1, check before review to find out the existing problems. That is, on the basis of the syllabus, according to the basis, key points and difficult contents of each part of knowledge, before reviewing each section, six or seven topics with moderate difficulty are selected as homework, and students are required to complete them independently and seriously on the basis of their own review. I found the problems of students through correcting, and combined with the usual homework and the tests of each unit, aiming at the difficulties, doubts and problems of students in this period of study. Find out the reasons why each knowledge point is easy to make mistakes. Teachers can know fairly well and prescribe the right medicine when reviewing. 2. Summarize, sort out and sort out the review structure network. After fully understanding the students' learning situation, we should read the syllabus and teaching materials repeatedly, and make clear the key chapters and the review points of each chapter. When making a review plan, we should earnestly grasp the specific content of the review, implement the spirit of the outline, and make the review targeted, purposeful and feasible. Identify the key points and difficulties, and enhance the pertinence of review. When preparing the lesson plan for the review class, we should focus on clarifying the knowledge structure network of basic concepts, basic calculations, basic operations and basic applications. It is suggested to proceed in three steps (1). Review should be arranged according to several chapters of the textbook. (2) Training should be divided into three parts: concept, calculation and application. (3) Finally, conduct comprehensive training appropriately. Effectively ensure the review effect. 2. Sort out, sort out and strengthen systematic review. 1. Establish a basic knowledge structure network when reviewing. Let students taste the basic knowledge again, sum up the main points, make clear the key points and difficulties of each part of knowledge, and proceed from all directions to promote improvement. As an important feature of review class, it is to guide students to systematically sort out what they have learned under the guidance of system principles, so as to integrate scattered knowledge into a whole and form a relatively complete knowledge system. So as to improve students' mastery of knowledge. For example, the chapter on the meaning and nature of fractions can be organized into tables, so that students can have a systematic understanding of the contents of this chapter from the meaning of fractions to the relationship between fractions and division, the comparison of fractions, the classification and reciprocity of fractions, the basic nature and application of fractions, which is conducive to the systematization of knowledge and the grasp of their internal relations. For another example, reviewing the basic properties of fractions can combine the quotient invariance law of division with the basic properties of ratio for students to master. Do the orderly development of combing-training-expanding, and really improve the review effect. 2. Distinguish and compare, distinguish and clarify confused concepts. For confusing concepts, we must first grasp the comparison of meanings. Such as: comparison between prime numbers and odd numbers; Comparison between composite number and even number; Prime number and prime factor; Ratio and proportion, etc. The analysis of confusing concepts can help students fully grasp the essence of concepts and avoid the interference of different concepts. The methods that are easy to be confused should also be compared, and the method of solving problems should be clear. For example, compare and simplify. 3. Pay attention to the internal connection of knowledge. In the whole review process, don't just focus on a single knowledge review. It is more important to link the knowledge before and after and use it comprehensively. Some problems can be analyzed from different angles and different solutions can be obtained. For example, when solving an application problem, the same problem can be regarded as an engineering problem, a standardization problem or a comparison problem. Multiple solutions to a problem can cultivate students' ability to analyze and solve problems flexibly. Different analytical ideas, different formulas and the same results. Get the same result through different channels. At the same time, it also inspired other students and broadened their thinking of solving problems. Some application problems have different forms, but the method of solving them is the same. For example, engineering problems and some exercises that encounter problems have different types of topics, but the thinking and analysis methods of solving problems are the same. When reviewing, we should guide students to think from different angles and classify all kinds of exercises, so as to integrate what they have learned and improve the flexibility of solving problems. 4. Grasp the important and difficult points in the review. In my opinion, the most difficult problem in the review of primary school graduation is the application of the theory, and more efforts should be made in the review. When reviewing application problems, I think we should pay attention to the following two aspects: (1). Reviewing application problems in primary schools can be divided into general application problems, general application problems, travel problems and engineering problems. According to the method of solving problems, it can be divided into simple application problems, compound application problems, proportional knowledge solving application problems and equation solving application problems. Review according to certain standards, according to the actual situation, carry out reasonable classification review, and find out the basic problem-solving methods of various application problems. After classified review, we should also carry out integrated training of various application problems and practice solving application problems in different ways to make this part of knowledge completely systematic. (2) According to the actual situation of the class, strengthen the training of one or several types of application problems that students can't master well, carefully design exercises, pay attention to the content level, step by step, from easy to difficult, and grasp the three stages of "meeting", "familiarity" and "living", and finally form a strong problem-solving ability. Third, the principles that should be paid attention to in the review class "The review class is the most difficult" and "In addition to practice or practice", many math teachers often sigh like this when they reach the final review stage. Indeed, the review class has neither the "freshness" like the new class nor the "sense of accomplishment" like the practice class. Then, how to have a good review class, let students enjoy it and improve the review effect? We feel that we should achieve "five wants and five taboos". 1, we should explore independently and avoid passively accepting that many teachers are always uneasy about their students. In the review class, they either cover everything and keep explaining and asking questions, or practice a lot, only seeking results and not paying attention to the process. On the surface, the capacity is large and the effect is good, but in fact, it is half the effort. Therefore, teachers can design some challenging problem situations from the students' point of view, stimulate students' review interest, fully mobilize students' enthusiasm, and make students further understand and consolidate what they have learned in the process of actively exploring and reviewing. 2. To be fully open and avoid the comprehensive open practice with a single closed answer is conducive to inspiring students to think and analyze problems from multiple angles and sides, and to cultivating students' flexible thinking and creative thinking and their ability to use knowledge to solve practical problems. 3, to practice effectively, to avoid mechanical work mechanical work will only cause students to be afraid of learning, tired of learning, thinking set. Therefore, in the review, we should design more clever, novel exercises with high thinking value, guide students to think independently and practice effectively, so that students can draw inferences from one instance and draw inferences from another. 4, to cooperate and communicate, avoid boring to explain that students' cognitive basis, thinking mode and learning level are different, and the corresponding methods, ways and abilities to solve problems are bound to be different. In review, when students encounter confused questions or explore open questions, teachers should create an atmosphere of research and discussion, and be willing to take the time to provide them with opportunities for cooperation and exchange, so that they can play their potential and inspire each other in cooperative discussion. 5. Be targeted, avoid blindly practicing targeted, that is, the exercises designed during review should be targeted and purposeful, and should be designed for students' knowledge defects, misunderstandings, difficulties and doubts, so that students can deepen their understanding, fill gaps and improve their knowledge system through comparison, identification and mutual evaluation. Mathematics review is not a mechanical repetition. Talking about everything and practicing everything is the taboo of review. It is necessary to prevent students from repeating a lot of exercises that have mastered knowledge, and to concentrate on the parts that have not mastered knowledge, so that teachers can really make up and strengthen what students lack. Let students complete the induction and generalization of what they have learned in practice. At the same time, the design of the topic should be novel, open and innovative. Mobilize students' initiative from multiple angles and directions, let them think more, fully develop their thinking and learn more problem-solving skills. Fourth, pay attention to the feedback of unit papers, comprehensive papers and students' self-evaluation. 1, check the comprehensive quality of students in time. A series of adaptability, flexibility and diagnostic tests carried out on students in the general mathematics examination in primary schools are helpful for teachers to fully understand the students' situation and check for missing items in time. To this end, with the help of the teaching and research group, we regularly organize meetings to study and carefully compile a set of questions with strong pertinence, accurate detection points and flexibility. After the comprehensive test, the teacher will make a comprehensive analysis in time to further standardize the students' comprehensive review. 2. Cultivate students' habit of self-evaluation and reflection. After the exam, teachers should not only carefully analyze and record students' defects, but also prescribe the right medicine in time and concentrate on the next exam. Students should be encouraged to record a "General Review of Wrong Questions Set", use the wrong questions set flexibly, read through the analysis frequently, and never make mistakes again. Efforts should be made to enable students to learn to correctly evaluate themselves, consciously check for leaks and fill gaps, face complex and changeable topics, carefully examine topics, find out knowledge structure and laws, explore hidden conditions, think more and discover more, and gain their own experience. Five, for all students, so that students at different levels have improved. The general review of primary school mathematics is a basic and comprehensive review. We should not only unify the requirements for different students, but also consider the differences. We should correctly handle the relationship of "nurturing excellent students, helping the poor and promoting China" and don't give up any students. The method of "hierarchical review" should be adopted: (1) Students are stratified: first, according to the differences of students' basic knowledge, the whole class is divided into three groups: excellent, medium and poor, and according to the students' usual learning level, combined with students' self-evaluation and others' evaluation. (2) Review goal stratification: put forward different learning goals and requirements for the three groups. Excellent students focus on the development of comprehensive questions, requiring careful examination and flexible problem solving. Intermediate students focus on variant improvement questions, while poor students focus on basic questions, requiring a solid foundation. (3) The review method is stratified: excellent students study independently combined with teacher's guidance for review, middle students cooperate in groups combined with teacher's explanation for review, and poor students' teacher's guidance combined with excellent students' help for review. (4) Stratification of homework exercises: Only by arranging exercises reasonably can the review efficiency be better improved. Because students' abilities are different and their knowledge levels are uneven, it is necessary to carry out multi-level training for excellent, medium and poor students. The so-called multi-level is to adhere to the principle of low starting point, dense steps and small slope, and design three-level contact questions, so that students can choose one group of questions or multiple groups of questions according to their own situation. The first group of questions is the basic questions, which is a common requirement for all students; The second group of questions is variant questions, which are slightly flexible; The third group of questions is comprehensive development questions, which is conducive to cultivating students' innovative thinking ability and creativity. Teachers should fully grasp the hierarchical characteristics of homework: basic questions, improving questions and comprehensive open questions. On this basis, practice in layers: ask the underachievers to complete the basic questions and only seek the answer to one question; For middle school students, in addition to the above questions, add variant questions; For gifted students, comprehensive open questions are added on the basis of secondary students, which requires multiple solutions to one question and cultivates flexibility and creativity in thinking. (5) Stratification of learning evaluation: Different groups of students have different evaluation focuses: excellent students focus on evaluating their spirit and academic performance, average students focus on evaluating their initiative and learning methods, and poor students focus on evaluating their learning attitudes and habits. The purpose of hierarchical evaluation of students' learning is to appropriately increase the psychological pressure of gifted students and promote their improvement; Protect the learning confidence of poor students and promote their development; Change the mental state of middle school students and promote their enterprising spirit. (6) Hierarchical feedback information: all kinds of feedback information of students are layered and immediately summarized, so as to establish the review focus of review ideas and strengthen pertinence. Attach importance to both the similarities and differences of students and individual differences. In short, teachers should adopt flexible and diverse means and methods in review, which should not only suit students' tastes, but also help students to actively participate in review activities, make up their own knowledge defects, promote the transformation of knowledge structure into cognitive structure, and make the review class not tired.