Primary school Chinese graduation review requires a systematic review of all Chinese knowledge in primary schools for six years. And in the review, you can further understand what you have learned and further improve your ability to use and analyze language and characters. But the review time is limited, so teachers are required to adopt time-saving and effective review methods. In the review, we should adopt different review methods according to the different situations of students and different review contents. It not only achieves the purpose of review, but also improves students' interest. Let the students want me to learn, and I want to learn. 1. The review of basic knowledge is the most tedious. There are many contents and large quantities. So I adopted a two-step method. Review knowledge at different levels. Simply ask students to complete the review at home, and the teacher will conduct spot checks. Word review. Students are required to arrange a certain review time every day. Teachers can master students' daily review amount by telling them the contents of the next day's spot check, and ask students to form review groups to supervise each other. The review task of the day must be completed on the same day, forming a good student-student interaction model. I put the understanding of words in the review of the text and asked students to bring dictionaries to school. If they don't understand, they can't ask first. They should check it themselves, discuss it in groups and discuss it until they understand it. They can't leave tails. This step-by-step approach is very effective. At the same time, I lost no time in developing students' reading, finding out the key words from the article, and letting students analyze and understand, which not only increased their ability, but also broadened their horizons. Grammar knowledge in basic knowledge is complicated. Primary schools do not require teachers to explicitly teach all kinds of grammar knowledge, but only require students to understand and use it on the basis of understanding. For example, the use of related words, metaphor, parallelism, personification, rhetorical questions are all general descriptions. Therefore, students' memory is not deep and there are many problems. If you just rely on the teacher to speak, you will miss some questions. So I use relevant examples in textbooks to guide students to analyze and master methods. After class, students should be divided into groups and use the review materials at hand to find relevant topics and classify them. In class, teachers ask questions instead of students. Teachers review and explain the key and difficult points according to the data collected by students and their questions. And according to the feedback, give corresponding guidance and arrange corresponding exercises. In this way, review has gradually become the students' own business, and the teacher is in the position of counseling. Gradually let students learn independently, improve their interest in learning, keep students in a good review mentality and improve review efficiency. For punctuation, modifying sick sentences, expanding sentences and other exercises, I put them in the reading part. Second, the review of reading comprehension combined with composition exercises. The review of reading comprehension includes the understanding of the text and the analysis of the paragraphs. For the understanding of the text, I first ask students to read the text again, understand the author's writing intention again, and sort out the key knowledge of each text in various forms. You can summarize the basic knowledge, key fragments and sentences you need to understand by writing newspapers or papers. On this basis, we can further understand key texts, analyze words, feel the charm of language and learn the use of language. In the extracurricular reading practice, I will do reading training and composition practice at the same time. First of all, the article is divided into narrative category, lyric category and scenery description category. Then train and analyze the basic skills of the article, first carry out small paragraph analysis exercises, from easy to difficult, step by step. It should be noted that students are required to understand the article first (that is, to understand the meaning of words and phrases in the article) and then analyze it. While analyzing paragraphs, let students apply the methods they have learned to writing and try to write some small paragraphs, which has a high success rate. In the process of reviewing, practice punctuation, modify ill sentences and expand sentences. This not only consolidates the basic knowledge, but also exercises the analytical ability and improves the writing ability, so that the three can be organically combined. It will be much easier to practice the analysis of the text. In reading training, according to the advantages of students reviewing more materials, I ask students to prepare their own articles according to the teacher's requirements, then discuss them in groups, ask questions according to the types and contents of the articles, and give correct answers. After the teacher reviews, the groups communicate with each other, so that there are ten study groups in a class and ten sets of questions come out. In the process of communication, students sometimes have disputes, and teachers will deal with them according to different situations. As long as students make sense, teachers generally take a positive attitude. If you can't solve it in class, hang it up first and study after class. Don't leave a tail. The practice of text classification should also be combined with the training of writing. I want them to sort out their diaries and choose good materials. After the analysis exercise of a kind of article, it is a writing exercise. They don't have time to write articles, so they write fragments or main content. With materials and methods, the words of ordinary students will be reasonable, and with content, their writing level will certainly improve.