How to do a good job in the final review of a class

1, do a good job in the teaching and research activities of the teaching and research group. We should actively cooperate and communicate with each other, between teaching and research groups, between classmates, especially between preparation groups, and try our best to formulate review plans and specific review contents synchronously and uniformly. Advocate the spirit of cooperation and realize the sharing of teaching resources. Everyone's collective efforts, * * * to find a way together, must be broader than one person's thinking, and the effect should be real.

2. Make a practical plan. To make a review plan, we should fully understand the learning situation of each student in the class, carefully grasp the specific content of daily review, grasp the teaching requirements, clarify the key points and difficulties, and be targeted. To guide students to focus on teaching materials, clear key chapters and review points of each chapter. Teachers should be able to find out the difficulties and doubts in students' study according to their usual homework and the tests of each unit. If the review is targeted, you can get twice the result with half the effort. It is suggested to review the textbooks in the order of arrangement first; Then classify and block for training; Finally, comprehensive training should be carried out appropriately to ensure the review effect.

Second, review suggestions:

1. Make full and reasonable use of the limited classroom time. Get ready before class. What to accomplish in this class, you must be fully prepared after class and have a targeted review. This goal should emphasize students' learning tasks, and let students know what learning tasks they must complete and what they must learn in this class.

2, grasp the knowledge points, hierarchical teaching, detailed properly, highlighting the primary and secondary. Dig deep into the teaching materials, grasp the curriculum standards and grasp the knowledge points. Systematic research after class will greatly save time and improve the efficiency of classroom review. In addition, it is necessary to make a reasonable analysis of the students' level, and arrange the learning tasks in a targeted manner under the premise of in-depth understanding of the students' academic situation, so as to face all students and improve students at different levels, especially to make up for the differences. (In any class, students' grades can't all be on an excellent platform. This requires us to pay more attention to students with poor grades. We should make up lessons for them in time to avoid eating raw rice again. It is our responsibility to teach students in accordance with their aptitude, make up lessons appropriately and not give up any students. )

3. Give full play to students' main role and teacher-student interaction. In the review class, teachers should broaden the channels for students to participate, mobilize students' initiative, stimulate students' interest in review, avoid single repetition, and carry out teaching with novel content and various forms. For the test questions, there should be a process in which students become teachers before tutoring, so that the problems that students can solve by themselves are much more profound than those directly given by teachers.

The design of the review questions is refined and novel. Mathematics review is not a mechanical repetition. Talking about everything and practicing everything is a taboo. Review must be accurate, purposeful and focused, so that students can complete the induction and generalization of what they have learned in practice. The design of the topic should be novel, open and innovative, mobilize students' initiative from multiple angles and directions, let them think more, fully develop their thinking and learn more problem-solving skills.

Advocate multiple solutions to one problem and improve the flexibility of solving problems. Some problems can be analyzed from different angles and different solutions can be obtained. Multiple solutions to a problem can cultivate students' ability to analyze and solve problems flexibly. Different analytical ideas, different formulas, the same result, the same result. At the same time, it also inspired other students and broadened their thinking of solving problems. When reviewing, we should guide students to think from different angles and classify all kinds of exercises, so as to integrate what they have learned and improve the flexibility of solving problems. Distinguish between comparison and confusing concepts. Mathematical concepts are abstract, especially those that are easily confused. First of all, we should grasp the meaning and compare it. Such as; Comparison between prime numbers and odd numbers; Prime numbers and prime factors. The analysis of confusing concepts can help students fully grasp the essence of concepts and avoid the interference of different concepts. The methods that are easy to be confused should also be compared, and the method of solving problems should be clear.

4, clever use of test questions Every teacher has his own final exercise questions, as well as unit tests and final review questions set by the school. For reviewing materials, we should do the following "degrees": first, we are afraid of nothing, second, we are afraid of abuse, and third, we are afraid of copying mechanically. First of all, there should be a proper amount of review materials in the review class, which is the material basis for doing a good review; Secondly, treat the review materials at hand correctly. The final review questions are mainly for us to review. You must never do them again with a pair of answers. It should be carefully selected, further processed and rearranged; Thirdly, teachers should develop the habit of compiling materials (including test questions) by themselves. The principles of compiling are: meeting the requirements of new curriculum standards; Based on teaching materials; In line with students' learning reality. Teachers' self-compiled teaching materials are conducive to the actual review work of class students, to consciously collect information, to understand the trends of educational reform and to improve the review work.

Third, it embodies the "four natures".

1, goal: Teachers must enter the classroom with a clear goal of classroom review, so that students can be targeted and actively participate in task-based learning activities.

2. Systematization: Teachers should guide students to organize their own knowledge clues according to the syllabus and teaching materials, establish a knowledge system, and form a network that can cover the knowledge and ability structure of teaching materials. Connecting points and network cables make Chinese and math review systematic and networked. Guide students to systematically sort out what they have learned, integrate scattered knowledge into a whole, and form a relatively complete knowledge system.

3. Order: Review is not a simple repetition of knowledge. Attention should be paid to the connection, integration and flexible application of knowledge before and after. Teachers should concentrate on teaching and practice more, so that the knowledge system can reach a certain breadth and depth in both horizontal and depth dimensions. Do the orderly development of combing-training-expanding, and really improve the review effect.

4. Methodology: Paying attention to the guidance of learning methods is the most important issue in our current teaching work. Students' learning methods are as important as teachers' teaching methods, even more important. No matter how good the teacher teaches, it will eventually be implemented in the students' study. Teachers who can teach students to learn are smart normal universities. Helping students find the rules of learning, get twice the result with half the effort, and draw inferences from others is the only way to learn efficiently. At the same time, teachers should do a good job in students' ideological education in time, so that they can correct their review attitude, overcome their fear of difficulties and establish their confidence in winning. In the whole review stage, we should praise more and criticize less, encourage more and blame less, and let students change "I want to reply" into "I want to reply".

(2) Preparation and use of materials For review materials, we must accurately grasp the following "degrees": first, we are afraid of nothing, second, we are afraid of abuse, and third, we are afraid of copying mechanically. First of all, there should be a proper amount of review materials in the review class, which is the material basis for doing a good review; Secondly, treat the review materials at hand correctly. Now the review materials are overwhelming, and mud and sand are everywhere. We can't blindly worship and take them. But carefully selected, processed and rearranged; Thirdly, teachers should develop the habit of compiling materials (including test questions) by themselves. The principles of compiling are: meeting the requirements of new curriculum standards; Based on teaching materials; In line with students' learning reality. Whether teachers can compile review materials well reflects teachers' understanding and grasp of the knowledge system of teaching materials, and also reflects the quality of teachers. Teachers' self-compiled materials are conducive to the actual review work of class students, encouraging themselves to collect materials consciously and improving the review work.

Third, handle three relationships well.

(1) Handle the relationship between in-class and out-of-class.

The extension of Chinese is equal to the extension of life. We can learn and use Chinese at any time and anywhere in our lives, and so can the review stage. Don't limit the review content to books and classes, but link textbook knowledge with students' real life, broaden their knowledge horizons and develop their thinking ability. On the one hand, we should guide students to pay attention to life: for example, encourage students to read more extracurricular books and newspapers, watch more TV news, write more observation diaries, pay more attention to life, talk more about life experiences and discuss more social hotspots and focuses; On the other hand, pay attention to extension, guide and encourage students to use the knowledge and methods learned in class to solve practical problems in life.

(2) handle the relationship between laying a good foundation and consolidating and improving. As the saying goes, "Tall buildings rise from the ground." Only with a solid foundation can we build a solid and magnificent building. Chinese is the foundation of all subjects, and primary school Chinese is the foundation of this foundation. Therefore, Chinese review must pay attention to the implementation of basic knowledge and skills, comprehensively and emphatically review pinyin, words, sentences, paragraphs and articles, and systematically train listening, speaking, reading and writing with pinyin, words, sentences, paragraphs and articles. On this basis, it is necessary to further improve students' ability of observation, thinking, understanding and expression; Use the basic knowledge, skills and learning methods learned to promote students' comprehensive ability of listening, speaking, reading and writing to solve practical needs; On the basis of promoting students' storage and extraction, reorganization and integration, understanding and application, analysis and synthesis of the knowledge they have learned, the overall ability to grasp the knowledge structure system is improved. Finally, promote the overall improvement of students' Chinese literacy. (

3) Deal with the relationship between independent review and teacher guidance. Teachers should give full play to students' initiative and creativity as much as possible, give students as many opportunities to review independently as possible, resolutely abandon the practice of overstepping their duties and strive to make knowledge the result of students' own thinking. In class, teachers ask students to practice, discuss and communicate. It's not a formality for a teacher to bend over and approach students, but a real inspection and guidance. Teachers try to understand the learning situation of all students, give effective guidance as much as possible, find common problems as much as possible, and facilitate targeted comments. Students can solve it, but teachers don't do it. Teachers should pay more attention to students with learning difficulties. In the review process, students can determine what they need to review most, sort out their own knowledge and presentation forms of topics, summarize the problems in their homework, and inspect the topics with their deskmates. What teachers consider most is where to explain, where to guide and how to guide; The most frequently spoken words are inspirational words, inspirational words and inspirational words; Doing the most is patrolling, listening, participating, guiding and appreciating; The key point is to guide students to discover knowledge rules and summarize review methods.

Fourth, embody the "four natures"

(1) Whether the objective review goal is clear or not directly affects the design of review plan, review process and review quality. Clear goals can enhance the pertinence of review; On the other hand, it will lead to the blindness and randomness of review, which will cause students to be at a loss and easily dampen their enthusiasm for review. We should do the following: ① Make clear the general goal and specific goal of Chinese teaching proposed in the new curriculum standard. The overall goal is to "promote students' development and lay a foundation for their lifelong study, life and work", and the specific goal refers to the requirements of each year in the curriculum standards and the teaching requirements of teaching materials; (2) Clarify the teaching ideas and theories put forward in the new Curriculum Standards; ③ Thoroughly understand the key points, difficulties and characteristics of the textbook, especially the key points of unit training; ④ Understanding the learning situation of students, especially the learning differences of students at different levels, can improve and develop students at all levels.

(2) Teachers who pay attention to systematization should guide students to sort out their own knowledge clues according to the new curriculum standards and teaching materials, establish a knowledge system, and form a network that can cover the knowledge and ability structure of teaching materials. Connecting points and network cables make Chinese review systematic and networked. From a macro perspective, this paper combs their respective knowledge points, ability requirements and topic presentation forms in pinyin, characters, words, sentences, reading, exercises, oral communication and practical activities. Microscopically, every knowledge point and ability point needs to be further refined and classified.

(3) It is emphasized that sequential review is not a simple repetition of old knowledge, but a systematic recombination of knowledge, so it must be done step by step, so that the review guidance has certain steps and processes, so as to achieve the depth of review. Generally speaking, the review course can be designed in four steps: speaking, practicing, evaluating and testing. For example, the mutual correction of rhetorical questions and declarative sentences: ① The presentation of the classification practice of reciprocal correction of rhetorical questions and declarative sentences allows students to review the methods of mutual correction in practice (mastering punctuation, negative words and interrogative words); (2) Practice, using methods to carry out corresponding consolidation exercises; (3) Evaluation, let the students talk about how to change each other, and talk about the reasons, and finally talk about their own gains; (4) Testing, comprehensive training and testing, checking students' learning situation, is conducive to leak detection.

(4) highlighting the method result is more important than the process; Knowledge is important, but methods are more important. In the review, teachers should seize the opportunity to guide the learning methods, so that students can analyze, compare and summarize in the review, and master the learning methods from "recovery" to "recovery". For example, reviewing the method of dividing levels can guide students to learn according to the following steps: reading and understanding the content; Do and circle keywords; Think about the relationship between sentences; By the way, the reason of hierarchy. The point is to circle the key words. In this way, it is easier for students to master the methods of grasping keywords and dividing levels in practical and effective activities, which will get twice the result with half the effort.

Five, promote the three changes.

1, changing individual training into intensive comprehensive training. In the spirit of "reducing clues, strengthening synthesis" and "avoiding tedious analysis and trivial mechanical exercises", we can't wear new shoes and take the old road, but still engage in individual exercises, but should focus on comprehensive exercises of Chinese ability.

2. Change the emphasis on "standard answers" and respect individual differences. According to the spirit of Chinese curriculum standards, the review of basic knowledge should pay attention to the individual differences of students. We should not impose uniformity on the time and frequency of review. In the review of reading methods, "teachers' analysis should not replace students' reading practice", and students' unique feelings, experiences and understandings should be cherished, so that students' viewpoints are more diverse and their experiences are more profound. In composition practice, we should abandon the rigid guidance in recording and imagining composition, and let students write their own feelings and imagination. When students are found copying and copying model essays, we should persuade them to ensure that this kind of thing does not happen or less.

3. Change passive learning into active construction. It is necessary to change the practice of doing more questions, thinking less or even doing only questions without thinking, and guide students to think in practice, so as to assimilate and adapt. Through the practice of knowledge classification, let knowledge assimilate; It is necessary to strengthen the practice of weak links in teaching, or change students' thinking habits and adapt to knowledge. For example, in reading, we should combine the overall grasp of ideological content with the exploration of key words to prevent superficial understanding of ideological content, thus improving reading ability. In practice, students should be guided to write their own feelings about the development process of things, instead of just making a few comments at the beginning and end, thus changing some bad writing thinking patterns formed by students' usual practice.

In a word, the review process should be regarded as a process of checking and filling gaps, a process of helping students summarize and improve, and a process of using language; Review should focus on improving students' Chinese literacy in an all-round way.