First, make a review plan according to what you have learned and the actual situation of students. Before reviewing, we should sort out the knowledge we have taught before, classify it systematically, communicate vertically and horizontally, and find out the key points, difficulties and mistakes that students are easy to confuse. Organize and analyze the results to determine which knowledge can pass and which knowledge needs to be reviewed. In this way, the review content is determined, the purpose and requirements are defined, and then the appropriate ways and means are considered, so as to make a feasible review plan.
After the plan is made, it should be announced to the students. On the one hand, it can play the role of review and mobilization. If students are senior, they can be consulted to make the plan more perfect. Let students know the importance, content and process of this review, and mobilize students to actively cooperate with teachers to make the review play its best role.
(2) Effective review.
To achieve effective review, the key is to pay attention to the following four points:
1, stimulate initiative.
When reviewing, students have no fresh sense of knowledge, but the review is always in the process of "speaking-practicing-testing-making up". If the teacher is blunt and straightforward in teaching, lacks emotional rendering, and the learning form is monotonous and not rich, that is, asking, answering, writing and practicing round after round, students feel bored and easily tired. Over time, they lose interest and confidence in reviewing mathematics, and this situation will last for a long time. Therefore, in the whole review process, our teacher should create an unrestrained learning atmosphere for students and stimulate their initiative. Really give the students the initiative to review, and don't lead them by the nose. We should give full play to students' autonomy and let them actively participate in the whole review process, which should be reflected in the review: knowledge should be sorted out by students themselves; The law lets students look for it; Mistakes let students judge. In class, students should not only be "listeners" and "spectators", but should be given the opportunity to review. Teachers don't have to hurry to sort out, let students sort out the knowledge first, and students themselves or study groups can recall and reproduce the main contents to be reviewed by reading textbooks. Recall. It is a process in which students constantly extract and reproduce the old knowledge they have learned in the past. Memory is an indispensable part of review class. Teachers should consciously guide students to look at the topic to recall what they have learned, and look at the textbook catalogue to recall unit knowledge.
At the beginning of the review, explain the content and requirements of the review to the students first, and then guide the students to recall. When recalling, you can be rough first and then detailed, so that students can fully discuss it. On this basis, guide students to dictate, or show relevant review outlines, and guide students to recall systematically.
Classes lasting more than ten minutes may be replaced by too many teachers because of too much content and complicated relationships. So I put this process before class, so that students have enough time to conceive and connect knowledge networks in series. Because it is a personal masterpiece, it may vary from person to person, showing a colorful face: text, table format, framework and so on. In class, teachers organize students to show and exchange "works". A comparison is a review, and different comparisons have different feelings. In teaching, teachers only need to nudge, dredge or reorganize some key or difficult points, which can help students organize and review knowledge better.