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, clarify the key and difficult points, and be targeted. In addition, the teacher should be able to make clear the difficulties and doubts in students' study according to the usual homework and the test results of each unit. Only in this way can the review be targeted and effective.
Second, through review, we can organize knowledge in an orderly way and make it systematic. Primary school mathematics knowledge itself has its own system. Therefore, when reviewing, teachers should guide students to sort out knowledge vertically and horizontally, find out the internal relationship between knowledge, and string the isolated and scattered knowledge points into lines, connecting them into pieces and forming a network. For example, when reviewing, the teacher can guide students to summarize the knowledge content of each unit of this book. Through sorting, it is helpful for students to understand and grasp as a whole.
Third, according to the teaching focus and students' learning difficulties, effectively organize students to review. In the review class, teachers should not only grasp the key and difficult points of knowledge, but also guide students to organize effective review according to the specific situation of students' 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 re-analyze the difficulties and difficulties of the textbook. Second, we 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 in the situation of solving practical problems. At the same time, be careful not to focus on the topic, and you can add some related or comparative topics appropriately. Let students see how the problem-solving methods change when the conditions and problems of the topic change, so that they can easily see the structure of the application problem and cultivate their habit of careful analysis and flexible application of the algorithm.
1. Design some flexible topics 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 to 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 teachers can guide students to make review plans, set goals and introduce excellent review methods. To stimulate students' enthusiasm for review to the maximum extent, 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' learning consciousness and self-confidence.
Five, 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 their 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 should vary from person to person. Appropriate evaluation. Make different evaluation criteria for different students, so that students can go to Apple when jumping, so that they will never give up their pursuit and efforts in learning, enhance their self-confidence and motivation in learning, study hard and work hard towards their own goals.
Sixth, the problems that need attention in the 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 already learned. Teachers often stir up the original knowledge 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, but we should pay attention to moderation. Attention should be paid to the connection with students' real life, reflecting certain comprehensiveness, novelty and moderate difficulty. Teachers should pay attention to the use of teaching strategies that can stimulate students' interest in learning and adopt appropriate encouraging 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 learn. 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 comprehensive ability to solve practical problems by using knowledge.
3. Pay attention to expanding students' knowledge through review. Teachers can collect information online, consult relevant books in libraries and reading rooms, guide students to broaden their horizons, expand their knowledge, cultivate students' awareness of actively acquiring knowledge, and broaden the channels for students to acquire knowledge.
4. The final review should pay attention to teaching students in accordance with their aptitude and care for students with learning difficulties. The difference of students' learning level is an objective fact, especially for some students with learning difficulties, teachers should pay more 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.