In fact, review class is not only different from new teaching, but also different from practice class. The new teaching goal is centralized, and only one or several "points" in knowledge need to be captured; Practice class is to turn a certain point or part of knowledge into skills; Review class is not a simple copy and mechanical repetition of old knowledge. The key is to let students transform old knowledge in review, create a sense of freshness, try to make up for their own shortcomings, and learn something. The relatively independent teaching knowledge, especially the important and regular knowledge, is linked by means of reproduction, arrangement and induction, so as to deepen students' understanding and exchange of knowledge and make it organized and systematic.
After a period of exploration, our school has initially summed up a set of "knowledge combing-layered practice-extension" teaching mode.
First, sort out the knowledge. Combing knowledge, forming knowledge network and systematizing conceptual structure. Everything is composed of systems, and systems have structures and levels. Primary school mathematics textbooks are also a whole, and the units are closely related. At a certain stage, students should be guided to classify concepts vertically and horizontally, find out the internal relations between concepts, and string the isolated and scattered knowledge they usually learn into lines, blocks and nets. This will help students to understand and master the internal relations between concepts as a whole, so as to remember and use them.
The review class must aim at the key points of knowledge, the difficulties in learning and the weaknesses of students, and guide students to sort, classify and synthesize relevant knowledge according to certain standards, so as to clarify the ins and outs. In teaching, students should be allowed to organize their knowledge freely, form different and mutual evaluations and demonstrate. This is conducive to the development of subjectivity, giving students the initiative to learn, allowing students to actively participate and experience success, and at the same time cultivating students' generalization ability.
Second, practice in layers. Through different levels of practice, we can better understand and apply what we have learned.
(1) Choose exercises carefully. Design exercises must be clear-headed, closely related to the requirements of curriculum standards, focused, well-versed, stimulating interest, practical, scientific and rigorous, from simple to complex, with moderate difficulty, inspiring thinking and moderate weight. Secondly, the practice design should be diversified. Such as diagnostic exercises, unitary exercises, consolidation exercises, comparative exercises, targeted exercises, diversified exercises, transformational exercises, operational exercises, comprehensive exercises, developmental exercises, creative exercises and so on. Sometimes exercises with multiple functions are used together.
(2) Strengthen the guidance of practical methods. Teachers should teach students good ways to do problems, make necessary demonstrations, and ask students to carefully examine problems and answer questions, first seek correctness, practice norms, then seek proficiency and practice speed. When you encounter difficulties, review the contents of the textbook first, and then consult your classmates or teachers when you really can't think of it. Attention should be paid to cultivating students' good habit of self-examination after completing exercises.
(3) Strengthen speed training. Improving students' practice speed in unit time is the main task of practice class. Therefore, we should pay attention to cultivating students' awareness of time and efficiency in practice class, and strive to let them solve problems accurately in the best way in a short time. Never let students practice herding sheep freely. Long-term lack of goals and speed requirements will inevitably form the habit of students idling.
(4) Pay attention to the information feedback of exercise results. Teachers should timely, objectively and correctly evaluate students' exercises, point out their advantages and disadvantages, praise students who perform well in exercises, pay attention to correcting students' mistakes in exercises, and point out the requirements and methods for improvement. Let students see their achievements, know their shortcomings, improve their methods and enhance their learning motivation. Every exercise should have a clear purpose. It is aimed at a key and difficult point in the textbook, or a confused concept of students' content, or to consolidate a certain calculation rule and law, master a certain formula skillfully, or to improve students' problem-solving ability and develop their intelligence. The arrangement of exercise questions should be clear, reflecting the principle of from easy to difficult, from shallow to deep, and step by step. Generally, basic exercises are arranged first, then comprehensive exercises are arranged, and finally thoughtful expansion questions are arranged. The forms of exercises should be novel and diverse, and should conform to the psychological characteristics of primary school students. Make students interested in practice, keep active and excited in the 40-minute class, concentrate, think positively and practice effectively.
In addition, students should be allowed to ask questions and ask difficult questions in the review.
In review teaching, teachers are only the organizers, instructors and promoters of students; Ensure that students have enough activity time and thinking space; Give students time and opportunities to ask questions. Let them practice, talk, think, practice and think more in the review. Guide students to self-check, self-check, self-check, check for missing parts, question and ask difficult questions, review and remedy their respective learning defects, and make students become real learning subjects. Teachers should not cover everything, but should focus on design arrangement, teaching summary, answering questions, guiding evaluation.
Third, expand and extend. Review should sum up knowledge, reveal laws and gain fresh insights. In reviewing, students can concentrate on reviewing, understanding, applying knowledge and solving problems by summing up previous mathematical knowledge. On the basis of well-informed, strengthen generalization, analysis, synthesis and comparison, reveal the law of solving problems and the direction of thinking, so that students can draw inferences and gain fresh feelings.
At the same time, we should strengthen the training of variant, reverse and comprehensive ability in review. In the review, we should start with the basic knowledge, closely follow the basic training and form skilled basic skills. At the same time, we should properly strengthen variant training, reverse thinking training and comprehensive training to a certain extent. In case selection and exercise design, we should strengthen the foundation, develop thinking ability and improve review efficiency through variant, reverse and comprehensive training.
Teaching case:
The first "arrangement and review" of the first-year mathematics arrangement in Beijing Normal University Edition is to learn the addition and subtraction within 10, in order to let students discover the inductive arrangement and laws of addition and subtraction within 10. For lesson preparation and review, the key is to guide students to consolidate their knowledge through lesson preparation and review, and at the same time establish the connection between knowledge. The process of sorting out and reviewing is also the rearrangement of students' understanding of the relevant content they have learned, thus forming a new cognitive structure. How to do a good job of "addition table within ten" and "subtraction table within ten" for some practice and exploration.
Teaching content 1: Show an "addition table within 10" and then ask students to study the laws of the formulas in the table: vertically, what laws have you found? Looking sideways? Looking sideways? It is to let students explore independently and discover the law by themselves. But the result is not ideal, the classroom atmosphere is dull, and students' participation is not high. Only a few students can find and understand the law of addition table. This is because the design is divorced from the actual level of students. For children who have only been in school for two months, they have not developed certain observation methods and learning methods. Of course, they don't know how to observe such a large information form. Coupled with the lack of students' perceptual knowledge and poor oral expression ability, this will be the result. It seems that independent exploration activities can not ignore the starting point of students, which will make students lose the direction of exploration.
Teaching content 2: subtraction table within 10. It was an incomplete subtraction table, pointing to the blank in the first column and asking: Who knows how to fill in the blanks? what do you think? Some people say that when I look at it vertically, the numbers before and after the minus sign are the same, which makes it bigger. Some people say that when I look sideways, the number before the minus sign is big, and the number behind it remains the same. So it's 1- 1, 2- 1, 3- 1 ...) After that, let the students talk about the rules of the table. Finding the law in this way begins with supplementing the formula, and I have a certain perceptual understanding of the table, especially how to think? Let the students observe from different angles of horizontal, vertical and oblique, and have their own perception, which will pave the way for the later study.
Although the initiative and enthusiasm of students have changed, there are still some unsatisfactory places. In addition to consolidating and deepening the knowledge learned, sorting out and reviewing should also penetrate the guidance of learning methods, so that students can communicate and optimize constantly. This class adjusted the reflection of another class. Before class, distribute the addition cards numbered 10, 9 and 8 to 30 students. Read your card and listen to the class. Then make a suggestion to sort out the cards. You can stand in different positions in the classroom and stick cards on the blackboard. The students were in high spirits, especially the addition of 8 was arranged neatly and methodically. After being praised by the teacher, they all followed suit. Later, the group cooperated and arranged the remaining addition tables according to the contents of the book. It seems that if conditions permit, teachers can give students more freedom and space, stimulate students' interest in learning, observe, communicate, discover and summarize in activities, so that students can truly become the masters of learning, experience the ease and pleasure of exploration and thinking, and enhance their self-confidence.
Understanding of review class
According to students' cognitive characteristics and laws, review class is a kind of class with the main task of consolidating and sorting out the knowledge and skills learned, promoting the systematization of knowledge and improving students' ability to solve practical problems by using what they have learned. It plays an important role in primary school mathematics teaching.
Review class is to string together the knowledge that is usually taught relatively independently, especially the knowledge with regularity, by means of reproduction, arrangement and induction, so as to deepen students' understanding and exchange of knowledge and make it orderly and systematic.
Usually, teaching is like "planting a living tree", and total review is like "cultivating a good forest". It is easy to plant a living tree, but it takes time to cultivate a good forest. How to give a good general review class, improve the review quality and maximize the review effect?
We say that a good review class is like a beautiful essay, which is scattered in form but not in spirit, so that students can enjoy the spirit while gaining knowledge. To achieve this effect, we must explore the teaching mode of review class.
I. Tasks and Functions of Review Class
1. The task of primary school mathematics review class is to summarize and sort out the knowledge learned at a certain stage, so that it is organized and systematic, and further consolidate and deepen the basic knowledge by checking and filling in the gaps, thus improving students' skills, learning ability and ability to solve practical problems. Its purpose is to review the past and learn new things, improve cognitive structure and develop mathematical ability. It has the following functions: the teaching of review class should check students' knowledge according to the requirements of primary school mathematics (new curriculum standard). Through review, every student can meet the basic requirements of the new curriculum standards.
2. Promote the systematization of knowledge. In the review class, students should be guided to sort out, classify and integrate what they have learned according to the key points of knowledge, the difficulties in learning and the weak links of students, so as to find out its context, communicate its vertical and horizontal relations and grasp the knowledge structure as a whole.
3. review the past and learn the new. The purpose of review is not only to systematize knowledge, but more importantly, to have a new understanding and improvement of what you have learned, including appropriate broadening and extension, so as to achieve the purpose of reviewing the old and learning new things.
4. Improve the ability to solve practical problems. Review class should not only highlight the comprehensiveness of knowledge, but also cultivate students' ability to use knowledge flexibly to solve problems through multi-level and multi-type exercises, so that students can fully reflect the transformation from "learning" to "learning" in review.
Second, the characteristics of the review class
The review class has two characteristics: one is "reasoning", which systematically sorts out the knowledge learned, making it "vertical in a line" and "horizontal in a piece" to achieve the purpose of outlining.
The second is to "connect", understand the train of thought and understand the ins and outs of knowledge. General review is not to repeat the basic knowledge of each textbook from beginning to end, nor to cover everything, and to practice all the contents several times indiscriminately, but to make up for the knowledge gap in the past learning process by reflecting, digesting, consolidating and deepening the understanding and memory of the knowledge learned, so as to make the fragmentary knowledge that students usually study systematic, orderly and clear. Form a perfect cognitive structure. Therefore, in the general review, organize students to sort out the existing knowledge and gather it into a network, so that students can have a comprehensive and systematic understanding and understanding of knowledge. Specifically, by reviewing, sorting out and classifying knowledge, a structural network of knowledge is formed from the vertical development or horizontal communication of knowledge, and the solution of knowledge can be dispersed to concentration, thus drawing inferences from others.
Third, achieve mastery through a comprehensive study.
From the arrangement of the general review textbooks, whether it is the arrangement and combination of knowledge, or the guidance of teachers and students in thinking, speaking, discussing, reasoning and moving, the presentation of knowledge points in review, the form of practice test, etc. , are closely around to let students master the relationship between knowledge, build a cognitive system, divided into six parts, so that knowledge is orderly. At the same time, we should create excellent review materials from guiding students to actively participate in the review process, reflecting students' thinking process of acquiring knowledge, cultivating students' mathematical consciousness and improving students' ability to use knowledge flexibly.
The quality and effect of review are largely related to teachers' understanding of textbook arrangement, students' knowledge, selection of review methods and design of review content, and students' enthusiasm for participating in review.