How to have a good review class in primary school mathematics teaching

Review class is one of the important classes in primary school classroom teaching and occupies an important position in primary school mathematics teaching. The main task of review class is to consolidate and deepen the knowledge that has been learned. What we need to solve is the combination of point, line and surface of knowledge, which carries the unique function of reviewing, sorting out and communicating. Therefore, the teaching task of review class should attach importance to "rationality" and achieve "transformation", sort out the knowledge learned in each class from a new angle and according to new requirements, organize exercises, communicate the connection between old and new knowledge, and finally achieve concentration through induction and summary, so that students can review old knowledge, develop mathematical thinking, understand thinking methods and improve mathematical literacy in the process of perfecting cognitive structure. How to have a good review class? Different ideas and concepts will lead to different understandings and practices. Review class is different from new teaching and 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, but knowledge that is usually taught relatively independently. Among them, it is particularly important to string together regular knowledge by means of reproduction, arrangement and induction, so as to deepen students' understanding and exchange of knowledge and make it organized and systematic.

How to have a good review class? First of all, we must interpret the book according to the outline. In order to meet the requirements of mathematics curriculum standards, teachers should take the standards as the basis and teaching materials as the criterion to help students organize systematically, connect scattered knowledge points into lines, weave them into nets, form blocks, reveal the internal relations between knowledge and form a new knowledge structure. Secondly, we must have a clear goal. The most taboo in the review class is the sea tactics, which makes students overwhelmed. In order to avoid this phenomenon, teachers should first dive into the sea of questions, spend a lot of time and energy, carefully select typical examples according to the students' reality, and lay the foundation for intensive, concise, efficient and burden-reducing. The review process should not be a mechanical repetition of the past teaching process, nor is it just a process of grasping several key points, filling a few gaps, selecting several exercises, telling a few wrong examples, turning the review process into a book of knowledge, and then filtering it. Review should give students new information, even "old" questions should be "new" Therefore, the review examples should be small in number, large in capacity, wide in coverage and enlightening, and finally, we should pay attention to the substance. In order to have a good review class, teachers should have a general understanding of the teaching materials, rather than just taking "good" topics and practicing "excellent" topics. Each chapter and unit is reviewed independently, revealing, transforming and expanding the internal connection and essence of knowledge through students' thinking activities, and studying the occurrence, development law and knowledge system of mathematics knowledge as a whole.

Primary school mathematics can be divided into number and algebra, space and graphics, statistics and probability, practice and comprehensive application from the knowledge structure. These four kinds of knowledge should be sorted out when reviewing, and the knowledge points should be clear; Summarize doubts and grasp difficulties; Activate the cognitive structure and systematically implement the arrangement; Comprehensive application.

First, comb the knowledge and clarify the knowledge points

Mathematics is a highly structured subject. Concepts in primary school mathematics are often scattered. Even if the relationship between them is noticed, it is generally limited. At a certain stage of teaching, students should be guided to understand the internal relationship between concepts, and the concepts they have learned should be threaded and networked to promote the systematization of conceptual structure in students' minds. It is a very systematic subject, which appears in the module of knowledge point teaching in the new curriculum. One of the characteristics of review class is "combing", which systematically combs the knowledge learned, making it "vertical in a line" and "horizontal in a piece" to achieve the purpose of outlining. The second feature is "communication", which integrates the ins and outs of knowledge and sorts out the clues. Sorting out mathematics knowledge can not only sort out the knowledge points of each unit according to the order of teaching materials, but also grasp the important and difficult points of each unit knowledge and the knowledge that students are easy to confuse and make mistakes. Guide students to sort out, classify and synthesize relevant knowledge according to certain standards, so as to understand the ins and outs. You can also integrate the contents of this book into calculation part, concept part and application part to sort out the knowledge points. Form a complete network and build a complete knowledge system.

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. When reviewing, students should freely organize their own knowledge, form differences and help each other evaluate and argue. 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. After reviewing the knowledge, students experienced the happiness of learning mathematics and achieving success. Finally, organize students to discuss and summarize these knowledge points, and talk about the meaning of each concept and its connections and differences, thus forming a knowledge network.

Second, summarize the doubts and grasp the important and difficult points

When reviewing, we must do: 1, so that students can overcome the mindset; 2. Find the weak links of students; 3. Hierarchical consultation. Only in this way can we grasp the key points and break through them. In review, some exercises are designed for key knowledge points, and students can distinguish the connections and differences between these knowledge through exercises. In addition, we can classify the common mistakes in students' exercise books and draw up corresponding questions. First, let the students classify the wrong questions they have learned, try to find relevant questions to do, and check and coach each other at the same table. Then the teacher will show the questions he has drawn up on the blackboard, let the students practice and check the students' mastery of these questions. At the same time, for those students who have mastered the basic knowledge, give them some other difficult problems to practice, so as to achieve the purpose of hierarchical learning and hierarchical counseling. This kind of review not only makes up for the weak links of students, but also further improves the ability of students with spare capacity.

Third, activate the cognitive structure, systematize and implement sorting.

Review is not simply to reproduce old knowledge, but to give students new information, trigger new thinking and promote new development through systematic arrangement of old knowledge. In particular, students should be guided to participate in the arrangement independently. In the process of sorting out, they should code their knowledge and complete their cognitive structure, so that the "scattered, chaotic and detailed" knowledge points they usually study can form a knowledge chain and a knowledge network. Let students actively participate in the review. For example, when students feel bored in review, they can use multimedia to present some situational questions, interesting questions and open questions. These exercises can activate students' thinking and cultivate their innovative consciousness.

Fourth, comprehensive application to cultivate innovative ability.

"Mathematics learning is from coarse to fine, from fine to coarse." The review class can be extended and broadened, but there must be a degree. The characteristics of review questions are different from those of Protestant exercises. We should solve practical problems from different angles, connect with students' daily life, reflect comprehensiveness, flexibility and development, which is conducive to cultivating students' practical ability and innovative consciousness. The review class should be "guaranteed without capping" to improve students at different levels. By solving practical problems, students experience that mathematics is around and there is mathematics everywhere in their lives. Students' interest in learning mathematics has increased, and they have also tasted the fun brought by creative thinking.

(1) pays attention to the understanding and mastery of the "two basics" of mathematics, and pays more attention to the process and methods.

Mathematics teaching should not only teach students mathematical knowledge, but also reveal and master the formation process of knowledge and skills, which is more important for developing ability. Therefore, we can design some test questions that reflect the process of knowledge formation and guide students to pay attention to the learning process.

(2) Strengthen the connection between mathematics and life, and cultivate the sense of application and innovation.

Mathematics comes from life and is applied to life, and its value lies in application. Therefore, in the review process, we should pay attention to the selection and use of "realistic, meaningful and challenging" materials in life, and carefully design test questions, so that students can expand their thinking, broaden their horizons, realize the connection between mathematics and life, and experience the application value of mathematics in the process of exploring practical problems and applying mathematical knowledge to solve practical problems.

(3) Pay attention to the diversity, hierarchy and openness of the test questions.

In real life, people encounter mathematical problems in their lives, and the information presented is often complex, while conditions and problems are often hidden in chaotic information, which is objective and arbitrary. The answers presented can be colorful. Therefore, review also strives to be close to the reality of students' lives, and requires that the content and types of review questions are not limited to traditional old faces, but should be diverse and innovative. The presentation form of the problem should be open, and it can be presented in novel ways such as situation map, table format and statistical map. Considering the potential students, the selection of review questions should be hierarchical, from easy to difficult, from simple to complicated, step by step. For students of different levels, different requirements and standards should be formulated. At the same time, designing some open-ended questions with redundant conditions, unique answers or different problem-solving strategies is beneficial to students of different levels to divergent thinking, to students' originality and bold innovation, and to students' rational reasoning ability and innovative consciousness.