At present, many teachers lack improvement and innovation in reciting, which does not meet the new curriculum standards. In recitation, some teachers first lead students to review the basic knowledge and thinking methods of the whole chapter, and then explain some typical exercises to consolidate the basic knowledge and skills of the whole chapter. Some teachers collect a large number of exercises and papers to make students struggle in the sea of questions: some "fried cold rice" let students practice repeatedly mechanically, and even let students do "general review" at the end of the book many times; Some adopt the teaching method of "practice → proofreading → practice → proofreading again", so that students can do a good job in each review entitled teaching objectives. In this way, teachers are exhausted, students are miserable, and the results may not be many. We used to listen to students' opinions and let them talk about their feelings. They said: "We already know some summaries of the previous knowledge points, and the teacher repeated them again, which made us feel particularly boring. If you can sort out your own summary and choose some good questions to review, the effect may be better. " In today's new curriculum reform, how to have a good review class needs our careful analysis and research.
Second, the analysis of traditional review mode
As one of the important courses in the teaching of various subjects in middle schools, there have been the following problems for a long time: first, teachers take explanation as the main teaching form, which can not effectively mobilize students' initiative and enthusiasm for 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.
You can't do exercises in the review class. How to have a good review class and improve the review effect is the most concerned issue for every teacher. Long-term teaching practice has proved that the key to a good review class lies in whether the teacher's design is innovative, whether it can stimulate students' interest in the review class and make them devote themselves to the review as enthusiastically as learning new knowledge. This requires teachers to creatively guide and guide the review, reflecting certain design art, so as to attract students, make students grasp the key points, comprehensively and systematically master the knowledge they have learned, and on this basis, get a real review and learn new things.
The new curriculum advocates constructive learning, emphasizing students' active participation, exploration and discovery, exchange and cooperation. In the important review stage, if we still rely too much on textbooks, learn passively and memorize by rote, or the teacher simply lists the extensive knowledge points learned and gives them to the students one by one, or gives them several common questions, it will become a mechanical student training. Such practices are just a big misunderstanding that is easy to walk into in the review teaching stage. Over time, students will get bored, which is an old review method that we should abandon.
Third, how to review under the background of the new curriculum
(A) update ideas and improve the art of classroom teaching.
1, optimize the classroom teaching structure, update the educational concept, and always adhere to the teaching principle of taking students as the main body and teachers as the leading factor.
What students understand through their own efforts can become their own things, which is what they really master. According to us, the master's task is to guide and the apprentice's task is to realize. Review class can't be taught by teachers, and it can't be a "unique performance" for teachers to show their "difficult movements" in solving problems. Instead, let students become the masters of learning, let them achieve innovation and breakthrough in active exploration activities, show their talents and wisdom, and improve their knowledge literacy and understanding ability. As the organizer of teaching activities, teachers' task is to guide, inspire, induce and adjust, which should be student-centered. There is a prominent contradiction in review class, that is, time is too tight. It seems difficult to deal with enough problems and fully show the students' thinking process. We can use "focus interview" to solve this problem better. Because most topics are "wide entrance and easy to use", in the process of continuous exploration, they often stay at one point or several points, which are called "focus" and the rest are called "periphery". We don't have to spend energy on superficial inspiration and induction in the periphery. Good steel should be used on the cutting edge, but students should be mobilized to explore breakthrough points in key areas, and their wisdom should be concentrated through interviews, so that students' thinking can shine in key areas, their abilities can be increased in important hazards, their weaknesses can be exposed in hidden areas, and their will can be honed in subtle places. Through interviews, we can complement each other's wisdom and ability and promote each other's spiritual and emotional exchanges.
2. Ask questions to stimulate interest and improve the artistry of problem-solving teaching in review class.
When reviewing, due to the large amount of problem solving, we need to organize the problem-solving activities lively and interesting, so that students can realize the beauty, strangeness and interest of the subject, thus turning hard work into enjoyment, effectively preventing intellectual fatigue and maintaining a "good appetite" for problem solving. A good topic, even if it is quite difficult, is like a fascinating story, a twisted TV series. Repeated suspense and suspicious thoughts are its attractions. How can students not admire their intellectual strength after the confusion of "mountains are heavy and rivers are doubtful and there is no way to go, and there is another village" is replaced by the joy of "letting a hundred flowers blossom"? It is necessary to change students from "asking me to learn" to "I want to learn".
In class, we should try our best to arouse students' learning enthusiasm, create situations and stimulate enthusiasm. There are some successful methods: first, using emotional principles to mobilize students' enthusiasm for learning; The second is to use the principle of success to change hard study into happy study; The third is to learn the law and teach students to display "golden touch" and so on.
(B) create a situation, lead to the topic
Learning without problems can only be "receptive learning", so subject teaching must first make students have problems, and review teaching is no exception. Teachers must create a good "problem situation", create a situation that is close to students' life reality and has a distinct background of the times, mobilize students' enthusiasm for learning, that is, review important knowledge points, so that students can feel that knowledge comes from life and is applied to life.
(3) Group cooperation, exploration and arrangement
In the traditional review class, teachers often aim at "finding and filling the gaps" and present students with fragmented topics. Ushinski famously said, "Wisdom is just a well-organized knowledge system". Therefore, we should aim at the goal of "promoting the systematization of knowledge", and collect all the knowledge related to the theme in the form of chapters by recalling and reading books.
Because the subject itself contains different knowledge points, some knowledge will reappear in students' minds soon, while some knowledge may be forgotten. Therefore, students should be allowed to copy through memory. When students can't fully recall, they can combine the teaching materials to search, so that teachers can write on the blackboard in time. In this way, students have a preliminary memory representation, which lays a solid foundation for further systematic review in class.
Systematic arrangement. When students collect knowledge points related to the subject, and make clear the meaning of each knowledge point and the learning thinking method used in this part, it is important for students to organize these knowledge first, rather than through practice, so as to systematize the knowledge (requirements: group cooperation, according to the relationship between these knowledge points, organize them in a way that they like and are good at, such as network method, set method, table method, topic outline, symbol outline, etc. Through these, organized groups are encouraged and commended in time.
Prepare the necessary materials. The first is the teaching material. Students mainly collect knowledge points that they can't recall through textbooks, and find out the meaning of each knowledge point through textbooks. More importantly, by looking for the original source of each knowledge point, students can recall the thinking methods used in their original study and relive the heartfelt joy when solving problems. The second is the necessary study materials, which are the material basis for completing the teaching task of review class.
Teachers should patrol and guide, reflecting the role of "organizer, instructor and participant".
(4) Reporting, communication, evaluation and reflection
Communicate with the whole class on the finishing results of the previous stage, give students an opportunity to fully display their talents, and let students explain their finishing results and thinking process in their own language. In the process of showing students' thinking activities, it is not only important for students to say "how to do it", but also "how to think about doing it". In addition, the evaluation goal should not be located in the "good" and "bad" methods, but should reflect the teaching philosophy of "different students learn different levels of knowledge" and "students can learn in their own way".
(5) Summarize and organize, and build a network.
If the results of students' collation can prompt the connection between knowledge and form a relatively complete knowledge system, students' "works" can be used to collate knowledge. When students' "works" fail to reach the goal, teachers should guide students to observe the finishing results of each group and constantly supplement and improve them. Teachers will also prepare a set of such "works" when preparing lessons, but they are not used for students to "copy", but to supplement the results of students' finishing, focusing on students' achievements.
(6) Choose examples to expand innovation.
A new lecture on old topics. In the teaching process, some examples are often explained once and put aside. Over time, it has caused students to despise the old questions and blindly seek perfection, thus entering the sea of questions. In fact, a good example is like a masterpiece. We can talk about it again and think it over. Especially in the review stage of teaching, you can extend its changes, expand students' thinking, dig out new ideas from old questions, make people think and leave a much deeper impression on students. Sometimes, what students come up with by themselves will surprise teachers, which makes us have to sigh the students' intelligence and wisdom, and at the same time, we have chosen a good topic for ourselves, which is memorable.
Make a mountain out of a molehill Some examples are simple and easy to prove, but they are rich in connotation. If we can dig deep and make good changes, we can often draw inferences from others and achieve the effect of substituting examples for classes, that is, we often say that we can know a class or even a piece by doing a problem. Why not give such an example to review?
Tell me more questions. Some examples are similar in graphic structure, problem background and solution, and even some problems have the same conditions, but the conclusions are different, so many problems should be discussed. It can make students feel that as long as the connotation and extension of the topic are thoroughly excavated and then applied flexibly, with the help of the same core knowledge, many topics can be solved.
Four, a good review class should pay attention to the following points:
(a) Teachers must prepare lessons carefully, synthesize knowledge and expand classroom capacity. The so-called lesson preparation here means that teachers should establish "plate consciousness", "compress" important knowledge on the basis of synthesis through comparison and refinement, and concentrate the essence on the classroom. The "exam-oriented" nature of the review class must be highlighted, and the purpose of review is to take the exam, which is undoubtedly the premise. Therefore, when preparing lessons, teachers must grasp the test sites on the basis of studying the test papers, go straight to the subject in class and work hard at the test sites.
(2) Teachers should make diagnosis and summative feedback before class. The so-called pre-class diagnosis is to briefly ask questions about the main points of last class review when introducing a new class. On the one hand, it forms a knowledge chain with this class evaluation and provides background materials. On the other hand, it is also an effective measure to prevent students from forgetting and ignoring the knowledge reviewed in class after class. Pre-class diagnosis can ensure that students review relevant knowledge quickly at least a few minutes before class. Summative feedback is best aimed at the exercises in this class. In writing, teachers should know as much as possible about students' mastery and be "open and honest" so that students can fill in the gaps in time.
(3) Teachers should speak skillfully, be good "masters" and position the classroom on students' "learning". Speaking well does not mean speaking less, and practicing skillfully does not mean practicing more. While designing review steps scientifically, teachers should also pay attention to the dynamic generation of review lessons, learn to listen, be good at grasping details, solve students' puzzles in time and properly, and constantly find problems in students' practice. It is a sin to speak thoroughly when you should, and to speak too much when you shouldn't.
(4) Teachers should also give some necessary guidance on exam-taking skills in class. Many teachers don't rush to sell exam tips until the review is over and one or two days before the exam. As everyone knows, this cramming "quick method" has not worked. Therefore, it is necessary for teachers to teach students some test-taking skills regularly in appropriate "situations" in combination with the review content, so that students can internalize their minds and resort to action.
(5) Review objectives should be clear.
Review objectives play the role of guidance, encouragement, adjustment and evaluation in review class, which can attract students' attention and interest. The following factors should be considered when determining the evaluation objectives. According to the textbook. Review should proceed from the integrity of teaching materials, grasp the key points and difficulties according to the knowledge system or chapter units, consider the review objectives, let students master the integrity of knowledge initially, further deepen and broaden the key points and difficulties, and understand the key points and difficulties from multiple levels and angles, so as to avoid encountering big obstacles when solving problems. According to the curriculum standards. We should not only consider the objectives of the learning period, but also consider the specific objectives of the learning content. According to the students' reality. The so-called student reality is to understand students' subjective cognition and ability and master their psychological characteristics of seeking knowledge. It is necessary to study both student groups and individual students. Especially for students with good foundation and poor foundation, their goals and requirements should be different. They should teach students in accordance with their aptitude and let them get their proper places. In actual teaching activities, we should focus on the goal of a certain class, instead of using time and energy equally, we should focus on one aspect of cognition, ability and emotion in a planned way, so as to ensure the coordinated development of students' overall quality.
Only by improving teaching methods, students' enthusiasm for participating in activities in class will be high and they will not be bored. Students have been in a positive state, not only have mastered the knowledge and methods, but also have gained positive emotions and achieved unexpected results. How to make the review class lively, how to return the autonomy of the review class to the students, how to make the students become the main body of the class, how to make the review class full of vitality, and how to improve the classroom teaching efficiency of the review class should be one of our key topics.