First, stimulate interest and lead to review content
Interest is the internal motivation to promote students' learning. Once students are interested in learning, their body and mind will be in the most active state, thus providing the best psychological preparation for participating in learning. However, in the review class, we will find that students' performance is not as interesting and passionate as in the new class, and the teaching atmosphere is rather dull.
Therefore, I think that the most important thing for a good math review class is to stimulate students' interest in the review class, so that students can master, consolidate and make up for the problems that the new teaching can't solve. "Mathematics Curriculum Standards" points out: "Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematics activities, and help them truly understand and master the basic knowledge and skills of mathematics, mathematics ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematics activities. "The teaching content of the review class is what the students have already learned. In order to avoid simple repetition, teachers need to design carefully, skillfully stimulate students' cognitive conflicts and stimulate students' interest in learning.
Teaching practice has proved that carefully creating various teaching situations can stimulate students' learning motivation and curiosity, cultivate students' thirst for knowledge, arouse students' enthusiasm and initiative in learning, guide students to form good consciousness and encourage students to actively participate.
Second, summarize the basic knowledge.
It is an important content of the review class to summarize and sort out the basic knowledge such as concepts and laws in order to deepen and consolidate. We usually use fill in the blanks, fill in forms, block diagrams, knowledge trees and other forms to guide students to sort out the review content. However, if teachers can't guide students to straighten out the internal relationship of knowledge and simply tell them, then students' cognition will miss the best opportunity. We all know that simple repetition of conceptual knowledge in math review class is boring and inefficient, and it is much better to "replace the outline with the topic" The so-called "replacing the outline with the topic" is to directly compile the relevant definitions, theorems and formulas of review into exercises, without listing the knowledge block diagram, so that students can think of the concepts, theorems and formulas to be used when they see the topic. At this time, the topic is simpler, but it requires a wide coverage. Combine some basic knowledge, be focused and organized. It is much better for students to review and sort out the basic knowledge they have learned and complete the exercises through their own independent thinking than for teachers to simply tell them.
For example, when introducing the review content, create a situation: the "June 1" festival is coming, and the school will hold a blackboard newspaper competition. What are you going to do? Naturally introduce the knowledge of area and perimeter, thus revealing the problem. Then, the knowledge about area of six kinds of figures, such as rectangle, square, parallelogram, triangle, trapezoid and circle, is sorted out, so that a variety of basic knowledge can be reproduced and the situation can run through practice, and the ability of students to find and solve problems can be improved.
Third, timely check for leaks and fill gaps.
In the review process, students can better grasp the knowledge points and practice in various forms for the content that students are prone to make mistakes. Through these exercises, students' ability to solve problems with knowledge can be improved and their thinking ability can be cultivated. The content of exercises should pay attention to the vertical and horizontal connection between arithmetic, rules or knowledge skills and knowledge, and must be basic, comprehensive, inspiring, representative and typical to help students find out the laws and methods of solving problems. Seize the opportunity of multiple solutions to a problem or changeable problems, draw inferences from others, and use them flexibly, so that students can be constantly inspired in practice and further form a knowledge network structure in practice. In the design of exercises, we can help students systematically organize and design comparative exercises and help students analyze them through typical and diverse exercises.
Sometimes teachers can carefully design some open questions to broaden students' thinking, create different learning opportunities for students at different levels and improve students' innovative ability.
Fourth, summarize and form a cognitive structure.
The main task of the review class is not only to review and consolidate the knowledge learned, but also to contact and communicate with relevant knowledge to form a knowledge system and gradually form a cognitive structure. Teachers should guide and help students to find and solve problems with their own mathematical knowledge, transform knowledge structure into cognitive structure, take creative comprehensive training as a means, and aim at improving students' comprehensive application ability. Students should be allowed to express their views freely, arouse debate and evaluation among students, and reach the level of flexible use of knowledge. Through observation, comparison and analysis, give full play to students' subjective initiative and implement the teaching concept of students' independent development.
According to the teaching experience in recent years, I found that although the lower grade students have received different levels of preschool education, they are still in the stage of knowledge enlightenment, and their curiosity is particularly strong and their brains are particularly excited. But in the third year of senior high school, students' interest and curiosity in mathematics generally weakened, and even some students were not interested in mathematics classes at all. From the teaching point of view, I found that a large number of students did not fully concentrate in the review class. Therefore, in the review class, teachers should grasp the classroom dynamics in time and give targeted explanations according to the students' responses.