How to have an effect in junior high school math review class

Review is an effective way to improve academic performance, and the efficiency of review will directly affect the formation of students' knowledge structure and the improvement of their quality. However, the review class is not attractive to students, and there is also a lack of effective interaction between teachers and students. The classroom atmosphere is monotonous and boring, and the review effect is minimal. How to improve the effectiveness of math review in grade three is a difficult problem for every math teacher in grade three. Combined with the teaching practice of mathematics review in grade three, this paper talks about some of my feelings and practices. First, grasp the trend of mathematics proposition in senior high school entrance examination, and make clear the review goal. The review of senior high school entrance examination in mathematics is a process for students to re-understand mathematics knowledge after studying the whole junior high school mathematics course. Therefore, according to the trend of senior high school entrance examination, combined with teaching practice, with the consolidation of basic knowledge as the main line and the improvement of learning ability as the principle, teachers must make clear the review objectives and formulate scientific and reasonable review plans, so as to systematize relatively independent mathematics knowledge and facilitate students' understanding and internalization. Second, make a scientific and reasonable review plan and pay attention to the effectiveness of review. Pay attention to effectiveness when stimulating interest. Einstein once said, "Interest is the best teacher." It can be seen that interest is the driving force for students to explore knowledge. Therefore, teachers should try to infect students with passion, encourage and praise more, and criticize and deny less. In particular, it is necessary to help "students with learning difficulties" rebuild their self-confidence in learning and let them experience the joy of success constantly. For example, when reviewing mathematical concepts, theorems and problem-solving ideas, teachers can let students play the role of "little teachers" themselves, find out their lack of knowledge through explanations, stimulate their curiosity, and thus improve their enthusiasm for learning mathematics. 2. When sorting out knowledge, we should pay attention to autonomy, because students' learning ability is different, which leads to their different mastery of mathematical knowledge. Therefore, when collating knowledge, teachers should give students some space, communicate and discuss with doubts, and improve each other in the process of communication. At the same time, teachers should use different principles and methods to help students straighten out their knowledge. What is the content, students can organize it by themselves and give full play to their initiative; Some contents need the guidance of teachers to further discover new knowledge points; Some contents are filled in the blanks, filled in forms and filled in drawings to guide students to complete. 3. Pay attention to the effectiveness when explaining the exercises. At present, the mathematics review class basically adopts the teaching mode of "one-word-for-all", which ignores the students' dominant position and leads to a great reduction in review efficiency. In order to improve the efficiency of exercise explanation, teachers must change their ideas and take students as the center, from the past "centralized teaching" mode to the "gathering of talents" mode. First, teachers should pay attention to the induction of mathematical thinking methods when explaining exercises. At present, the examination questions of senior high school entrance examination strengthen the examination of students' ability, requiring students to comprehensively use mathematical ideas and methods such as classification, analysis, observation, analogy, induction and combination of numbers and shapes. Therefore, mathematics teachers should be good at summing up the methods and laws to solve such problems through the combination and induction of exercises, so that students can feel and understand them, achieve the purpose of drawing inferences from others, and gradually cultivate students' mathematical quality of being good at summing up and thinking diligently; Secondly, teachers should pay attention to the expansion of the topic when explaining the topic. Let students actively think and explore through a changeable method to improve their problem-solving ability; Finally, teachers should attach importance to students' subjective initiative. Every math teacher attaches great importance to problem-solving methods, and usually adopts the method of multiple solutions to one question and multiple questions to extend and expand the test questions, but this will make the teacher play a leading role in the explanation, and the more the results are told, the worse the teaching effect will be. At this time, the teacher can give students the opportunity to explain on their own initiative, so that students can list their own problem-solving methods first, and then through the mutual analysis of other students, the teacher can give timely guidance and then sum up the rules. For students who have multiple solutions to a problem, teachers should not simply judge right or wrong, but should guide students to identify the advantages and disadvantages of problem-solving methods, so that students can gradually master various types of problem-solving methods in practice. 4. When guiding the study of law, we should pay attention to reflection. Teacher Ye Lan, a famous educator in China, once said: "A teacher can't become a famous teacher by writing a lifetime lesson plan, but he may become a famous teacher by writing three years of teaching reflection." Similarly, if a student can form the habit of questioning and reflecting, then he has good mathematical literacy. Therefore, students should not only learn to solve problems, but also learn to reflect. Therefore, teachers should abandon the traditional questioning tactics, strengthen the guidance of students' learning methods, and give students more time to think, so that they can actively question, reflect and summarize the problem-solving methods and enjoy the fun of learning mathematics.