Many students don't want to have a review class, and they get nervous when they listen to the exam. The reason is that the review class is boring and can't stimulate students' enthusiasm for learning. Over time, the learning effect is naturally poor, which will inevitably affect the examination results. How to have a good review class and improve students' academic performance? Attention should be paid to the following aspects:
1. Review class should pay attention to pertinence.
Junior high school mathematics review time is short, content is rich, and knowledge is wide. Therefore, teachers should grasp the key points, highlight the difficulties and check the students' knowledge when reviewing. Before reviewing, every teacher should carefully analyze the students' learning situation in this class and find out which knowledge is better mastered, which knowledge is still problematic and which knowledge may be forgotten. Then organize targeted review, so that students can gain something, thus enhancing their sense of accomplishment and confidence in learning mathematics well. Through review, every student can meet the basic requirements.
2. Review class should pay attention to students' participation.
Some teachers start talking as soon as they have a review class. As a result, when they looked at it, a large piece fell off the table, and the effect was relatively low. In order to prevent this phenomenon, we can ask questions to draw out the questions to be learned. Let students take the initiative to participate in learning first, and when they have questions or are difficult to understand, let group communication and cooperative learning intervene. Students' enthusiasm for learning was mobilized in the exchange and discussion, and everyone participated in the problem-solving team. In the exchange and discussion, the ability to analyze problems is improved, and the relevant knowledge points are further consolidated, which provides a certain space for the cultivation of students' thinking and multi-angle and multi-faceted thinking. In this big environment, no one wants to fall behind, and the learning effect will be ideal.
3. Review class should give students enough time to think.
Often at the last moment of review, teachers feel that time is tight and the task is heavy. Students were not given enough time to think during the lecture. The key to a good review class is not how many types of questions the teacher talks about, but how much knowledge the students really understand and master. It takes time to digest knowledge. Therefore, while giving students time to think in class, students are bound to race against time to acquire knowledge.
4. Review class should pay attention to the training of students' basic skills.
In review class, we should pay attention to clear thinking, let students draw inferences, and at the same time cultivate students' basic skills. Sometimes why do students make mistakes when writing a seemingly simple question? In fact, one of the important reasons is that students are not skilled in basic skills. For example, a large proportion of the calculation questions in the annual exam lose points every year. Is this place difficult? Let each student say that they will not agree. However, if there is a minus sign in front of the bracket, then every item in the bracket should be changed when the bracket is deleted. This knowledge has never really been realized. There is a teacher's responsibility here. In order to save class time, it is always mentioned casually or even not mentioned. In the long run, students will not pay attention to it psychologically. There is an ideology that they have mastered and don't need to practice any more, thus missing good grades. Therefore, we should also pay attention to cultivating students' computing ability when reviewing.
5. Review class should pay attention to evaluation and praise.
There are many requirements for knowledge points in the review class, and there are also requirements for students' comprehensive ability. Therefore, when students put forward their own views on a knowledge point or a question, teachers should listen carefully to the students' answers and make comments and affirmations in time. Don't be stingy with your praise at this stage. Perhaps a "you are great" can make students feel a sense of accomplishment and enhance their confidence in learning math well. Why not do it for the teacher? Review class is different from new teaching. Comparatively speaking, review class requires higher ability. Only when teachers carefully prepare each review lesson, enrich themselves with a lot of knowledge, carefully select exercises, reasonably allocate time, put students in the main position, ask questions at different levels and teach students in accordance with their aptitude, can students turn boring passive learning into focused active learning, and the learning efficiency will be greatly improved.