1. Guiding ideology

The general review of Chinese language at primary school graduation is a review and consolidation of the Chinese knowledge learned throughout the primary school stage, and it is also a process to further improve students' Chinese ability. Throughout the primary school stage, students' learning of Chinese knowledge goes through a process from shallow to deep, with understanding gradually deepening and abilities gradually improving. Therefore, when conducting a general review of Chinese language, the "Chinese Curriculum Standards" have specific requirements and evaluation suggestions for students in the third stage of school, and use this as a guide and goal for the general review. Do not raise or lower the requirements; at the same time, stick closely to the textbook. It is an important learning resource, insisting on taking the "basic" as the "basic" and exceeding it appropriately; in addition, it is necessary to have a deep understanding of the academic situation (students' ability and knowledge mastery), highlight the key points of review, choose appropriate review methods, and focus on ability. Improve, so as to achieve the purpose of consolidating knowledge and improving abilities. At the same time, we attach great importance to highlighting top students, paying attention to students with learning difficulties, and improving middle-level students. Do targeted review. In order to review systematically and orderly, the review content can be divided into four aspects: basic knowledge, reading, listening and speaking, and composition. . In order to comprehensively improve students' listening, speaking, reading and writing skills and achieve greater results in this semester's teaching work, the final review plan is specially formulated as follows:

2. Review points

1. Write and dictate new words correctly

2. Recite the text and famous aphorisms accumulated over time.

3. Practice rewriting various sentence patterns as required and use correct modification symbols to modify incorrect sentences

3. Review difficulties:

1. Correct use of punctuation , understand punctuation and feel the expressive effect of punctuation. (Emphasis on the ellipsis), summarize or reasonably imagine the supplementary content based on the content before the ellipsis. Correctly grasp the meaning of words (including related words).

2. Correctly correct the incorrect sentence or paragraph.

4. Review methods

Be prepared for three rounds of review. Adopt a method that combines classification, unit division and comprehensive review.

The first round: In-depth teaching materials, mainly teaching materials, review by unit, (the focus is on 12 textbooks, accompanied by 11 volumes, so that students can prepare the textbooks, and the 11 textbooks are only auxiliary. This Wheel is not the focus, ------encounter similar and easily confused basic knowledge, or materials used in reading exercises -------) Each unit is divided into words, words, sentences, and paragraphs. Review at the level of articles, chapters, and chapters, focusing on the breadth of knowledge, connections and analogies of knowledge, so that students can master everything they should know. On the basis of mastering basic knowledge, more reading and practice methods should be penetrated to allow students to fully understand the teaching materials. Because each unit arranges texts around a theme, even if the texts in some units have different themes, they all reflect the same theme. Therefore, students must learn how to read and write similar readings and compositions. Write, the textbook is an example, you must make good use of this example, and apply what you have learned. (My class did a reading a few days ago. The writing method and the theme of the response are similar to the article "Director of Munitions". Very similar, from basic knowledge to adding questions to summarizing content and talking about feelings, most students did a good job, which is how they apply what they have learned). Each unit must have a follow-up test paper.

The second round: review of classification. That is to say, comprehensive review is divided into three parts: words, sentences, paragraphs, and exercises. The review of basic knowledge should focus on accumulation. Solid basic knowledge is the basis for the formation of abilities. Students are guided to classify the review content, and those with similar content are placed in Reviewing together is conducive to the transfer of knowledge; arranging the content to be easily mixed is reviewed together, and memory is enhanced through comparison of similarities and differences. If the content is easy to make mistakes, you can practice it repeatedly to consolidate the correctness. The content of the previous volume can be supplemented appropriately. Then check and fill in the gaps based on the comprehensive test paper. The review of paragraphs should be strengthened. This part of the content is the focus of the general review and is also a comprehensive ability training. Doing this review well will make up for the shortcomings of daily teaching and improve students' independent reading ability, especially for students with poor foundation. It will guide students to summarize reading methods, find patterns, and practice in the review of paragraphs. Apply it in practice, paying special attention to the cultivation of overall perception ability. Exercises can be included in every part of this round of review. According to the actual situation, students can make essays at any time to encourage students to accumulate more and think more, and arrange for students to evaluate and modify each other to promote the overall improvement of students' homework level. This round of checking students' knowledge mastery is to complete the comprehensive test paper. The content of the test paper appropriately adds some extracurricular knowledge to expand students' knowledge. Chinese is different from other subjects in that it focuses on accumulation.

Third round: Returning to the textbooks again. This round puts the upper and lower textbooks on equal footing, focusing on the accumulation after class. The ancient poems and article passages that are required to be memorized must be memorized and written, and the test will be taken in a timely manner. . At this time, the comprehensive test papers need to keep up.

After three rounds of review, I think the students will gain a lot. In order to achieve better results in the final review, in order to allow students to make mistakes, confusion, forgetting and every test, The wrong questions that appear on the paper will not be repeated again. I suggest that students take notes and write down this knowledge as a memorandum, and urge students to read it often after class. Because teachers cannot present this knowledge in front of students every day, if students are not used to it, teachers can make memos. This note can be taken during class.

(Students in my class already have this habit. As long as they take Chinese classes-------the same is true for math classes, they will also be told how to record, and gradually let the children develop a good habit of taking notes. By the time they are in junior high and high school, every Notes must be taken in all subjects, especially English)

5. Review objectives and measures

1. Pay more attention to poor students. Especially for lazy students, we must find ways to mobilize their enthusiasm and start from the basics so that they can fully and firmly grasp the basic knowledge.

2. Cultivate eugenics. For students with strong learning ability, encourage them to read extensively extracurricular materials, and teachers should set higher requirements to increase their average scores.

3. We should both encourage and pay attention to middle-level students.

4. Increase the intensity of assessment and take more tests and more reviews. Give full play to the role of each group leader and top students.

6. Review content

Words: 1. Focus on the after-class accumulation.

2. When forming words with polysyllabic characters, be able to correctly distinguish the words with similar shapes and homophones that you have learned.

3. It can further consolidate words that are prone to typos and difficult to remember in daily learning. Especially if you can read, you must read accurately.

4. The dictation of each unit must be passed.

Words: 1. All new words in books must be able to be written and used.

2. Memorize all four-character words and idioms, take dictation, and fill in the blanks.

3. Review according to word types, master the words you have learned, read and dictate these words.

4. Review the synonyms and antonyms of words that appear in the text.

5. Fill in the appropriate words according to the meaning of the sentence.

Sentences: 1. Be able to memorize and write down all the sentences, paragraphs, articles and ancient poems in the textbook after class, and take the test in time.

2. The unit test paper and the comprehensive test paper focus on conversion training between sentence patterns, and can complete or rewrite various sentence patterns as required: metaphorical sentences, personification sentences, declarative sentences, quilt sentences, sentence sentences, Contract and expand sentences.

3. Can use modification symbols to modify incorrect sentences. Be able to master the basic characteristics of ill sentences. Especially the disease segment.

4. Be able to use related words correctly and have a preliminary understanding of the relationship between some complex sentences.

Reading

1. Focus on practicing the chapters in each test paper and master the reading methods and skills. When summarizing the assessment, the teacher can add some knowledge and questions appropriately. Expand students' knowledge.

2. Read all the intensive reading texts in the book and let students understand as much as possible. Get the hang of it.

3. Use punctuation correctly. (Punctuation marks are a difficult point for students. Often, such questions presented in reading are rarely correct.

4. Be able to recite and memorize two volumes of ancient poems correctly, understand the meaning of the poem, and understand the expression of the ancient poem. Thoughts and feelings, understanding of poets and related content; and extracurricular ancient poems related to two volumes of ancient poetry.

Assignments:

Be able to complete various exercises as required, with clear narrative, specific content, and The sentences should be smooth, the writing should be standardized, and punctuation marks should be used correctly. Exercises can be written at any time, no less than one per week. It is best not to write the essays that have been written before. You can formulate topics or combine them with the key points in a certain text in each unit of the textbook. Carry out exercises based on the reading questions in the unit test paper and comprehensive test paper. Try to write in school as much as possible. Time, handwriting, word count, etc. must be strictly controlled so that every student can write a decent article.

In short, there are three major parts of the Chinese subject: basic knowledge, reading, and homework. Based on the actual situation of the students in my class, and on the basis of mastering the relevant basic knowledge, I will focus on punctuation, filling in the blanks with related words, and correcting. Wrong sentences (especially corrected paragraphs) and answers to divergent questions in reading (students' answers to such questions are incomplete, lack connection with reality, and even deviate from the center. The reason is that students cannot read, forget before reading, and cannot grasp Key words and phrases, unable to grasp the text as a whole after reading, only focusing on one part, unable to discover the author's purpose of writing, etc.) and the training of basic knowledge are mostly fixed answers------reading. , The exercises are highly flexible, and the review focuses on cultivating students' ability to review, analyze, and understand questions, and master more reading and writing methods.