Review review takes "repetition" as "learning", repetition is the premise and learning is the foundation. However, many teachers are always uneasy about students in the review class, or keep explaining and asking questions, trying to cover everything; Or practice a lot, only seeking results, not paying attention to the process. This kind of classroom teaching has a large capacity on the surface, but the actual effect is not good, because students' autonomy and initiative are not fully mobilized. Therefore, teachers must let students "talk" in review, and then design some challenging problem situations from the students' point of view to stimulate students' interest in review, fully mobilize students' enthusiasm, and let students feel the obsolescence of exercises in the process of "learning", so as to further understand, consolidate knowledge and improve their ability to solve problems.

For example, when reviewing the divisibility of numbers, in order to guide students to understand the similarities and differences of various concepts and their relationships, we can design such a question: "Students, when you see 1, 2, 3, 6, 9, 19, 5 1, 75, 90. Can you say a few words with the knowledge of' divisibility of numbers'? " Let the students talk and think, so as to arouse their memory of a series of related concepts of "divisibility of numbers" They recall, analyze and sort out, and finally form a systematic knowledge network. In this way, putting students in the main position can also make them experience the happiness of active inquiry in review, thus improving the review effect.

Second, the content of the review class should be comprehensive.

The purpose of review class is to organize knowledge systematically, improve students' flexible thinking and creative thinking, and comprehensively use knowledge to solve practical problems. Designing comprehensive and open exercises is helpful to inspire students to think and analyze problems from multiple angles and sides, which coincides with the purpose of review class.

For example, when reviewing the "scale", you can make up a question: The following picture shows the road map drawn by Xiaohong's family to school and children's palace according to a certain scale. It is known that the actual distance from Xiaohong's home to school is 1000 meters. Please calculate the actual distance from her home to the Children's Palace.

After measuring that the sum of the line segments from Xiaohong's home to school is 4cm, and the distance from Xiaohong's home to Children's Palace is 6cm, students can find out the actual distance from Xiaohong's home to Children's Palace by using proportion, proportion, integer application and fraction application, which creates an open thinking space for students.

Another example is when reviewing "Volume Calculation", the design topic is:

How to measure the volume of an irregular stone weighing about 200 grams? Please design the measurement scheme.

Equipment preparation:

Design process:

For another example, in the review of "the surface area and volume of a cuboid", we can design an exercise: a cuboid matchbox is 5cm long, 3cm wide and 2cm high, and 10 boxes of matches are packed together. How to pack it? Work out how much wrapping paper you need. (Ignore overlapping) Which packing scheme do you think is reasonable? This problem requires students to analyze and compare through a series of practical activities such as simulating packaging, drawing or imagination, so as to find the ideas and results of solving the problem. Through the solution of this problem, students also realize that in order to use wrapping paper at least, the area of overlapping parts must be maximized.

Thirdly, the review process should reflect cooperation.

Students' cognitive basis, thinking mode and learning level are different, so are the corresponding methods, approaches and abilities to solve problems. 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.

For example, in the review of "perimeter and area of plane graphics", the following topics were designed:

1. There is a rectangular open space in the school, which is 80 meters long and 60 meters wide. How did you design it? Draw a sketch. (Draw at least four kinds with the scale of 1: 1000)

Uncle Zhang is going to enclose a vegetable field as big as possible with a 30-meter fence by the wall. What do you think is better for him?

The liquid beverage is sealed and packed in a rectangular plastic paper box. Measured from the outside, the box is 6 cm long, 4 cm wide and 10 cm high. The box surface is marked with "net content: 240ml". Please analyze whether the description is false.

In class, teachers don't make any comments on the various viewpoints put forward by students, but further guide students to discuss and exchange the assumptions put forward, and verify them one by one through calculation until they reach the final understanding. Through cooperation and communication, students have consolidated a series of relevant knowledge in time, and they get not only how to solve the "problem", but also a way of thinking about the problem: guessing-verification-conclusion.

Fourth, the practice of review class should reflect pertinence.

Targeting means that the exercises designed in 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.

For example, in the general review of "ratio and proportion", according to the problem that students value arithmetic over reasoning, the following exercises can be designed to practice and reason.

1, which will be rewritten as proportion (), based on ().

2. Use four odd numbers within 20 to form the proportion (), and test the basic properties of the proportion ().

3. First judge the proportion or disproportion of the numbers in the following questions, and then give examples.

(1) A person's age and how much he can read;

(2) numerator and denominator when the fractional value is constant;

③ The area and side length of the square;

(4) PI and diameter when PI is constant;

⑤ Number of teeth and revolutions of two meshing gears.

In short, teachers should adopt flexible and diverse means and methods in review, not only to cater to students' tastes, but also to help students make up for their knowledge defects, promote the transformation from knowledge structure to cognitive structure, and make the review class not tired.