The general review of primary school mathematics is different from unit review and semester review. For students, knowledge has a large capacity and a long span, and the rate of forgetting what they have learned is high. For teachers, it is difficult to achieve obvious review effect in a short time because of the tight time, rich content and comprehensive knowledge. Let me talk about my views on the income of sixth-grade mathematics teaching for many years:

I. System analysis

Before the sixth grade mathematics review stage begins, teachers should first make clear the purpose, teaching task, knowledge scope, order and structure, teaching emphasis and difficulty of mathematics teaching, which students must master. Secondly, we should fully understand the situation of the whole class and know to what extent each student has learned now and what knowledge needs to be strengthened; According to the characteristics of students, it is necessary to make clear what methods to use to guide students, stimulate their interest in learning, arouse their desire for knowledge, and make students develop good study habits and truly become the masters of learning. Finally, according to the actual situation and characteristics of students, combined with the knowledge characteristics of grade six, a feasible review plan is formulated.

Second, grasp the foundation.

To review mathematics in grade six, we must first grasp the application of basic knowledge in five aspects: first, concepts. Let the students really understand the knowledge points of each part and distinguish the easily confused contents one by one. For example, let students judge whether the areas of two triangles with equal base and equal height are equal, and whether they can be combined into a parallelogram. Are two disjoint lines called parallel lines? Wait a minute. The second is to broaden your horizons. In mathematics review, teachers should pay attention to broaden students' horizons and constantly give feedback to teaching. For example, 3/5 of A is equal to 1/4 of B. Compare the sizes of A and B (both A and B are not zero). After solving this problem, give the students another problem: 4/5 of Class A and 3/4 of Class B are equal. So, who has more students in Class A or Class B? With such a slight change, some students can't start. Teachers should remind students that A and B can be people or things. Then class a and class b are the names of classes. What is the relationship between them? At this time, some students will understand. The third is formula derivation. For example, deduce the calculation formulas such as the area of a circle and the volume of a cylinder, so that students can review, practice and taste for themselves. The fourth is knowledge comparison. The meaning of the four operations of integer, decimal and fraction, especially the multiplication of decimal and fraction, is easily confused by students. We should start with integer multiplication to see if students can write several numbers together, so that students can explore with their hands and brains and really understand the meaning. The fifth is computing power. Many students are in the sixth grade, and even the basic calculations of addition, subtraction, multiplication and division are wrong, let alone the application problems. Teachers generally think that students are too careless and not serious. Tracing back to the source, the reason is still in the teacher. We should cultivate students to form good study habits. For example, let students observe the formula first, analyze it and see if they can use simple methods. Secondly, combined with elementary arithmetic to calculate. Learned to do the problem, but also let students practice repeatedly and check their grades. On this basis, teachers constantly give feedback to teaching, so that students can master knowledge, be more flexible in application and have high calculation accuracy.

Third, the cultivation of ability.

First, we should pay attention to cultivating students' ability to use simple methods to calculate reasonably and flexibly. When reviewing the preparatory knowledge of quantity measurement and geometry, we should pay attention to cultivating students' spatial concept and consolidating the skills of drawing and measurement. Second, we should cultivate the ability to change a problem. The key point is to grasp the motif and let the students know that the topic comes from the motif and will never change from the original point. By changing conditions, problems and situations, students are inspired to think about problems from different angles and find solutions to them. We should also pay attention to cultivating students' flexibility in problem-solving thinking, inspiring them to think more, so as to be good at thinking and gradually improve their adaptability and problem-solving ability. The third is to cultivate operational and practical abilities. For example, Babao porridge company asked the packaging company to design a box that can hold 12 cans of Babao porridge. [The eight-treasure porridge jar is cylindrical, with a bottom diameter of 6 cm and a height of 13 cm] How do you plan to design it? (Tip: Generally, the packaging box can be designed as a cuboid. How many pieces of cardboard are needed is to find the surface area of the cuboid, so try to know the length, width and height of the cuboid, that is, how to place the eight-treasure porridge can first. At this time, students are not in a hurry to do it, so they can find cans to put them in. Through personal practice, you can get direct feelings and solve problems. But some students are not practical, and the length, width and height are not suitable. Therefore, the teacher must list several methods that students do one by one for students to compare. In contrast, students choose the most material-saving method.

Fourth, the transformation of students with learning difficulties

As a teacher, we should be good at analyzing the causes of students with learning difficulties. Where are they trapped? By what means? I think that in addition to preparing lessons according to the actual situation of students, we should also attach importance to applying the principle of information feedback according to the law of memory and forgetting to consolidate the classroom effect in time; We should follow the principle of step by step, adhere to scientific training, check and fill gaps, and improve students' knowledge quality. In this respect, we should make up one by one, make up the old with the new, and make up the individual with outstanding objects. There are several groups in the class, and each group chooses a responsible student with good grades to teach students with poor grades. In this way, students with poor grades make progress, and students with good grades make better grades. The whole class set off a learning atmosphere of chasing after each other, and students changed from passive learning to active learning.