Mathematics final review class has different characteristics from exercise class, chapter review and mid-term review: the final review content is more, the review time is longer and more concentrated, and the review purpose is stronger. At the same time, in the final review stage, students' psychological preparation for review is more adequate, tension and relaxation coexist, and the atmosphere for preparing for review is more intense. Therefore, it is almost the common wish of teachers and students to have a good math final review class. All these have created favorable conditions for improving the math review class. Teachers should see and make good use of it, create a good review environment, appropriately pressurize some students, decompress some students, let good students enhance their sense of achievement in learning, and let students with learning difficulties feel that review is an opportunity for tutoring, so that they can build momentum for review, maintain the atmosphere and make progress together.
The requirements of the final review class of mathematics are higher than those of the usual exercises, chapter review classes and mid-term review classes. At this time, the purpose of our review should be of practical significance: it should also be of far-reaching significance for a phased teaching quality test in the final school or district. We should pay attention to the development of students and help them organize knowledge, sublimate knowledge and construct subject knowledge.
In order to make the math final review class more targeted, comprehensive, systematic and efficient than before, we have adopted the following methods and measures, which are summarized as follows:
First, make a plan.
The content of the review is the new textbook of the ninth grade last semester and the sixth chapter of the ninth grade, with emphasis on the review of the two chapters of circle and quadratic function. According to the teaching content and time of this semester, the requirements of curriculum standards and the students' learning practice, we have reserved two weeks as the time guarantee for the final review. From the teaching feedback, students find it difficult to learn function and geometry proof, so they spend nearly two-thirds of their time to allocate time and have a strong review.
Second, the key points and difficulties.
The determination of the key points and difficulties of review is not based on preconceptions, experience, or the version of teaching reference, but on students' homework, usual tests, key and difficult students and questions submitted by students. The teacher collects, sorts out and determines, strives to be targeted, and determines the key points and difficulties according to the students' mastery. This part of the work should be prepared in advance, teachers should be conscientious and communicate in groups before reviewing. The more time-consuming and laborious it is, the more confident we are about the review effect.
Third, review methods.
We are most afraid that students think that the teacher is cooking fresh food, that the teacher is sneaking into the review class and asking the students to listen, and that teachers and students are tired of coping with a set of practices. To this end, we have made courseware for key contents to improve efficiency and win time and initiative; In the review class, teachers and students should interact to solve specific problems; Apply ATI's five teaching strategies to review classes, especially to cultivate the ability to use knowledge in new situations; Take students as the goal, and do not set unrealistic goals to encourage students to make progress; In the review stage, more attention is paid to the guidance of learning methods, so that students can organize their knowledge by imitating tables and tree diagrams. Each student prepares a book of wrong questions and collects wrong questions. Conduct two mock exams with the papers of the past two years, focusing on review and analysis, and let students write their own questions when necessary; The teacher carefully selected and refined the review questions, focusing on the first practice and then speaking. As long as it is a targeted and thematic exercise, it must be thorough and timely. Guidance for students with difficulties should be counseling and tracking.
After adopting the above methods in the math final review class, our teachers and classmates feel that the review class is more practical than before, doing practical things and solving problems. Especially the students in the middle and lower grades feel that many concepts and basic methods are clearer than before, and it seems that they have learned more in two weeks than in one or two months. Therefore, we summarize some main practices to lay a solid foundation for exploring new methods and new ways to accumulate experience in the next math review class. In the review, I also feel that the teachers are not actively prepared and lack experience. We realize that the final review content is related to the usual accumulation, and the achievement of the effect is related to each teacher's understanding of each student. In the review class, we should pay more attention to the individual differences of students.