First, learn three things and understand three things.
Before making a review plan, I have to do three studies and three understandings:
First, the new curriculum standards and syllabus. We need to know all the requirements of the new curriculum standards and syllabus for grade six: understand every standard, scale, emphasis and difficulty.
The second is to study the "Examination Instructions". Understand the key points of knowledge, ability test, reading items, writing requirements, oral communication requirements, the relationship between the difficulty of each item and the new curriculum standard in the exam instructions.
The third is to study teaching materials, practice after class, and study the test papers issued by the school. Understand the author's intention and the relationship between each piece of knowledge and the new curriculum standard.
Second, do two surveys and two analyses.
The first is to investigate the psychological status of students. I held a survey meeting of students at different levels to find out their views and attitudes towards graduation exams and their requirements for review. By analyzing students' psychological level, we can carry out some activities, give students some spiritual food, arouse the enthusiasm of each student, and let students devote themselves to the final review with full enthusiasm.
The second is to investigate students' knowledge. I use the form of questionnaire to understand students' knowledge loopholes, which problems students need teachers' help to solve most; By analyzing students' knowledge level, I can teach students in accordance with their aptitude, make the review targeted, make every student feel satisfied in the review, and get better review results.
Third, do a good job in reviewing the plan.
After completing the above two tasks, I just made a review plan in detail. I usually make plans from the following four aspects:
1, guiding ideology: according to the new curriculum standard, according to the teaching materials and test papers, make a simple analysis and explanation of the students' situation in this class.
2. Review time: usually three weeks. I divide it into four stages, each lasting about four days. In the first stage, the individual review of basic Chinese knowledge is arranged, in the second stage, the review of reading and exercises is arranged, and in the third stage, the test of unit synthesis and simulation synthesis is arranged. In the fourth stage, I arranged free review and individual counseling.
3. Review method: I use a combination of centralized review and independent review.
Review content: I divide all the content into four parts: basic part, reading part and practice part, and oral communication part.
Fourth, the implementation method of review
I want to report the contents and methods of review to you: I use centralized review and
The method of combining independent evaluation.
The first stage: basic part-all members participate in the independent review.
Step 1: Draw lots for practice.
1. Divide the students into several groups of different levels and classify and summarize the items involved in words, words and sentences according to the contents of textbooks and test papers. Our students have probably summarized the basic knowledge of 16.
2. I put these items classified and summarized by students on the blackboard to help students sort them out and let them copy them in the review book, so as to be aware of them. For example, students organize word combinations as follows:
1 similar words.
② Disyllabic words.
③ crossword puzzles.
(4) word groups with multiple words.
⑤ Change radical words and add radical words.
6. Write the words. Choose synonyms to fill in the blanks.
⑦ Write words with numbers.
Write words with opposite meanings.
……
3. In order to arouse students' enthusiasm, I mobilized them to choose some of these projects according to their own situation and compile knowledge cards. This is also a familiar process for students.
4. When reviewing, you will draw lots to review with the cards given by your classmates, and ask for advice in time when you encounter problems that you can't. If every five cards are done correctly, we will reward a flower of knowledge.
Step 2: One-time acceptance
After reviewing by drawing lots, I made some progress according to some big problems that my classmates appeared in reviewing by drawing lots.
Line to strengthen the practice of individual acceptance, so that we can find loopholes in knowledge and make up for them in time.
The second stage: reading part-there is guidance in practice and practice in practice.
First, recitation and dictation
1, I ask everyone to recite the part.
2. I handed the memorized paragraphs to the students and asked them to choose the error-prone and key words to fill in the blanks according to the original text.
3. Dictation can't be ignored, and it must be put into writing. I often have some small surprise dictation competitions, and the students are very interested.
Read the passage and answer the questions.
According to the reality of the students in our class, I think the cultivation of reading ability lies in the usual teaching, and review can only be a process of strengthening and upgrading. Therefore, the focus of my review is not how to read, but how to examine questions and how to solve problems. When I do every problem, I help the students check it clearly. What do you want us to do? How come? For the training of answering questions, I take the way of letting students write questions according to their reading interests.
For example, I consciously choose to write landscapes, write personal notes, visit travel notes, and compare a paragraph or an article with real life so that everyone can write questions after reading it. Some students can explain words in the context, some students can draw related words and sentences with-or ~ ~ ~ ~, some students can add a topic or change a topic in a short essay, some students can also write imitation words and explain words in the context, and some students can continue to write the ending in combination with the content of the text. It is really a passage and an article, which can help students practice many topics, broaden their horizons, enrich their knowledge and be active in thinking. Interest in reading has also increased. I think this form of reading regards reading materials as readers, not textbooks. It focuses on improving students' ability to analyze and solve problems, rather than teaching students to answer a question.
Third, look at this textbook and do classification exercises.
I ask students to read textbooks and classify them in groups:
1. Content point classification: fill in the blanks.
For example, the text "Little Match Girl" has been written as "Eve" many times. The first time because of her (), the second time because of her ().
2, the classification of personality characteristics: can be compiled into online questions for practice.
For example, Zhan Tianyou is simple and honest.
Teacher Liu strives for perfection
Sang Na is kind and simple.
3. Classification of writing methods: Multiple choice questions can be compiled and practiced.
For example, the author of the text "Three Gorges" uses: ① the writing in the order of things. ② Expression in chronological order. (3) Description method according to the tour order.
The third stage: the practice part-revising and keeping a diary repeatedly.
Because I usually pay close attention to students' diaries, middle school writing, homework after class, timely guidance and feedback comments, so the focus of reviewing students' homework in our class is not repeated writing, but repeated revision.
1. Modify one aspect every day: it can be the key paragraphs in the composition, the dialogue between characters, and the method of modifying the beginning and end.
2. Write a good diary: I ask students to practice writing a diary from the beginning of four.
(1) One-on-one discussion (if you practice writing, write the process clearly)
(2) One scene and one description (practice writing scenery and grasp its characteristics)
(3) Write one by one (practice writing people to make people live)
(4) Feeling and thinking (practicing imagination, combining imagination with facts)
3. Insist on diary exchange: three to five people exchange diaries every day. The method of exchanging diaries is a combination of reading, self-evaluation, peer evaluation and teacher guidance. In this way, students can learn from each other, learn from each other's strong points, and gradually improve their writing level, which is not boring.
The fourth stage: comprehensive review-timely trapping and self-help review.
According to the students' reality, I made a comprehensive test of the single review in front of me, which can be a unit test or an overall test. Mainly made some comprehensive exercise papers. Besides doing some comprehensive papers, I also adopted the method of self-help review. Let me introduce the activity of "moving the buffet into the review class" carried out by our class.
(Continued from "Turning Buffet into Review Class")
Ladies and gentlemen, the review contents and methods mentioned above may only be suitable for me. Because we are faced with different learning objects, students' needs, knowledge levels and psychological levels, the review methods adopted are inevitably different. Thank you!