1, the content of taking students to read books for the first time. Students quickly browse the examples in the book and get a general idea of the new knowledge and ability given the next day.

2. Take the students back to what they have learned. According to the new knowledge, recall the relevant knowledge you have mastered, and think about the learning methods, inquiry processes and conclusions used at that time, whether it is helpful to the content you want to learn now.

3. Explore new knowledge with students' tastes. Read the text examples and questions carefully, think and mark while reading, and mark the knowledge points. Clarity: What you have learned through preview, and what questions or puzzles you have.

4. Take the students to try topic selection exercises. From the "try" and "practice" links behind the examples, choose several questions similar to the examples and try to do them (regardless of the variants). If you have any questions, mark them and wait until class to discuss and solve them.

At the beginning of counseling, teachers can set up an independent preview list, spend part of their time leading students to preview guidance, and then slowly let go after students gradually master the preview methods.

Hands-on preview allows students to gain experience in basic math activities.

Mathematics is also an experiential course, and a lot of content must be experienced in person to be better understood. Therefore, in preview, besides reading textbooks, hands-on operation is also a good way to help students understand knowledge.

For example, before teaching the characteristics of cuboids, cubes, cylinders and cones in the fifth and sixth grades, the author not only asked students to collect and sort out examples and information about the application of these three-dimensional graphics in their lives, but also asked them to make these three-dimensional graphics according to the patterns provided in the attached pages at the back of the textbook.

In order to communicate in class, students can gain more direct perceptual knowledge and rich experience in mathematics activities. Many teaching practices have proved that letting students preview before class can improve the classroom efficiency of graphic geometry knowledge teaching and cultivate students' spatial concept.