As one of the important categories of primary school mathematics classroom teaching, it occupies an important position in primary school mathematics teaching. Review class is different from new teaching and practice class. We believe that the main tasks of the final review class are: first, sort out the knowledge learned this semester, find out the shortcomings and make up for them; Secondly, by reviewing the knowledge points learned this semester, a network system of knowledge is formed, so that students can understand the ins and outs of knowledge, further deepen their understanding of knowledge, and use what they have learned to solve practical problems; Third, through review, students at different levels can be improved to varying degrees on the original basis. How can we do a good job in the final review under the environment of curriculum reform? First, review the curriculum standards. Curriculum standards are not only an important basis for normal teaching, but also the basis for proposers to make propositions. Of course, they are also the basis of our review. When reviewing, all the knowledge points required in the curriculum standards should be reflected, which not only increases the pertinence of review, reduces blindness, but also avoids repeating simple mechanical training and improves review efficiency. Then, we should make a feasible review plan. And seriously implement the plan. To make a review plan, we should fully understand the students' learning situation, carefully grasp the specific content of the review, and implement it according to the requirements of the curriculum standards, so that the review is targeted, purposeful and feasible. We should also study the syllabus carefully, grasp the teaching requirements, make clear the key and difficult points, and have a clear goal. In addition, teachers should be able to find out the difficulties and doubts in students' study according to their usual homework and the tests of each unit. Let the review be targeted, so as to get twice the result with half the effort. Second, through review, we can organize knowledge in an orderly way and make it systematic. Primary school mathematics knowledge itself is systematic. Therefore, when reviewing, teachers should guide students to sort out the knowledge vertically and horizontally, find out the internal relationship between the knowledge, and string the isolated and scattered knowledge points into lines, connecting them into pieces and forming a network. For example, when reviewing, teachers can guide students to summarize and sort out the knowledge content of each unit of this book. Through sorting, it is helpful for students to understand and grasp the internal relationship between knowledge as a whole, which is very beneficial for students to further master and use knowledge. Third, organize students to review effectively according to the teaching priorities and students' learning difficulties. In the review class, teachers should not only grasp the key and difficult points of knowledge, but also guide students to sort it out in an orderly way. It is also necessary to organize effective review according to the specific situation of students' mastery of knowledge. It is suggested that teachers should do two things well before reviewing: First, guide the whole textbook carefully, re-examine the basic knowledge, and analyze the difficulties of the textbook again. Second, they should investigate students' knowledge, find out students' knowledge loopholes through investigation and analysis, and then make feasible review plans. For the knowledge of practical problems, teachers should guide students to analyze and understand the quantitative relationship of topics under the background of solving practical problems. At the same time, pay attention not to focus on the topic, and add some related or comparative topics appropriately, so that students can see how the problem-solving methods change when the conditions and problems of the topics change. This will make it easy for students to see the structure of the application problem. Cultivate their habits of careful analysis and flexible use of algorithms. 1. Design some topics that can be used flexibly to solve practical problems. 2. Design some variant exercises and contrast exercises to help students distinguish similarities and differences and highlight the essential attributes of the topic. 3. Design some comprehensive exercises to improve students' ability to use what they have learned to solve practical problems. 4. Design some divergent exercises. Cultivate students' thinking ability of seeking differences. Fourth, create a review atmosphere. Review is like the final sprint stage of long-distance running, which is a new learning stage different from usual learning. Therefore, our teacher can guide students to make review plans, set goals and introduce excellent review methods. Maximize students' enthusiasm for review, arouse students' enthusiasm and initiative in learning, give students the right to choose math exercises, and let different students have different practice focuses. It can effectively realize the successful emotional experience of different students and promote students' desire and love for learning. In the review process, we should avoid mechanical, repetitive and monotonous phenomena. If students are allowed to train the same topic in a unified way, their individual differences cannot be met, and all students cannot develop. The result is often that top students don't have enough to eat, students with learning difficulties can't eat, and teachers are thankless. For all students, students at different levels can be improved. Especially to make up the difference. Facing all students is one of the basic requirements for implementing quality education. The final general review should reflect this. In view of this, teachers should guide students to complete textbook exercises selectively according to their own ability and knowledge level, which can effectively improve students' self-confidence in learning. For example, students with poor foundation can complete some simple problems, while students with high ability should do less exercises that they think are easy to grasp. Focus on completing some exercises that you think you are not sure about. This practice makes different students have different review points and different students get different development, thus improving students' self-awareness and self-confidence. Fifth, one more ruler to evaluate students. After the implementation of the new round of curriculum reform, people realize that the correct and scientific evaluation will determine the success or failure of curriculum reform. Curriculum standards point out that the purpose of evaluation is to comprehensively examine students' learning situation. Stimulate students' enthusiasm for learning and promote their all-round development. Evaluation is also a powerful means for teachers to reflect and improve teaching. Therefore, teachers should not only use a ruler to evaluate students, but also evaluate them according to different people. Different evaluation criteria should be formulated for different students, so that students can jump up and reach the apple, so that they will never give up their pursuit and efforts in learning, enhance their self-confidence and motivation in learning, and study hard towards their goals. 6. Problems needing attention in review 1. Pay attention to stimulate students' interest in learning when reviewing. In the review class, students are faced with the old knowledge they have learned. Teachers often stir up the original knowledge again and do repeated intensive training on the same level of knowledge, which is not conducive to stimulating students' interest in learning. The mastery of students' basic knowledge and the formation of basic skills really need necessary training. However, we should pay attention to moderation. Teachers should pay attention to the connection with students' real life in topic design, reflecting certain comprehensiveness, novelty and appropriateness of difficulty. Teachers should pay attention to the use of teaching strategies that can stimulate students' interest in learning and adopt appropriate incentive evaluation language to fully mobilize students' enthusiasm for review. 2. Pay attention to the comprehensive use of topics when reviewing. At the end of the review, we can't reproduce the scattered knowledge we usually study. Teachers should guide students to sum up what they have learned before and what they have learned in this book, so as to improve their ability to solve practical problems comprehensively. Broaden the channels for students to acquire knowledge. 4. Pay attention to teaching students in accordance with their aptitude and care for students with learning difficulties in the final review. The difference of students' learning level is an objective fact, especially for some students with learning difficulties, teachers should pay attention to it when reviewing; Students who study well should be encouraged to go to the next level to fully mobilize the learning enthusiasm of students at all levels.