There are three relationships to be handled well in the review class: (1) The relationship between in-class and out-of-class should be handled well. The extension of math class is equal to the extension of life. We can learn and use mathematics anytime and anywhere in our life, and so can the review stage. Don't limit the review content to books and classes, but link textbook knowledge with students' real life, broaden their knowledge horizons and develop their thinking ability. On the one hand, we should guide students to pay attention to life:

(2) handle the relationship between laying a good foundation and consolidating and improving. As the saying goes, "Tall buildings rise from the ground." With a solid foundation, we can build a solid and magnificent summer. Mathematics is based on calculation, emphasizing the connection and application between mathematical knowledge and real life. Therefore, while teaching students basic methods and skills, we should pay attention to expansion and application, and improve the overall grasp ability of the knowledge structure system on the basis of helping students to store and extract, reorganize and integrate, understand and apply, and analyze and synthesize what they have learned. Finally, promote the overall improvement of students' Chinese literacy.

(3) Handle the relationship between self-study and teacher guidance. Teachers should give full play to students' initiative and creativity as much as possible, give them as many opportunities for independent review as possible, resolutely abandon the practice of exceeding authority, and strive to make knowledge the result of students' own thinking. In class, teachers ask students to practice, discuss and communicate. It's not a formality for a teacher to bend over and approach students, but a real inspection and guidance. Teachers try to understand the learning situation of all students, give effective guidance as much as possible, find common problems as much as possible, and facilitate targeted comments. Students can solve it, but teachers don't do it. Teachers should pay more attention to students with learning difficulties. In the review process, students can determine what they need to review most, sort out their own knowledge and presentation forms of topics, summarize the problems in their homework, and inspect the topics with their deskmates. What teachers consider most is where to explain, where to guide and how to guide; The most frequently spoken words are inspirational words, inspirational words and inspirational words; Doing the most is patrolling, listening, participating, guiding and appreciating; The key point is to guide students to discover knowledge rules and summarize review methods.

In short, there are many kinds of review work, and the methods of review vary from class to class, and there is no fixed model to follow. The best policy is to achieve the goal of not simply repeating the review process, but also receiving good review results.