What knowledge do primary school students need to master in Chinese, mathematics, and English to graduate from sixth grade?

(1) Review the guiding ideology.

Primary school students have already accumulated a certain amount of reading through six years of reading inside and outside the classroom. In the review stage, teachers should create certain situations, design some learning activities, guide students to correctly use accumulation, and at the same time guide students to classify and organize accumulation, so as to further improve students' Chinese literacy.

(2) Review suggestions.

1. Guide students to classify and organize independently.

(1) The types of accumulation mainly include: idioms, famous quotes, proverbs, sayings, couplets, ancient poems, famous works, etc.

(2) Let students classify each type according to its different content.

For example: ①Idioms expressing "high concentration of attention":

Concentrate, concentrate, concentrate, and keep your eyes focused.

②Famous sayings that illustrate "humility":

Modernity will lead to losses, but humility will benefit. ——"Book. Dayu Mo"

Humility is based on strength, and arrogance is based on incompetence. ——[Germany] Nitz

Modility is the conscience of the body. ——[French] Balzac

The less you talk about your greatness, the more I will think of your greatness. ——[English] Bacon

③Proverbs describing "accumulation":

A thousand small rivers become a big river;

A rapid fire is not as good as a slow sun;

The dust gathers to form Mount Tai;

The swallow builds a large nest of mud in its mouth.

④Old poems describing "spring":

Du Fu's "Walking Alone by the River Looking for Flowers"

Ye Shaoweng's "A Visit to the Garden Is Not Worth It"

< p>"Ode to the Willows" by He Zhizhang

"Xugongdian, Suxin City" by Yang Wanli

Ancient poems describing "parting":

"Huang" by Li Bai "Farewell to Dong Da" by Gao Shi

"Farewell to Xin Jian at Furong Tower" by Wang Changling 》

2. Guide students to correctly call accumulation.

Teachers purposefully create situations and design some learning activities to awaken students’ accumulation and allow students to use their accumulation correctly. For example:

(1) Hang "ancient poetry plaques" on the flowers, plants and trees in the school.

(2) Design slogans for the following places.

School cafeteria, gymnasium, library and reading room...

(3) Consolidate practice.

1. Carry out comprehensive Chinese learning activities, the content of which can include: idiom solitaire, idiom fill-in-the-blank, ancient poetry recitation, reflections after reading famous quotes, etc.

2. Write as required.

(1) Write idioms starting with the words "one", "hundred", "thousand", "sea", "no", "you", etc.

(2) Write an idiom that expresses "the integrity of revolutionary martyrs".

(3) Write an idiom that means "time flies too fast".

(4) Write two famous quotes about "reading is beneficial".

(5) Write two ancient poems "expressing patriotic enthusiasm".

(6) Write two ancient poems describing "autumn scenery".

(7) Write two ancient poems describing "friendship".

(8) Write two famous quotes about "cherishing time".

(9) Write two "farmer proverbs".

(10) Write two proverbs that reflect "climate".

3. Design slogans for the following places. You can use appropriate famous quotes or create your own.

(1) School garden:

(2) Music classroom:

(3) Laboratory:

(4) School Restaurant:

(5) Gym:

(6) Reading room:

2. Exercises.

(1) Review the guiding ideology.

After six years of reading and observation, primary school students have accumulated a certain amount of practice materials.

In the review stage, on the one hand, teachers create practice situations and guide students to accurately use these practice materials; on the other hand, they guide students to carry out practical activities, use common expressions according to the needs of daily life, and express them clearly and smoothly. own meaning. Thus, you can understand that practicing writing is for self-expression and communication with others.

(2) Review suggestions.

1. Provide some exercise topics, guide students in reviewing topics and selecting materials, activate students' exercise materials, and guide students to accurately use exercise materials.

2. Provide some students with excellent exercises, guide students to appreciate them, and allow students to draw nourishment from the "partner language".

3. Provide some examples of study exercises, guide students to revise, and guide students to revise their own exercises.

4. Design some practical activities to guide students to practice using common expressions according to the needs of daily life.

(3) Consolidate practice.

1. The teacher provides the following reference topics for exercises, allowing students to talk about their understanding of the topics and what materials they can choose to write about. "I Can't Forget Him", "He Has Made Progress", "Look, Our Family", "Hearings from the Street", "In the Rain", "On the Way from School", "Mid-Autumn Night", "Summer Noon", "Interesting Stories from Childhood" , "Campus News", "Festival Street", "Visit ×××", "××× Travel Notes", "That's the Place I Yearn for", "Lovely ×××", "My Beloved ×××" ", "Beautiful ×××", "Friendship", "Warmth", "Exciting Moments".

2. The teacher selects the outstanding exercises of the students in the class, or the outstanding exercises of the students selected for excellent compositions such as "New Writing Style", prints them and sends them to the students, and appreciates the students' excellent exercises with the students.

3. The teacher purposefully selects some sample exercises, prints them out, and revise them together with the students.

4. Teachers can design the following practical activities to provide students with practice materials.

(1) Organize students to visit and visit a scenic spot, and guide students to write a visit note or travel note.

(2) Organize students to do a small experiment, or a small game, or a sports match, or a squadron activity, and guide students to write down the experience.

(3) Guide students to identify a person as the object of description and conduct a series of interview activities. They can interview the identified object or people who know him or her, so as to write an exercise about writing about the person.

(4) Instruct students to observe a plant, an animal, or an object, and then write down what they observe.

(5) Organize students to investigate the phenomena and causes of environmental pollution around them, write an investigation report, write a letter to the environmental protection director or mayor, and write a letter of initiative to citizens.

(6) Organize students to go deep into schools and communities to investigate good people and good deeds, and write a letter of praise.

(7) Select a single picture or multiple pictures and guide students to write a picture composition.

(8) Assign students to read an article and write a review after reading it.

(9) Guide students to imagine and write imaginative compositions.

For example: "I am in 2008", "I want to...", "The little match girl came among us", "After adopting Simon's two children..."

Analysis on the use of fixed procedures for reading and intensive review

From the actual situation of the students, things that are mastered (not proficient) cannot yet become abilities. Only things that are proficient can be achieved. "Practice makes perfect" only when you can use it freely within a limited time. Therefore, intensive training in the review stage is very necessary. The so-called "reinforcement" means that firstly, it must be completed quickly - within a time limit; secondly, it must be remembered - repeated memorization. If we make full use of fixed program reading for intensive training during the review process, we will definitely be able to achieve the purpose of mastering, consolidating knowledge, and improving abilities. Not only will it be fast, but we will also remember it firmly, and we will get twice the result with half the effort.

Speed ??reading is an increasingly popular reading method. The so-called speed is not just the speed with which the eyes can read the text, but more importantly, the speed with which one can understand, imagine, and remember.

The speed of understanding means that after reading a certain article or paragraph of text, you can understand its profound meaning as soon as possible without stopping at the literal meaning; the speed of imagination means imagining the image of the things in the article you read and understanding the background of the things. Fast; fast memory refers to remembering the gist, important facts and relevant data of the article in the shortest possible time. Therefore, the speed reading method is different from speed browsing, but a creative learning method that focuses on the quality of reading.

The procedural reading method is a training method with greater effectiveness in speed reading. The program, that is, the program of reading, is actually the thinking program when reading. Experiments have proven that the results of people reading aimlessly and reading with purpose are different. The former is slow and the latter is fast; the former acquires less information and the latter acquires more information. When we read, we can read according to a fixed procedure, that is, every time we read an article, we solve a few problems in sequence, and ignore the other problems for the time being. In this way, we can concentrate on solving these problems, which is better than general reading. Much.

If such a reading program forms a fixed habit in your mind, that is, when reading, your thoughts will naturally follow this program, then the reading speed will be faster. For example, let a person repeatedly perceive two balls of different sizes, and then let him see two balls of equal sizes. In this case, he thought that the two balls were still different in size. The hallucination phenomenon produced is called "set hallucination". This is because the temporary habit formed by looking at spheres of different sizes has been "set" in the actual space and formed a "set". Experiments have proved that the phenomenon of setting will turn the constantly changing state into a fixed image after repeated many times. This habitual fixed concept formed by people can be used easily, automatically and without thinking in the future. Therefore, we have fixed a certain reading procedure for various literary review articles, and follow this procedure for each review. This will not only speed up the review, but also facilitate the deepening of understanding, memory and consolidation due to multiple reviews. .

For example, the reading procedure for narrative articles can be stipulated as follows: ① Find out the six elements of the article (time, place, person, event, process, result); ② Find out the central idea of ??the article; ③ Find out the writing Features. The reading procedures for argumentative essays can be stipulated as follows: ① grasp the central argument; ② find the arguments (if there are sub-arguments, then the sub-arguments are also the arguments for the central argument); ③ clarify the structure of the argument; ④ analyze the method of argument. The reading procedures for expository texts can be stipulated as follows: ① Grasp the features; ② Clarify the order and level; ③ Grasp and understand the key words. The reading procedures for novels can be stipulated as follows: ① clarify the plot; ② summarize the personality characteristics of the main characters; ③ analyze how the article depicts the characters; ④ analyze several paragraphs or key sentences in depth. In addition, the reading of sentence groups and sentences is also prescribed as a fixed procedure. The reading procedure for a sentence group can be: ① How many sentences does this sentence group consist of? ② What is the relationship between these sentences (content, form)? ③ Grasp the center of the sentence group (or grasp the central sentence, or summarize) ; ④ Analyze its rhetorical techniques or key words. The sentence reading procedures can be as follows: ① Infer the meaning of the sentence based on the semantic situation; ② Understand the meaning of the sentence based on the author's world view, ideological status and the writing background of the article; ③ Understand the meaning of the sentence based on the main purpose of the full text; ④ Use grammatical knowledge to analyze the sentence structure and understand The profound connotation of the sentence; ⑤ Understand the meaning of the sentence based on rhetorical knowledge.

The advantage of using a program for reading is that by following certain procedures, the messy and unorganized reading process can be turned into a clear and coherent thinking process, which can greatly improve the brain's acceptance ability and greatly improve the reading ability of the brain. The ability to understand the content of the article and memorize the material that has been read, thus making review a less strenuous task and improving review efficiency.

Procedural speed reading is an ability and a skill. Once you master it, you can freely apply it to daily reading and review, and solve some specific problems according to your own reality. For example, reviewing is different from learning a new lesson. Generally, you will feel bored and cannot go deeper. If you constantly change the method, change the angle, and conduct intensive training during review, you will not only not get bored, but also double your interest. For example: every time we read an article, we can read it quickly according to the program. We can review a certain article repeatedly from different angles, such as solving the "center of the article" problem in the first time and solving the key paragraph problems in the second time. The third time is to solve the key word problems and so on.

You can also combine reading and writing. On the basis of speed reading, in addition to understanding the content and form of the article, you can also learn the writing skills and use them for essay review... In short, the approach is broad and scientific reading method , is an important means for students to acquire knowledge, form abilities, and develop intelligence. With the right method, you can avoid detours in reading, complete a larger amount of reading in a limited time, obtain more information, and receive more significant reading benefits.

Rhetoric review guidance

Understanding and mastering commonly used rhetorical techniques can help us speak better, speak more accurately, vividly and vividly, and enhance the expressive effect of language.

Common rhetorical techniques include the following:

1. Metaphor Metaphor is an analogy, which uses specific, simple, familiar, and vivid things to explain or describe Abstract, esoteric things. This can describe the image of things more vividly and concretely.

2. Personification Personification is to use imagination to write about things as if they were people. That is, giving them human words, deeds, thoughts, feelings, etc.

3. Parallelism uses three or more sentences or phrases with the same or similar structure, closely related meanings, and consistent tone to be arranged in a series. Such sentences can strengthen the momentum of the language, express strong feelings, and enhance the appeal of the language.

4. Exaggeration consciously exaggerates or shrinks the described things to highlight the characteristics of the things, express the author's feelings, arouse the readers' associations, and deepen the impression.

5. Ask questions. In order to attract the reader's attention or thinking, first ask your own questions and then answer them yourself. That is, ask and answer your own questions.

6. Rhetorical questions express clear meanings in the form of questions, that is, they only ask without answering, and there is an answer in the question.

Suggestions

1. Closely integrate reading training and understand commonly used rhetorical techniques.

2. Combine with composition training to improve students’ ability to use rhetorical techniques.

3. Carry out relevant practical activities of excerpting and evaluating good sentences to improve students' learning interest and level.

Auxiliary exercises

1. Point out the rhetorical devices used in the following sentences.

① Strings of gem-like water drops were flying, flying, and falling into the deep pool. ( )

② After listening to this touching story, don’t you think our soldiers are cute? ( )

③ Although Xiaocao’s body is so weak, she has amazing vitality. No storms can destroy it; floods and droughts cannot destroy it; even if the wheels crush it to pieces, it won't be long before it straightens up from the ground and starts a new life. ( )

④ Mother Dandelion prepared parachutes for her children and sent her dolls to all directions. ( )

⑤ Gradually, the white fish belly on the horizon turned into a light color, as if people had a blush on their faces after drinking a little wine. ( )

2. Please find two or three parallel sentences, hypothetical questions, personification sentences and hyperbole sentences from the articles you have read.

3. Complete the following sentences as required:

① The birds on the tree are chirping non-stop, seemingly. (personification)

② Standing on the top of the mountain and looking from a distance, the clear river beside the village looks like (metaphoric)

③ Lying on the grass and watching the unpredictable changes Thousands of clouds dressed up the blue sky, floating here for a while; running for a while; (parallel sentence)

Reviewing methods for primary school Chinese

"Review the past and learn the new." Review is an essential process for any learning activity. In order to avoid the repeated teaching of invalid information and the simple repetition of invalid training during review, and to teach and train students in a targeted manner, I based on the inattention of primary school students and their love for new things. , I like the characteristics of the game and found a new way to review.

(1) Writing handwritten newspapers: establishing a systematic knowledge system

Chinese courses use texts and units as structural units. In the teaching process, the method of "clearing each section" is generally adopted. After the teaching of one text is completed, the teaching of the next text is immediately transferred to the teaching of the next text. The knowledge and abilities learned by the students are in the form of relatively dots or blocks. , failed to form an interconnected and systematic network as stipulated in the outline.

Chinese review should be guided by the syllabus, summarizing and training the knowledge learned in a unit and a period, so that students can understand and master the systematic knowledge system as a whole, and train and improve the prescribed abilities. Based on this, after each unit is completed, I ask students to write a handwritten newspaper based on the knowledge points of the unit. There are no requirements for specific content, it is up to the students to decide. After selecting the content, adding patterns and colors, each exquisite review handwritten newspaper is born. Then, the teacher selects the best ones and displays them on the wall of the classroom, and the students will take the initiative to appreciate them. In the process of appreciation, the students consolidate and understand the knowledge of this unit.

(2) Keeping a diary: promoting comprehensive ability training

Training is the main form of teaching activity in review classes. Those problem-solving tactics, "fried rice", mechanical repetitive training, etc. are shortcomings in training. How can we improve review efficiency during review class training? Migration is based on the review of past teaching content and training abilities, migration to new review content, and expansion in other directions. This review method is a way to fully mobilize students' enthusiasm for review, give full play to their initiative, and improve their learning ability. The practice of review courses shows that using the transferred review method can achieve twice the result with half the effort. Sometimes, after learning a unit, I ask students to write a review diary. Before writing, I require students to write down the knowledge points of this unit and then talk about their own opinions and feelings. Students must review the textbook before writing. Although the purpose is review, the format is different and the content is profound, which students are willing to accept. However, after the diary is written, the teacher must select some well-written ones to read aloud to the class, pointing out what is good and what should be paid attention to. This avoids mechanical copying and improves writing ability.

(3) Playing games: making up for the shortcomings of past teaching

Due to teachers’ different understanding of the teaching focus and tasks specified in the texts and units, the processing of teaching content may also be Differently, in daily teaching, it is inevitable that some content that should be taught is not taught. Although teachers are already aware of these deficiencies during students' homework and tutoring, some of them are not available or have no time to provide additional explanations because they have to catch up with the teaching progress. These gaps must be supplemented in the review class to ensure students have a comprehensive grasp of the knowledge points. At this time, I gave the initiative to the students and played the game of "high-five and pass the bag" with them. For example, after teaching one unit of twelve volumes, I asked each student to ask a question based on the content of the first unit, and then told everyone how to play the game. As soon as they heard that they could play the game and test others, the students' interest suddenly increased. Here we go, eager to try. The questions were quickly completed and put into the bag, and the game of "high-five and pass the bag" officially began. As soon as I say stop, whoever's seat the bag is in will come up to draw a question. If you answer correctly, you can go back to your seat. If you don't answer correctly, you will be given a small punishment, which is to give me a high-five. This repeats, and the atmosphere in the classroom is released. , knowledge is also mastered unconsciously. Many students wrote in their diaries: "How I wish to take such a Chinese class again."

My views and practices on the final review of Chinese language in sixth grade

1. Do three things Three studies and three understandings. Before making a review plan, I must achieve three studies and three understandings: First, the new curriculum standards and syllabus. It is necessary to have a thorough understanding of the various requirements for sixth grade formulated by the new curriculum standards and syllabus: understand each of the standards, scales, and key points. The second is to study the "Examination Instructions". Understand the knowledge points, ability tests, reading items, writing requirements, oral communication requirements in the "Examination Instructions", as well as the relationship between the difficulty level of each item and the new curriculum standards. The third is to study the textbooks, after-class exercises and test papers issued by the further education school. Understand the author's intention of arrangement and the relationship between each piece of knowledge and the new curriculum standards.

Second, do two investigations and two analyses. One is to investigate the psychological status of students. I held a survey meeting for students at different levels to understand their views and attitudes towards the graduation exam and what their requirements for review are: analyze the psychological level of students, carry out some activities, give students some spiritual food, and mobilize each student's Motivation enables students to devote themselves to the final review with full enthusiasm. The second is to investigate students' knowledge status. I use the form of a questionnaire to understand students' knowledge gaps and understand what problems students most need teachers to help them solve. Analyzing students' knowledge levels, I can teach students in accordance with their aptitude to make the review targeted, so that every student feels satisfied in the review and can Better effect of review.

3. Make a review plan carefully. After completing the above two tasks, I will make a review plan in detail. I usually make plans from the following four aspects: 1. Guiding ideology: According to the new curriculum standards, Based on the textbooks and papers, make a simple analysis and explanation of the student situation in this class. 2. Review time: Usually three weeks, I divide it into four stages, each stage lasts about four days. In the first stage, I arrange a single review of basic Chinese knowledge. In the second stage, I arrange a review of readings and exercises. In the third stage, I arrange I arranged unit synthesis and simulation synthesis tests. In the fourth stage, I arranged a combination of free review and individual tutoring. 3. Review method: I use a method that combines concentrated review and independent review. 4. Review content: I divided all the content into four parts: basic language part, reading part and exercise part, and oral communication part.

IV. Implementation method of review I would like to report to you the review content and review method: I use a method that combines centralized review and independent review.

The first stage: the basic part of the language - all students participate in independent review

The first step: drawing lots 1. Divide the students into several groups of different levels, and the students will do the exercises according to the teaching materials and The content of the test paper categorizes and summarizes the items involved in characters, words, and sentences. Our students have roughly summarized 16 basic knowledge. 2. I write the items summarized by the students on the blackboard, help the students sort them out, and let the students copy them in their review books so that they are well aware of them. For example: the students sorted out the item of word combinations into: ① word combinations with similar characters. ②Multi-syllabic word combinations. ③ Fill in the words and form words. ④ Multiple words in one word. ⑤Change radicals and add radicals. ⑥Write the words as shown. Choose a synonym to fill in the blanks. ⑦Write words with numbers. ⑧Write words with opposite meanings, etc. ... 3. In order to mobilize students' enthusiasm, I mobilized them to select some of the items according to their own situation and compile them into knowledge cards. This is also a process that students are familiar with. 4. During the review, we will use the cards produced by the students to draw lots for review. If we encounter problems that we do not know, we will ask for advice in time. For every five cards that are answered correctly, we will reward a flower of knowledge.

Step 2: Single-item acceptance After the lottery review, I conducted intensive exercises for single-item acceptance based on some of the larger questions that students had in the lottery review, so that loopholes in knowledge can be discovered and filled in time.

The second stage: reading part - practice with guidance and guidance with practice 1. Recitation and dictation 1. I require everyone to pass the recited part. 2. I give the recited passage to the students and ask them to choose misspelled words and key words to practice filling in the blanks according to the original text. 3. Dictation cannot be ignored and must be implemented on the pen. I often hold some small surprise dictation competitions, which are very interesting to students.

2. Answer questions by reading passages. Based on the actual situation of the students in my class, I believe that the cultivation of reading ability is formed in daily teaching, and review can only be a process of strengthening and improving. Therefore, the focus of my review is not on how to read, but on how to review and solve questions. When doing each question, I help students review clearly what the question requires us to do? How to do it? For the training of answering questions, I use the method of asking students to ask questions based on their reading interests. For example: I consciously choose to write about scenery, people's stories, travel notes, and a paragraph or article that is more realistic in life, so that everyone can read it and formulate questions. Some students can explain words in context, some students can use - or ~~~~ lines to draw related words and sentences, some students can add a title to a short article or change a title, and some students can also They can imitate words and explain words in connection with the context, and some students can write the ending based on the content of the text, etc. It is true that a paragraph or article can help students practice many questions, broaden their horizons, enrich their knowledge, and make their thinking active. Interest in reading also increased. I think this form of reading treats the reading materials as readers, not textbooks. The focus is on improving students' ability to analyze and solve problems, rather than on teaching students to answer a question.

3. Read this textbook and perform classification exercises. I require students to read the textbooks familiarly and classify them into groups: 1. Classification of content key points: You can compile them into fill-in-the-blank questions for practice. For example: The text "The Little Match Girl" writes "New Year's Eve" ( ) times. The first time it was because of her ( ), the second time it was because of her ( ).

2. Classification of character characteristics: You can compile them into connected questions for practice. For example: Zhan Tianyou, Honest and Honest Teacher Liu, Excellent Sanna, Kind and Honest. 3. Classification of writing methods: You can compile multiple-choice questions for practice. For example: The author of the text "Three Gorges" used: ① The writing method in the order of the development of things. ② Expression method in chronological order. ③The method of describing in the order of tour.

The third stage: Exercise part - repeatedly revise and write a good diary. Since I usually pay close attention to students' diaries, reading and writing, and after-school exercises, I provide timely guidance, and the comments and feedback are in place, so The focus of the review of students' homework in my class is not to write essays repeatedly, but to focus on repeated revisions. 1. Modify one aspect every day: it can be a key paragraph in the composition, a dialogue between the characters, or the method of modifying the beginning and end. 2. Keep a good diary: I ask students to practice writing a diary from the four points: (1) One matter, one discussion (for practicing writing things, write down the process clearly) (2) One scene and one description (for practicing describing scenes, grasp the characteristics of the scenery) ) (3) One person writes (Practice writing about people, to make people come alive) (4) One feeling and one thought (Practice imagining, combine imagining with facts) 3. Insist on diary communication: three to five people communicate in diaries every day, The method of communicating diaries is a combination of self-reading, self-review, peer review, and teacher guidance. In this way, students can learn from each other, learn from each other's strengths, and gradually improve their writing skills without being boring.

The fourth stage: Comprehensive review - timely correction of omissions and self-service review. According to the actual situation of the students, I conduct a comprehensive test on the previous individual review, which can be a unit test or an overall test, mainly doing some comprehensive exercises. In addition to doing some comprehensive test papers, I also adopted a self-service review method. Now I will introduce to you the "Moving the Buffet into the Review Class" activity carried out by our class.

Move the "buffet" into the review class

1. Problems The biggest headache for sixth-grade students is the review period at the end of the semester. They have to endlessly do papers and memorize texts, which makes Students who usually study well also feel tired of studying. How to change this traditional review method so that every student can easily participate in learning according to their own needs and get good results? I held a survey meeting for students of different levels: 1. I first held a survey meeting for students with better academic performance. When they were asked what methods they would like the teacher to use to help them during the final review, these students all said that they would like the teacher to give them more free time. They believed that their basic knowledge of Chinese language was relatively consolidated and they wanted to focus on reading methods. Go ahead and read more books to improve your writing skills. 2. I held another survey meeting for students with learning difficulties. When asked about what areas they most need the teacher’s help with during their final review, some students said they did not know Pinyin; some students said they did not know how to correct incorrect sentences; some students said they did not have a good grasp of memorization methods and techniques; They said they couldn’t point punctuation marks; some students said they couldn’t arrange the composition structure... Faced with so many learning differences and students’ different needs, how can I satisfy them? What method can be used to enable every student to participate in targeted review and improve their academic performance in a short period of time? 2. Analysis of the reasons Through the investigation of the above issues, the analysis is as follows: 1. The investigation meeting showed that although students usually study in the same classroom, they do not have equal opportunities to receive education. In teaching, the goals, content and requirements arranged by teachers are often adapted to certain students, not only not suitable to all students, but also the educational opportunities received by each student are not uniform. Therefore, this difference in teacher-student interaction will objectively have different impacts on students' learning motivation, process and effect. 2. Due to the different influences and differences, we should emphasize the original interaction of students and the adoption of different education and teaching methods to adapt to the needs of different students. In teaching, if we cannot take care of the differences among students, the number of underachievers will greatly increase, and we will have to choose individual assignments for students and adopt re-examination teaching. However, this requires teachers to have a certain teaching ability and level, and it is necessary for teachers to ask more questions. High requirements. 3. This difference among students can also reflect differences in their usual self-monitoring abilities. The occurrence of any self-monitoring activities in the learning process is based on the premise of the learner's initiative and initiative.

If students lack initiative and enthusiasm for their own learning activities and do not play their active role in learning, then they will not pay attention to whether the process is effective and whether the learning effect is good or bad. The starting point and purpose of self-monitoring is to try to coordinate the effects of various factors in students' self-learning systems so that they can achieve the best results. Self-monitoring means taking various regulatory measures to optimize one's own learning, including selecting the best learning methods, adopting the best configuration and combination of learning elements, so as to make the learning process the most economical and effective.

3. Taking Countermeasures How to use appropriate methods to effectively solve the problem? I noticed that people were coming and going in the cafeteria. Some of the diners carrying plates went to the meat table, some to the vegetable table, and some to the fruit table... Although they chose different foods, they all had the same taste. The smile, the same sense of satisfaction. Buffet - Can personal needs in dining be transferred to review classes and create a "buffet"? This can not only meet personal needs, but also change the past boring review method of "one size fits all". So I moved the "buffet" into the review class and named it "Review Buffet".

4. Implementation method In order to allow the whole class to adapt to this review method, it is divided into two stages.