Time flies, the semester is coming to an end, and general review has become the focus of our teachers' work.

As teachers, we attach great importance to the review at the end of the semester. Every day there are test papers, evaluations, and tutoring for underachievers. It's really hard for students to be buried in a sea of ??questions all day long, and teachers don't have any time to breathe. So, how to take a solid Chinese review class? Today we will discuss this issue.

1. First, we need to clarify what review is? What is the meaning of review?

(1) The concept of review

Review is to consolidate the knowledge learned and avoid forgetting it.

(2) Review has three meanings:

1. Review is a kind of reinforcement.

The knowledge taught by teachers in the classroom cannot be remembered and understood by students after learning. Review is a process of overcoming forgetfulness and strengthening understanding. The more timely, coherent, and systematic the review is, the more solid the knowledge learned will be.

2. Review is also re-learning.

When reviewing, students can systematize and complete the scattered knowledge they usually learn. The knowledge that teachers explain in class is fragmented and messy due to time and class constraints. Much knowledge can be systematized through review. In addition, review is also a re-understanding of previously learned knowledge. From this perspective, review is also a process of re-learning. It can also build good learning confidence for students.

3. Review can make up for the weak links in teaching.

If teachers usually fail to explain things clearly or make omissions in certain links, they can check and fill in the gaps through review, so that weak links can be strengthened.

After we have clarified the meaning of review, we know that the total review time at the end of the semester is long, the task is heavy, and the requirements are high, so we must formulate a practical review plan to guide the review work and implement the review.

2. Make a review plan.

How can we put the review into practice? This requires teachers to carefully formulate review plans, carefully prepare review lessons, carefully design lesson plans, research review methods, and improve the quality of review lessons.

(1) Before formulating a review plan, three learning, three understanding and one analysis should be done: First, study the "Course Standards". It is necessary to have a thorough understanding of the requirements for this grade set by the "Curriculum Standards": understand each standard, scale, and difficulty. Such as: knowledge points, ability tests, reading projects, writing requirements, and oral communication requirements. The second is to study the "Evaluation Plan for the Final Examination of Chinese Language in Primary Schools in Karamay City". Understand the evaluation items, content and methods in the "Examination Evaluation Plan". The third is to study textbooks and teachers’ books. Understand the author's arrangement intention and the relationship between each piece of knowledge and the new curriculum standards. Starting from the integrity of the textbook, grasp the key points and difficulties according to the knowledge system or chapter unit, and consider the review goals, so that students can have an overall grasp of the knowledge, further deepen and broaden the key and difficult knowledge, and learn from multiple levels and multiple aspects. Understand the key and difficult knowledge from different angles so that you will not encounter big obstacles when solving problems. 1. Analysis: Analyze students’ academic situation, based on students’ actual situation. The so-called student reality means to understand the students' cognition and abilities, and to master the students' psychological characteristics of seeking knowledge. It is necessary to study both groups of students and individual students. In particular, students with good foundations and poor foundations must have different goals and requirements, and they must be taught in accordance with their aptitude so that they can each gain something. In actual teaching activities, the goal of a certain lesson should be focused. Do not use time and energy equally. Instead, focus on a certain aspect of cognition, ability, and emotion in class review goals in a planned way, so as to ensure Coordinated development of students' overall quality.

(2) Make a review plan. The review plan can be formulated as systematic review first and then categorized review.

1. System review. One unit per day. Review the text in this unit lesson by lesson. During the review period, there are at least two classes a day. In the first class period, you can review the text intensively, and in the second class, you can review the skimming text and the learning area. The review should be focused. You can spend more time on key texts and less time on non-key texts. You can adjust and arrange your time well.

2. Classification review. After the systematic review, three to five days should be left for classification review, and the knowledge points in this book should be classified and sorted out.

When making a review plan, arrange your time reasonably: How much review time is there? What review content is included? What content do you review every day? Is there enough time? What goals should students achieve each day? Teachers must be aware of everything. When preparing lessons, teachers can first set review goals, what are the teaching tasks for the day, and what level should students achieve. 2. List the review content for this day, what content will be carried out in each class period, and what content will be reviewed mainly. 3. Review feedback: In today’s review, which knowledge points did students master well and which ones did not master well? How can they make up for it? Which students need to make up classes, etc.

Students who have achieved the goal have completed their tasks today. They may not assign homework or assign some improvement assignments to these good students, such as extracurricular reading. Teachers will provide targeted make-up lessons for students who have not reached the target. (Give an example of a review plan.)

3. Clarify the review content and master the review method.

(1) System review. The content includes intensive reading of texts, skimming of texts, and learning areas.

1. Intensive reading of the text mainly focuses on new words, recitation, and knowledge points of the course (after-class exercises, author and historical background, preset reading exercises on key paragraphs of key texts).

New words: Focus on the words given in the learning objectives of the "Chinese Teacher's Book", and you can use pre-class preview (you will review the content of the first unit tomorrow, and you can do this tonight's homework Students review this part of the content by themselves first, and the teacher dictates and dictates it the next day. Students who are correct may not do homework or give out small red flowers as rewards, etc.) Five minutes before class starts, lower and middle grade students dictate the words in this unit. The teachers will make corrections, and senior students can ask students at the same table to make corrections after class. Teachers must emphasize common typos in dictation to the whole class and find methods and tips for memorizing and distinguishing these easily typos.

Recitation: In addition to asking students to recite the parts that are required to be recited, the teacher can give students some test papers that fill in the blanks according to the text content for students to practice, so that students are not only required to be able to recite but also write. You can use the time in the morning reading class to allow five minutes for students to write based on their memorization. It is not easy to write too much content at one time. You should also collectively correct the words that are filled in with many mistakes.

The knowledge points of this lesson mainly include: after-class exercises, author and historical background, preset reading exercises for key paragraphs of key texts, etc.

After-class exercises: This is the lesson The focus is on the content that students must master. Class time can be used for review and consolidation, and key questions can be assigned as class assignments. In addition to the after-class exercises, there are also some knowledge points in this class. Teachers must carefully study the teacher's book before class, list the knowledge points in this lesson on the lesson plan, and review and consolidate these knowledge points in class. For some important knowledge points, the teacher can spend more time explaining them truthfully and thoroughly.

"Preset reading exercises for key paragraphs of key texts" requires our teachers to carefully prepare lessons before class, analyze the key texts and training points of the unit, and preset some question types for Students use the learning methods they have learned to train, so as to achieve the purpose of review and consolidation. For example: in the lesson 23 of the third grade volume on the beautiful Xiaoxing'anling Mountains, you can choose a paragraph from the descriptions of spring, summer, autumn, and winter, and ask students to talk about what scenery the author described? Why write about these scenes? In order to learn the author's method of observing the characteristics of the scenery in each season of Xiaoxing'an Mountains, this is also the teaching focus of this lesson.

Of course, when formulating review plans, the focus of each year is different. The first, second and third grade students focus on basic knowledge, while the fourth, fifth and sixth grade students focus on composition and reading.

2. Skim the text and review the content previewed before class. Reading training can also be carried out for skimming some passages in the text.

3. The review of the Chinese section of this unit should not be limited to the content of one question, but should expand these questions to broaden students' knowledge. For example: "My Discovery" in Chinese Language Learning Garden No. 4 in the first volume of the third grade aims to guide students to distinguish words with similar shapes and homophones in terms of sound, form and meaning. After reviewing these four groups of words in the garden, they can Assign students to find words with the same or similar sounds or similar shapes to form words. Whoever finds the most words will be praised and rewarded. The "Reading and Memorizing" that has been accumulated over time is about farmers' proverbs about fruits and vegetables throughout the year. After reviewing this part, students can also be asked to memorize the farmers' songs about farmers they learned outside class.

For the review of the exercises, focus on reviewing the main points of the exercises in this unit. In particular, the common problems among students in this exercise should be explained. For the key exercises in this book (the after-reading notes in the first volume of the sixth grade), if you have time, you can A similar exercise question is provided for students to practice, but it must be completed within the time specified in the class (such as 40 minutes) to check the students' mastery of this type of exercise and also train the students' writing speed. The teacher will make corrections and comments on the written exercises. The review of oral communication mainly focuses on recalling the process of oral communication class. It may appear in the form of composition, or it may appear in the form of written words, which requires that our usual teaching must be solid.

(2) Classification review. (The review content listed below is a comprehensive review of six grades. Teachers can choose according to the teaching requirements of their own grade.)

The review is divided into four parts: basic knowledge, reading, homework and comprehensive exercises. . (Focus on grasping the Chinese language learning field)

1. Basic knowledge: focus on review of pinyin, characters, words and sentences.

1) Pinyin: Able to use the method of spelling syllables, read Pinyin and write words or sentences; recognize and read syllables as a whole; uppercase and lowercase letters (reflected by looking up the dictionary). Focus on practicing "reading pinyin, writing and writing words".

2), words: understand the meaning of words; analyze the homophones, similar words, and polyphonic words learned (the polyphonic words enclosed in square brackets in the textbook are the ones that should be mastered in this book); two Methods of looking up words in a dictionary (phonetic sequence, radicals); mastering the pronunciation, form, and meaning of new words, focusing on cultivating students’ ability to look up words in a dictionary and understanding polysemous words; it also includes writing training, such as writing according to the structure, following the words How to write and so on.

3) Words: Correctly read and write learned words, including dictation or reading pinyin and writing words (first- and second-grade teachers can give students some test papers on reading pinyin and writing words for students to practice. Teachers of middle and senior grades can Directly dictate words. ); word classification and collocation, such as: writing words in the form of AABB, ABB, etc., supplementary phrases (( ) lake water, happily ( )), etc.; commonly used idioms; antonyms, synonyms. This part of the content is classified and reviewed based on the types of word training that appear in the after-school questions and the Chinese Garden. The review of words should emphasize the understanding and application of words, and pay attention to accumulation. Through review, you can further master the methods of understanding words and improve your ability to use words (such as making sentences).

4), sentence: Focus on accumulation. Including the accumulation of ancient poems, famous aphorisms, couplets, proverbs, etc. inside and outside the classroom; the accumulation of poems and famous authors. The main review content is the reading and memorization and its expansion that appear in the learning center of this volume.

5) Punctuation marks: commonly used punctuation marks (focusing on the punctuation marks that should be mastered at this grade level, as well as the use of punctuation marks in some key texts)

2 ,read. Reading includes filling in the blanks according to the text content, in-class reading and extra-curricular reading. < /p>

2) Reading. The cultivation of reading ability is formed in daily teaching, and review can only be a process of strengthening and improving. Therefore, the focus of review is not on how to read, but on how to review and solve questions. For example: when doing reading questions, students are first asked to read the passage once, to have a general idea of ??what the passage is about, then read the exercises at the end of the passage, read the passage two more times with these questions in mind, and then write to answer the questions. When answering questions, pay attention to the format: Answers to the questions must be written and answers must be complete. When doing each question, we ask students to review clearly what the question requires us to do? How to do it?

Teachers can set some reading questions based on the textbooks or select some reading passages from the school's test papers, let students see various question types, and teach students how to do the questions before doing them, and then let them Students complete it in class and analyze and explain it in class to improve review efficiency. Doing a question has the same effect as a question. Try not to let students take it home to complete it. For questions with many wrong answers, don’t just talk about the answers. Be sure to talk about the methods to let students know what aspects they should start thinking about when encountering such problems. Why answer like this? For example, questions such as: understanding the meaning of words can be solved by changing words, looking up the dictionary, and understanding the words in context. Rather than simply telling students what the word means.

3. Practice. The review of exercises should focus on methods rather than writing.

First review how to review essay topics.

Get a composition topic and read it at least three times: after reading it, think about what this exercise asks us to write? Second reading to see what are the specific requirements? (You can use lines to draw them and mark 1, 2, and 3.) Read it three times to see if there are any missing requirements.

The second step is to carefully analyze and summarize the eight exercises in this textbook, and make a simple outline. I take the first volume of the third grade as an example. The eight essays are:

1. Write about the activities you participated in or what happened after school

2. Write about something about a familiar person

3. Write about a picture of autumn

4Write an observation diary

5Write the information collected during comprehensive study

6Introduce the places you have been

7Write fairy tales

8 Free Essays

The teacher should carefully analyze and summarize these eight essays, and make a simple outline to guide students where to start and think when encountering this type of assignment. Write. For example, the first article is an exercise in writing. The writing exercise can be divided into three parts:

1. The cause of the thing (including: time, place, person, origin) (abbreviated)

2. The process of the thing ( Write as a key point, focusing on the unique language, demeanor, and actions of the person) (write in detail)

3. The result of the matter and your own feelings. (abbreviated)

In this way, no matter what they write about (happy, sad, what happened after class, what happened at school, etc.) students will know what aspects to write about, Which ones are written in detail and which ones are abbreviated.

Finally, there is a review of "comprehensive learning activities". Take the first volume of fifth grade as an example: "Comprehensive Learning Activities" exercise outline:

Traveling in the Kingdom of Chinese Characters

-------------Remember a comprehensive Learning activities

1. Explain the time, location, participants, and theme of the activity.

2. Describe the activity process. (Write in detail) (Determine the theme in stages, make plans in groups, divide work to collect information, cooperate and exchange presentations, and report results)

3. First, take the one or two contents that impressed you most in the activity and talk about your feelings.

4. Summarize the gains from participating in this event.

The review of homework and reading can also be placed at the beginning of the review, which will provide certain guidance for subsequent reading and review of exercises.

4. Comprehensive exercises. It is mainly to test the students' mastery of knowledge. Some comprehensive test papers can be done, but they must be completed in class. The teacher will mark the papers uniformly, record the gender and personality problems in the test papers, and analyze clearly why they happened. After the reasons for these problems have been identified, the test paper will be reviewed. When explaining and evaluating test papers, teachers must be well aware of the problems of each question and which students these problems occur, so that they can be more targeted when commenting on test papers. Teachers should pay attention to the guidance of methods when explaining and evaluating test papers. After listening to a teacher's test paper evaluation class, the teacher paid special attention to the guidance of methods. Students were the main body in the class, allowing students to evaluate the knowledge and questions in the test papers. After the students evaluation process