricts students' learning state.

(B) the evaluation of knowledge model

1. Basic evaluation This is observed from the logic of the knowledge structure itself. See if the regularity is revealed based on a certain content, which provides the necessary growing point for students to explore new knowledge independently.

2. Basic evaluation This is observed from the students' cognitive and empirical background. See if the knowledge accepted by students can interact with existing ideas, experiences and even the whole spiritual world, thus making learning meaningful.

3. Process evaluation This is observed from the viewpoint that "learning is an autonomous construction process". First of all, is the teacher's problem organization based on the textbook inspiring? Is it worth exploring? Secondly, whether there are enough activities or opportunities for students to observe, operate and think independently, and then gain understanding and experience through discussion and exchange among students.

4. Strategic evaluation This is observed from the broad sense of knowledge (including the category of metacognition). See if students get the experience and feeling of how to learn, how to remember and how to think, so as to enhance their self-awareness and self-monitoring ability.

5. Practical evaluation This is observed from the viewpoint that "the purpose of learning lies in application". See if the accepted knowledge has application value, so as to enhance students' practical ability and sustainable learning ability.

In the classroom, both learning state and knowledge form are closely related to teachers' teaching behavior. This kind of teaching behavior is driven and influenced by this kind of educational concept, and even distorted by the super-social educational pursuit and evaluation.

(C) evaluation of teachers' teaching behavior

1. "Open" review teaching mode

Exploring the "open" classroom teaching form of mathematics review class, a prominent theme of the research is how to construct knowledge-based activities. In other words, the process of knowledge generation is expressed in the form of simulated scenes, which makes the explicit operation behavior and the internalization process of thinking activities occur and develop simultaneously. One of the important means to achieve this goal is to change the organizational form of classroom teaching under the condition of class teaching system.

The classroom teaching of chapter review course is carried out in an "open" teaching form. This organizational form refers to completely changing the layout of desks and chairs in the classroom and adopting a form similar to the theme class meeting held in the class, that is, students sit in a horseshoe shape or in groups along the classroom, with a podium, projector and multimedia computer in front.

The specific teaching steps include

(1) Students' homework before class:

1 whole chapter knowledge system combing; 2. Excerpts from typical cases; 3. Collect typical mistakes in homework and exams;

4. Put forward the practice of acupuncture training; Prepare to think about problems and homework.

Students can choose one of them, and those who have spare capacity can choose more.

(2) In the teaching process, teachers require students to prepare the same content in each link in the above order, and the rest form a review group to supplement, improve, evaluate and correct the lecture content.

(3) Teachers control the teaching rhythm, and make corresponding explanations on controversial issues or parts that cause cognitive conflicts in an organic and timely manner.

(4) After the students complete this review session by themselves, the teacher and students will explain the examples selected by the teacher, and at the same time, they will also use the heuristic discussion method to let the students answer the questions themselves as much as possible.

(5) At the end of the class, the teacher comments, induces and summarizes (preferably done by the students themselves), and selects the "star speaker" and "best evaluation" of this class.

2. The advantages of "open" classroom teaching evaluation in review class

This teaching evaluation method conforms to the guiding ideology of "student-oriented development", and students' main role is prominent, so that students' learning potential can be fully tapped and stimulated.

(1) Putting students on the platform not only provides students with a stage to show their talents, satisfy their desire to express themselves and try their sense of accomplishment, but also allows them to experience the construction process of knowledge mastery.

(2) Because students have to finish their homework and explain the content before class, they are forced to review chapters comprehensively and organize their knowledge systematically. This review session has truly achieved conscious learning, which has changed students from passive learning to active learning and improved learning efficiency.

(3) Organizing such a classroom teaching process has cultivated students' eloquence, organizational ability, logical thinking ability, adaptability and psychological endurance. It promotes the healthy development of students' personality.

(4) Due to the change of the traditional seating arrangement in the classroom, students get the opportunity to help each other, and students with poor learning can directly get the help and guidance of students who have spare capacity to study, so it is easier to master and understand what they have learned, stimulate interest and improve their learning ability. Partners help each other and learn from each other, creating a relaxed and happy learning atmosphere for students.

Third, the practical thinking on the innovation of teaching evaluation of junior high school mathematics review course.

This innovation of classroom teaching evaluation of junior high school mathematics chapter review can promote the active participation of students with slow thinking activities. Under the new organizational form of "taking students as the main body", teachers care for students, trust them, train and exercise them freely, and change the boring and depressing atmosphere in traditional teaching.

Through the interaction and coordination of evaluation, the emotional communication between teachers and students and between students is strengthened, which promotes students' learning of mathematics, produces a positive attitude and improves the efficiency of classroom teaching.

In the long-term research process, although some progress has been made, there are still many shortcomings. For example, to carry out this kind of classroom teaching evaluation requires teachers' own control ability, adaptability and students' adaptability to this form of change, which requires a period of training and running-in. At the same time, although the original teaching evaluation method has been changed, the benefit of classroom teaching still needs to be improved. In the future teaching practice, we must constantly try and study innovative evaluation methods to evaluate and promote teaching and learning. Constantly improve the evaluation in teaching and learning.