Let students organize themselves before class, improve the communication in class, make the knowledge organized and systematic, and form a good knowledge network, which is the most basic requirement and purpose of organizing. Because the subject itself contains different knowledge points, some knowledge will reappear in students' minds soon, while some knowledge may be forgotten. Therefore, first of all, students should establish memory representation through recall and reproduction, and at the same time collect knowledge related to the subject in combination with reading to understand the meaning of each knowledge point, which is an important basis for combing knowledge. Secondly, let the students cooperate and communicate. Each student can exchange his ideas in the group, improve the knowledge system in the process of mutual supplement, and organize and summarize the learned knowledge in the form of words, charts and other forms to form a network. The whole process needs the teacher to let the students sort it out by themselves or through group cooperation. We should give full play to students' main role, find out the connection between knowledge through communication, and build a knowledge system, so that everyone's experience can be enjoyed and students' enthusiasm for arranging knowledge can be stimulated. Teachers should pay attention to observation, timely and appropriately guide and guide students, let students sort out knowledge from different angles, develop students' thinking and improve review efficiency.

Second, typical exercises, looking for the law of discovery, and guiding students to organize.

Let the students do typical exercises initially, sort out and synthesize the fragmentary knowledge system, and rise to sensible rules and learning methods. Teachers should grasp the essentials, be good at teaching, cooperate with teachers and students, and guide students to organize relevant knowledge, laws and methods in the form of tables, outlines or charts on the basis of practice. For example, when solving practical problems with equations, we can sum up several categories and then teach students how to find the equation relationship. In this way, we can classify complex knowledge and treat various problems with general regular knowledge, so as to teach textbooks from thick to thin.

Third, clarify the knowledge points through "multiple solutions to one question, multiple solutions to one question".

Mathematical knowledge is an organic whole, and there are internal relations among all parts of knowledge, so all knowledge should be taken into account in the design of problem situations. Some problems can be analyzed from different angles and different solutions can be obtained. "Multiple solutions to one question, multiple solutions to one question" can cultivate the ability to analyze and solve problems flexibly. Different ways to solve problems, different formulas, the same result, the same result, inspire students and broaden the ways to solve problems. For example, although some application problems have different forms, the method of solving them is the same. Therefore, when reviewing, we should think from different angles, so as to integrate what we have learned and improve the flexibility of solving problems. Seeking * * * in the comparison of methods can effectively improve students' comprehensive ability to use knowledge to solve problems.

Sorting consciousness and sorting ability is a mathematical habit. It helps students to systematize and clarify their knowledge, let them learn to understand and observe the world from the perspective of mathematical systematization, and finally form a comprehensive understanding of mathematical knowledge and life, so as to learn useful things. From sorting out knowledge to sorting out their own "life" at any time, students can re-learn at a high level on the basis of their original knowledge, which better reflects the integrity and order of learning.