The second week, I tried to solve the problem I haven't figured out yet.
How can I have a good review class?
Review is a thorny problem for teachers, and it is also a difficult point in primary school mathematics teaching. In the process of reviewing, students are less interested in learning new lessons and are prone to boredom. If the teacher is not fully prepared, it is easy to have inefficient review. How can we have a good review class, so that students can review effectively in a harmonious and pleasant atmosphere, and achieve the goal of firmly mastering and flexibly using what they have learned?
First, pay attention to building knowledge network and developing cognitive structure.
Review class is based on the requirements of [Outline], combined with the characteristics of mathematics subject and students' reality, carefully draw up a review plan that conforms to the class situation and highlight the review key points. It is necessary to seriously investigate and understand students' knowledge omissions and learning difficulties, grasp key issues according to the actual situation, and let students "draw inferences from others" and master the categories. Don't cover everything, "scratch your eyebrows and beard."
Second, it is necessary to systematically classify and avoid generalizations.
On the basis of the original piecemeal learning, we must sort out all the knowledge points in the text, pay attention to the systematic coherence of knowledge, and at the same time do a good job in the "horizontal" communication of several kinds of knowledge, clarify the internal relations of related knowledge, complete the internalization and "reconstruction" of knowledge, help students form a reasonable cognitive structure, and make an outline and return, reducing memory negation. Don't generalize like a dragonfly. Students' minds are still repetitive fragments of knowledge, which are irrelevant and difficult to remember.
Third, develop intelligence and avoid "cold rice and heavy speculation"
Self-study should be strengthened in review, so that students can become the protagonists in class. Teachers become organizers, collaborators and participants in teaching activities. Insist on self-study, inspire students to think independently, ask questions actively and solve problems through discussion. Summarize the review methods in the discussion, grasp the key points and read the outline. The exercises in the review class should be carefully designed, the difficulty is slightly higher than the usual teaching level, and the comprehensiveness should be strengthened; In problem-solving training, students should be guided to grasp the essential problem and the basic quantitative relationship, and a point or a problem should be linked with one side through divergent association, so that students can solve more than one problem. Avoid letting students do repetitive homework, stir-fry cold rice without thinking, and get bored.
Fourth, be lively and avoid being monotonous.
The review class should adopt flexible and diverse methods, pay attention to interest, fully mobilize students' learning emotions, and let them become the masters of review. We should pay attention to changing review methods frequently, organically using audio-visual media and other teaching means to guide students to speak, think and practice, and turn knowledge into teaching skills. We should pay attention to reviewing the old and learning the new, and avoid teachers blindly explaining and students blindly practicing.
Fifth, we must face everything and avoid letting others flow.
The purpose of review must be to improve all students on the original basis. Must be stratified teaching, classified guidance. Pay attention to let gifted students "eat well", let ordinary students "eat well", and pay more attention to let underachievers "digest well". Don't force uniformity regardless of reality.
Sixth, we should pay attention to "double basics" and avoid "sea tactics"
Review should focus on "double basic" training. There must be talk and practice, and the combination of talk and practice; Practice accurately, concisely and purposefully. Explain and prompt the important, difficult and error-prone points of knowledge points. Avoid using "sea tactics" instead of reviewing. It is even more difficult to conduct mock exams frequently and push students into the "sea of questions".
In short, teachers should develop students' intelligence, improve students' ability and effectively improve the efficiency and quality of review class on the basis of strengthening "double basics".
Students, review must first have enough confidence in yourself and firmly believe that you have great room for improvement and untapped potential. In fact, human potential is infinite. Secondly, review needs scientific methods, especially physics. Here are some suggestions for your reference:
First, based on basic knowledge, basic skills and basic methods, focus on understanding.
Basic concepts, laws, skills and methods are the basis of physics learning, and only by laying a good foundation can we move forward. How to understand? In my opinion, if we can not only know why, but also know why, draw inferences from others and distinguish the approximate concepts and laws, it is also understood. Ask yourself more questions from different angles, discuss with your classmates how to understand, and make more associations and comparisons, which will greatly increase your natural understanding.
Second, firmly grasp the key points and difficulties and strive to understand and break through.
The so-called key points and difficulties are actually the places that teachers repeatedly emphasize in class, and also the places where topics often make mistakes. If you can concentrate on understanding the key contents thoroughly and master them skillfully, it will help you improve your review efficiency. If you can catch your frequent mistakes and learn from them, you won't make the same mistakes again in the exam. This is also a good review strategy with high efficiency. Whether it is the key or the difficult point, I emphasize understanding and understanding the truth in the review, not just how many such topics I have done.
Third, you need some training. Practice makes perfect.
Examination is to solve a certain number and difficulty of problems within a specified time, so proficiency is also an item to be examined. What I'm talking about here is proficiency, not just quickness, but doing the right thing as much as possible on the basis of accuracy, having certain self-judgment ability, and being able to predict the possibility that one's answer is correct. This requires you to have different methods to verify the answers to questions and have the habit of reflecting on the results.
Fourth, develop good habits and healthy mental state, so as to achieve stable play.
Stability is the overriding thing. This is not only a slogan, but also suitable for physics learning. It should be pointed out that when I say stability, I mean normal exertion of your level, not forward stability. In general, people develop step by step. In addition, it is also very important that you must have a good mental state. Although the score in the exam is important, whether you can successfully solve a physics problem has nothing to do with the significance of this score. It is determined by your ability to apply physical knowledge and the level of this ability. Brain science research shows that when the human brain is in a relaxed state, that is when your intelligence is at its best. How to keep relaxed, the key is to have full self-confidence, self-confidence can play a normal level (provided that you give yourself a suitable position). The secret of self-confidence lies in adequate planning and persistent efforts.