Keywords: efficient review strategies for primary school mathematics general review
The total review capacity of mathematics in the sixth grade of primary school is large, the span is long and the forgetting rate is high. Therefore, the optimization of this process is particularly important for improving students' learning efficiency. In this process, teachers should guide students to systematically summarize what they have learned, make up for the gaps in the learning process, and make the knowledge they have learned in the past six years organized and systematic, so as to better grasp the key points and keys of each part of knowledge. However, in this critical review process, students have different ways of learning and thinking, different acceptance ability, different existing knowledge level, more knowledge content, heavy tasks and tight time. How to solve this series of contradictions and effectively review the knowledge learned in the whole primary school stage is our concern.
I talk about my own experience on this issue in combination with my own teaching practice:
First, pay attention to students' differences, prepare lessons effectively, and pay close attention to effective classes.
In the review, teachers should be aware of the existence of student differences, and each student's foundation is different. It is impossible for all students to master unified knowledge. Teachers should not only recognize students' differences, but also respect them. In preparing lessons, they should not only prepare textbooks, but also pay attention to students' differences.
Pay attention to the "hierarchical guidance" of class students, develop and cultivate their individuality, and encourage students to check each other's papers and improve together.
In the hierarchical guidance, it is established that (1) the main goals of eugenics are: to be foolproof in examining questions and to use them flexibly; (2) The main goal of middle school students: check carefully and strive to improve; (3) The main goal of underachievers 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.
Prepare lessons carefully before class, understand students' knowledge, carefully design teaching procedures, arrange lectures and practical teaching reasonably, and try to solve problems in class. The review class should focus on the key points of knowledge, the difficulties of learning and the weaknesses of students, such as the proportion of students who often make mistakes. The usage of direct proportion and inverse proportion, and whether they are related quantities, has always been unclear. Here, we can use sorting and induction to deepen our understanding of knowledge and make it organized and systematic. It fully embodies the principle of "practicing while speaking, intensive cultivation, practicing while speaking, and focusing on practicing", so as to achieve the goal of doing one problem, learning one method, knowing one kind and getting one thing.
Second, reflect students' dominant position and stimulate their interest in learning
(A) to stimulate students' interest is to experience the joy of success and stimulate their enthusiasm for learning.
To stimulate students' interest in learning, students should be allowed to study independently, and their learning enthusiasm should be fully mobilized through self-study, student report, teacher evaluation and guidance. In order to make students succeed, we should divide the teaching objectives from easy to difficult and from simple to complex into several progressive levels to be answered by different types of students, and strive to make all students actively participate in teaching activities, and make rapid feedback, evaluation and encouragement at each target level, so that students can form a learning atmosphere in the joy of success.
Third, pay attention to the research of teaching methods and improve the review efficiency.
(a) close to reality, special review, strengthen the combination of typical feedback and individual feedback, divide and rule.
(1) Teachers should adopt less problem-solving and high-density thinking training, so as to achieve multiple solutions to one problem, multiple thoughts to one problem and multiple changes to one problem, promote the connection between knowledge and thinking, and improve the flexibility of solving problems.
(2) Starting with problem-solving strategies, enrich students' problem-solving methods. In the process of solving problems, teachers should choose different methods flexibly. When reviewing the knowledge about cuboids, you can first demonstrate that you want to dig a pool with a length of10m, a width of 7m and a depth of 3m. Then let the students put forward their own mathematical problems according to the information, and extract some related mathematical problems for analysis and solution, such as: (1) What is the area of this pool? (2) How many cubic meters of soil does it take to dig such a pool? Or fill this pool with water. What is the volume of water? (3) If cement is to be plastered around and at the bottom of this pool, what is the plastering area? By analogy, this situation can not only sort out knowledge, but also link the learned knowledge with solving real life problems.
(2) Discover the completeness and limitations of students' knowledge, comprehensively improve, internalize the knowledge structure, enhance the overall feedback of the subject, and effectively improve students' comprehensive quality.
Fourth, highlight the review strategy of "solving application problems"
"Solving application problems" has always been a headache for students, but "solving application problems" is the key and difficult point in the process of mathematics teaching in primary schools in China. The improvement of students' thinking level depends largely on the carrier of "solving application problems", and the formation of students' good thinking quality must be realized through this way, so I think this is the top priority of our review.
Reviewing "solving application problems" should be completed in the following two aspects:
(1) Start with the types of questions and give full play to the maximum role of each question.
In order to change this inefficient teaching, teachers should adopt less problem-solving and high-density thinking training, improve the flexibility of solving problems and promote the connection between knowledge and thinking by doing more problems, changing more problems and thinking more.
(2) Starting with problem-solving strategies, enrich students' problem-solving methods.
In the process of solving problems, teachers should choose different methods flexibly. For example, when teaching fractional application problems, you can choose the method of drawing; When solving the travel problem, you can choose the method of simulation experiment.
Verb (abbreviation of verb) is the transformation of underachievers.
(1) We should protect the self-esteem of underachievers.
We should fully protect the self-esteem of these students. This requires teachers to be careful not to say sarcastic words when speaking, and give these students some encouragement appropriately. We should look at the underachievers in an all-round way and give them some encouragement whenever they make progress, so as to improve their self-confidence and interest in learning.
(2) Take practical measures to improve the performance of underachievers.
As a teacher, we should be good at analyzing the causes of underachievers. Where are the underachievers? By what means? I think that in addition to preparing lessons according to the actual situation of students, we should also attach importance to applying the principle of information feedback according to the law of memory and forgetting to consolidate the classroom effect in time; We should follow the principle of step by step, adhere to scientific training, check and fill gaps, and improve students' knowledge quality. In this respect, we should make up one by one, make up the old with the new, and make up the individual with outstanding objects. There are several groups in the class, and each group chooses a responsible student with good grades to teach students with poor grades. In this way, students with poor grades make progress, and students with good grades make better grades. The whole class set off a learning atmosphere of chasing after each other, and students changed from passive learning to active learning.
Abstract of intransitive verbs
In short, in the review, we should take intensive lectures as the guidance, and teachers and students should be innovative as the feedback, so as to grasp at both ends and promote in the middle, thus effectively solving the thorny problem of large capacity, long span and high forgetting rate of the total review knowledge of mathematics in the sixth grade of primary school, and truly improving the efficiency of the math review class.