Review class is one of the important classes in primary school classroom teaching and occupies an important position in primary school mathematics teaching. Influenced by the thought of exam-oriented education, review is bound to be a simple copy and mechanical repetition of old knowledge, and everything should be done and asked. As a result, students are bored and teachers are annoyed. Some teachers have a review class, first of all, a long review and explanation, which occupies almost most of the class time. This review class is actually like a new lecture in the form of compressed biscuits. It is impossible to achieve the purpose of reviewing lessons by compressing the contents of five or six lessons into one lesson and explaining them again.

In fact, review class is not only different from new teaching, but also different from practice class. The new teaching goal is centralized, and only one or several "points" in knowledge need to be captured; Practice class is to turn a certain point or part of knowledge into skills; Review class is not a simple copy and mechanical repetition of old knowledge. The key is to let students transform old knowledge in review, create a sense of freshness, try to make up for their own shortcomings, and learn something. The relatively independent teaching knowledge, especially the important and regular knowledge, is linked by means of reproduction, arrangement and induction, so as to deepen students' understanding and exchange of knowledge and make it organized and systematic.

After a period of exploration, our school has initially summed up a set of "knowledge combing-layered practice-extension" teaching mode.

First, sort out the knowledge. Combing knowledge, forming knowledge network and systematizing conceptual structure. Everything is composed of systems, and systems have structures and levels. Primary school mathematics textbooks are also a whole, and the units are closely related. At a certain stage, students should be guided to classify concepts vertically and horizontally, find out the internal relations between concepts, and string the isolated and scattered knowledge they usually learn into lines, blocks and nets. This will help students to understand and master the internal relations between concepts as a whole, so as to remember and use them.

The review class must aim at the key points of knowledge, the difficulties in learning and the weaknesses of students, and guide students to sort, classify and synthesize relevant knowledge according to certain standards, so as to clarify the ins and outs. In teaching, students should be allowed to organize their knowledge freely, form different and mutual evaluations and demonstrate. This is conducive to the development of subjectivity, giving students the initiative to learn, allowing students to actively participate and experience success, and at the same time cultivating students' generalization ability.

Second, practice in layers. Through different levels of practice, we can better understand and apply what we have learned.

(1) Choose exercises carefully. Design exercises must be clear-headed, closely related to the requirements of curriculum standards, focused, well-versed, stimulating interest, practical, scientific and rigorous, from simple to complex, with moderate difficulty, inspiring thinking and moderate weight. Secondly, the practice design should be diversified. Such as diagnostic exercises, unitary exercises, consolidation exercises, comparative exercises, targeted exercises, diversified exercises, transformational exercises, operational exercises, comprehensive exercises, developmental exercises, creative exercises and so on. Sometimes exercises with multiple functions are used together.

(2) Strengthen the guidance of practical methods. Teachers should teach students good ways to do problems, make necessary demonstrations, and ask students to carefully examine problems and answer questions, first seek correctness, practice norms, then seek proficiency and practice speed. When you encounter difficulties, review the contents of the textbook first, and then consult your classmates or teachers when you really can't think of it. Attention should be paid to cultivating students' good habit of self-examination after completing exercises.

(3) Strengthen speed training. Improving students' practice speed in unit time is the main task of practice class. Therefore, we should pay attention to cultivating students' awareness of time and efficiency in practice class, and strive to let them solve problems accurately in the best way in a short time. Never let students practice herding sheep freely. Long-term lack of goals and speed requirements will inevitably form the habit of students idling.

(4) Pay attention to the information feedback of exercise results. Teachers should timely, objectively and correctly evaluate students' exercises, point out their advantages and disadvantages, praise students who perform well in exercises, pay attention to correcting students' mistakes in exercises, and point out the requirements and methods for improvement. Let students see their achievements, know their shortcomings, improve their methods and enhance their learning motivation. Every exercise should have a clear purpose. It is aimed at a key and difficult point in the textbook, or a confused concept of students' content, or to consolidate a certain calculation rule and law, master a certain formula skillfully, or to improve students' problem-solving ability and develop their intelligence. The arrangement of exercise questions should be clear, reflecting the principle of from easy to difficult, from shallow to deep, and step by step. Generally, basic exercises are arranged first, then comprehensive exercises are arranged, and finally thoughtful expansion questions are arranged. The forms of exercises should be novel and diverse, and should conform to the psychological characteristics of primary school students. Make students interested in practice, keep active and excited in the 40-minute class, concentrate, think positively and practice effectively.

In addition, students should be allowed to ask questions and ask difficult questions in the review.

In review teaching, teachers are only the organizers, instructors and promoters of students; Ensure that students have enough activity time and thinking space; Give students time and opportunities to ask questions. Let them practice, talk, think, practice and think more in the review. Guide students to self-check, self-check, self-check, check for missing parts, question and ask difficult questions, review and remedy their respective learning defects, and make students become real learning subjects. Teachers should not cover everything, but should focus on design arrangement, teaching summary, answering questions, guiding evaluation.

Third, expand and extend. Review should sum up knowledge, reveal laws and gain fresh insights. In reviewing, students can concentrate on reviewing, understanding, applying knowledge and solving problems by summing up previous mathematical knowledge. On the basis of well-informed, strengthen generalization, analysis, synthesis and comparison, reveal the law of solving problems and the direction of thinking, so that students can draw inferences and gain fresh feelings.

At the same time, we should strengthen the training of variant, reverse and comprehensive ability in review. In the review, we should start with the basic knowledge, closely follow the basic training and form skilled basic skills. At the same time, we should properly strengthen variant training, reverse thinking training and comprehensive training to a certain extent. Case selection and exercise design