As one of the important classes in primary school mathematics teaching, review class has long had the following problems: First, teachers take explanation as the main teaching form, which can not arouse students' initiative and enthusiasm in learning; Second, students often take memory as the main learning form in the review stage; Third, a large number of mechanical exercises are the main means and forms of knowledge consolidation. This review teaching mode makes teachers focus on consulting a large number of reference books and collecting test questions, and students often feel exhausted. Because of this, "reviewing lessons is the most difficult" and "except practicing or practicing", many math teachers often sigh when talking about the review stage. Indeed, the review class is neither as "fresh" as the new class, nor as "fulfilling" as the practice class. Responsible for checking and filling gaps, systematically sorting out and consolidating the contents of this book and even the whole primary school stage. Then, how to have a good review class, let students enjoy it and improve the review effect? The following combines my daily teaching practice and the discussion of the members of the mathematics teaching and research group to talk about some feelings:

First, be familiar with the objectives and arrangement system and make a review plan.

As a teacher, before making a review plan, we must be familiar with the teaching objectives of general review and the arrangement system of teaching materials, so as to fully understand the mathematics teaching tasks of the first and second periods and realize the training objectives preset by the curriculum standards. The teaching goal of general review, specifically, is to make students better understand and master important mathematical knowledge and basic skills, further optimize the knowledge structure and consolidate the necessary computing ability through general review; Make students have basic mathematical thoughts and experience in mathematical activities, continue to cultivate their preliminary understanding of numbers, symbols, space, statistics and reasoning ability, and further develop their mathematical thinking; Make students accumulate some experience and methods to solve problems, better apply mathematical knowledge to solve practical problems, and lay a solid foundation for the third phase of mathematics learning. As far as textbooks are concerned, there is a lot to review. The content of textbooks is divided into four areas: numbers and algebra, space and graphics, statistics and possibility, and comprehensive application, and due attention is paid to the exchange and integration of content in different fields. Reviewing in different fields is convenient for sorting out knowledge and organizing a reasonable knowledge structure. Review by stages is helpful for teaching to grasp the key points of review, allocate time reasonably and evaluate the teaching effect according to the requirements of curriculum standards. Before making a review plan, we should fully understand the students' learning situation and find out the difficulties and doubts that students have in their previous studies. Grasp the specific content of review, implement the spirit of curriculum standards, and make review targeted, purposeful and feasible. Curriculum standards are the basis of review, and teaching materials are the blueprint of review. We should seriously study the curriculum standards, grasp the teaching requirements, and make clear the key and difficult points, so that the review can be targeted and get twice the result with half the effort.

Second, group cooperation, combing the knowledge system

Ushinski famously said, "Wisdom is just a well-organized knowledge system." Therefore, we should aim at the goal of "promoting the systematization of knowledge"

1. Collect all the knowledge related to the subject through memory and reading. Because the subject itself contains different knowledge points, some knowledge will reappear in students' minds soon, while some knowledge may be forgotten. Therefore, it is an important basis for students to collect knowledge related to the subject and understand the meaning of each knowledge point through memory and reading. When students don't have enough memories, they can search according to the teaching materials, and the teacher can write on the blackboard in time. In this way, students have a preliminary memory representation through the reproduction of thinking and the refinement of memory, which lays a solid foundation for further systematic review in class.

2. Identify the "exploration points" and organize them systematically. When students collect knowledge points related to the subject and clarify the meaning of each knowledge point, it is important for students to organize these knowledge first, rather than through practice, so as to systematize the knowledge. For example, the sorting and review of "factors and multiples" includes more than a dozen knowledge points such as "natural numbers", "integers", "prime numbers and composite numbers" and "even numbers and odd numbers", which should be sorted in an orderly and systematic way. Then, the teacher can make a request, work in groups, and organize them in a way that you like and are good at according to the relationship between these knowledge points.

3. Let students explore and organize in cooperation. The review class focuses on the systematization of knowledge, and the realization of this goal should be based on students' independent exploration. In the process of cooperative inquiry, students not only get some knowledge and positive conclusions, but also feel and experience the process of knowledge acquisition through the acquisition of these knowledge and positive conclusions, revealing the complexity of the objective world. Cooperative exploration and arrangement also take different forms due to different themes.

4. Teachers should patrol and guide, reflecting the role of "organizer, instructor and participant". While organizing classroom teaching and guiding students to carry out various activities, teachers should also become participants in the process of mathematics learning and explore and understand mathematics with students. First of all, teachers should participate in the cooperative inquiry activities of each study group as much as possible, enrich their understanding of students' inquiry activities and inquiry results, and understand the different understandings of students at different levels, so as to guide the next reporting and exchange activities. In addition, the process of participating in group cooperative inquiry is also a guiding process, focusing on letting students establish the connection between knowledge.

Third, report exchange, evaluation and reflection.

On the basis of cooperative arrangement, give students the opportunity to give full play to their talents, and let students explain their arrangement results and thinking process in their own language combined with some explicit actions.

1. Fully estimating the different results of students with different thinking levels in collating knowledge is the guarantee of reporting exchange activities. If teachers can't fully estimate the possible ranking results of students, once there is an unexpected situation, teachers don't know how to deal with it, and communication activities may not be carried out.

2. Conduct reporting and exchange activities in an orderly manner. Orderliness means that teachers guide students to report and communicate in the order from simple to complex, from special to general, from phenomenon to essence on the premise of fully understanding students' exploration.

3. Show the process of thinking activities. A complete understanding of mathematical problems should be not only an explicit knowledge conclusion, but also a hidden thinking process. To show the process of students' thinking activities, it is important not only for students to say "how to do it", but also for students to think of how to do it.

4. Reflective evaluation of learning activities. First of all, students are the main body of evaluation, so students should be liberated from being evaluated and become evaluators. Secondly, the evaluation should be carried out from different aspects, which can be the evaluation of finishing results, the evaluation of finishing forms and the evaluation of thinking process. In addition, the evaluation goal should not be positioned on the "good" and "bad" methods, but should reflect the teaching philosophy of "different students learn different levels of mathematics" and "students can learn mathematics in their own way". Finally, evaluation should be able to arouse students' reflective behavior and update students' thinking mode and learning concept.

In short, teachers should provide students with a stage for free development, space for students to show and opportunities for evaluation. Teachers' evaluation should be diversified and mainly based on incentive evaluation. Teachers should sincerely praise students for their correct or creative problem-solving methods. "Your opinion is really different" and "Good! There is innovation, and the teacher also draws on your ideas. " Encourage students to think positively and distribute a "seed" of wisdom at the same time; Teachers should quote the mistakes made by individual students in practice in time. "Do you have any good suggestions for his methods" to supplement the teacher's evaluation, let students participate in the evaluation and give full play to the subjectivity of students' learning; At the end of the class, let the students talk about what they have gained and what they don't understand in this class, and let each student participate in evaluating their gains in a class.

Fourth, summarize and comb, and build a knowledge network.

1, using students' finishing results to organize knowledge. If the results of students' collation can reveal the relationship between knowledge and form a relatively complete knowledge system, students' "works" can be used to collate knowledge.

2. The teacher guides the combing. When students' "works" can't reach the goal of "forming a knowledge system", teachers should guide students to observe the finishing results of each group, establish vertical and horizontal links, constantly supplement and improve, and form a stable knowledge system. This requires teachers to "prepare the knowledge system" when preparing lessons, so as to be aware of it.

3. Summarize the method. The knowledge system finally formed by students is the crystallization of group wisdom, and what is hidden in it is the application of mathematical ideas and methods such as observation, induction, abstraction, generalization, classification and collection. These "tacit knowledge" should also be briefly summarized. At the same time, praise and encourage outstanding groups or individuals.

By helping students to sort out knowledge points, check for missing information, lay a solid foundation, improve their ability and promote development, and at the same time grasp the internal relations and laws of mathematical knowledge as a whole, deepen their understanding and understanding of knowledge.

Five, classification exercises, expand innovation

The function of review class should be "improving the ability to solve problems", including problems in mathematics and life. Therefore, the exercises in the review class should be carefully designed, and the difficulty is slightly higher than the usual teaching level; In problem-solving training, students should be guided to grasp the essential problem and the basic quantitative relationship, and a point or a problem should be linked with one side through divergent association, so that students can solve more than one problem. Avoid letting students do repetitive homework, stir-fry cold rice without thinking, and get bored. We should emphasize the comprehensiveness, flexibility and development of practice.

1, comparative identification exercise. On the basis of clearing the train of thought, aiming at the key and difficult points of knowledge points and the content that students are easy to confuse and make mistakes, the exercises with strong pertinence and various forms are designed to achieve the purpose of differentiation. For example, the numbers 0, 1, 2, 3, 9, 5.6, 9 1, -200, 36, 78.5%, -0.25, -23 have () integers, () decimals, () fractions and () negative numbers. () is an odd number, () is an even number, () is a prime number, () is a composite number, () is both an even number and a prime number, () is neither a prime number nor a composite number, and 36 factorization prime factor = (), () and () have only the common factor of 1.

2. Comprehensive exercises. Students are required to establish the connection between relevant knowledge through answering questions, deepen understanding, fill in gaps, improve knowledge system and improve students' ability. For example, in the collation and review of "ratio and proportion", according to the shortcomings of students' emphasis on arithmetic and light reasoning, the following exercises can be designed to practice and reason.

(1) The ratio of 2.5×0.4=0.5×2 to () is based on ().

(2) Use four odd numbers within 20 to form the ratio of (), and use the basic properties of the ratio to test ().

(3) First judge what proportion or disproportion the figures in the following questions are, and then give examples.

(1) A person's age and how much he can read;

(2) The size of the score is definite, and its numerator and denominator;

③ The area and side length of the square;

(4) PI and diameter when PI is constant;

⑤ Number of teeth and revolutions of two meshing gears.

3. Exploration exercises. Students are required to comprehensively use the existing knowledge and methods, and find the answer to the question through continuous trial and exploration.

4. Open practice. The review class should provide students with some open topics, with large thinking space and broad ideas.

5. Problem-solving exercises. It is required that the topic should be realistic and open, and cultivate students' ability to screen information, choose information reasonably and extract the essence of the problem. The most effective way to solve problems is to solve many problems and change one problem. Regular practice can improve students' ability to solve practical problems in a large area and develop the agility of thinking. For example, Maple Leaf Garment Factory has received the task of producing 1200 shirts. 40% completed in the first three days. According to this calculation, how many days will it take to complete this production task?

The arithmetic solution is: 1200÷( 1200×40%÷3) or 1÷(40%÷3) or 3÷40%, etc.

The solution of the equation is: (solution: suppose it takes x days to complete this production task. )

1200: x =1200× 40%: 3 or 1: x = 40%: 3, etc.

At present, the main form of examination is written examination, and students should do a certain amount of exercises in review. Doing exercises (homework, papers) is a kind of practice in learning activities. After listening to the class and reading the book, you must move your pen more. "No pen and ink, no reading" and a certain number of written exercises can never achieve the digestion and mastery of knowledge. Only through effective practice can the teaching effect be improved.

In short, the forms of review classes should be diversified, and various effective strategies should be used to reveal the connections and differences between mathematical knowledge, so as to help students master the relevant laws and understand the essence of things, so as to achieve the purpose of effectively sorting out and reviewing, so that students can acquire mathematical knowledge and develop their thinking ability, personality quality, emotional attitude and other aspects to varying degrees.