As the semester draws to a close, review classes are indispensable. Excellent teachers will arrange this class like this, and the effect is great.
In junior high school, review lessons and quizzes are also a necessary part of the teacher's curriculum design. In many cases, when the semester is at the end of the semester, after the learning tasks of the semester are completed, the teacher will arrange a review class, which is mainly used to review the content of the textbook.
Review lessons can help students review, organize, consolidate, and extend their knowledge. However, as a teacher, it is not easy at all to take this class well, because it is not a simple and mechanical repetition of the knowledge learned, but an organized and systematic arrangement of the review.
Therefore, in order to achieve a good review effect, when organizing review in the classroom, teachers can start from the following aspects to make the review lively and interesting.
- Make the review full of "freshness" in the form of competition
Learning competition has a positive effect on inspiring students' fighting spirit, stimulating learning motivation and overcoming learning difficulties. Suppose, if teachers blindly assign homework to let students repeat what they have done, it will be boring. Therefore, according to the characteristics of students and students, teachers can review in the form of competition to mobilize the enthusiasm of students and let them actively participate in the review.
In teaching, teachers can review what they have learned in the form of individual must answer, group must answer, rush answer, and group turn answer according to the different key points and difficulties of knowledge. In this way, not only will the students always have a "freshness" in the review, but also the review will be targeted.
- Let the "autonomy" of students' learning go deep into the review
In the teaching process of the review class, if the teacher just repeats the knowledge that the students have learned, the students will be boring, and even the teacher himself may feel boring in the teaching process. To this end, teachers should try to arouse students' interest in review, so that students can exert their own initiative and actively participate in review.
For example, new words and phrases that appear in English class are the most important things in English learning. When reviewing, you cannot explain in detail like a new lesson, and there is no extra time to review one by one, so students will make many spelling mistakes.
Teachers can design in this way, first make full use of the preparatory time and early reading time of each class, let a few students write the words and phrases that are easy to write on the blackboard in a class, and then let them be a small teacher and select a few students. Get up and revise, and finally let them find out the places that should be paid attention to and the places that are prone to errors.
Not only does this enable other students to memorize fallible words and phrases, students who are "little teachers" also remember fallible words and phrases more clearly. In this way, over time, the students' misspelling rate of words will gradually decrease.
- Pay attention to the planning and systematicness of repetition
When students usually study, what they receive in their brains is a relatively single point of knowledge. After a semester, many students will feel that they have a lot of things in their minds, but they can't figure it out.
Therefore, before taking the test, teachers should first formulate a practical review plan based on the content they have learned, design the review lesson plan in detail, and pay attention to systematically sorting and classifying the knowledge that has been learned, and then completely sharing the knowledge. again. In this way, students can build a knowledge network in their minds, thus forming a complete knowledge system, which is convenient for them to extract knowledge.
- Focus on students and praise students with motivational language
In the review process, as a teacher, we should follow the teaching principle of taking students as the main body, and encourage students to summarize and summarize by themselves. At the same time, teachers should give praise and encouragement in time when they find that students are doing well, and use praise to enhance students' motivation for learning, so that students can consciously consolidate old knowledge, make up for deficiencies, and make simple and mechanical "repetition" through efforts. It becomes a positive "reproduction", allowing students to experience the fun of reviewing.
In short, review is not a simple, mechanical repetitive process, it also requires teachers to carefully design. Only in the right way, can the review class become lively and interesting, can be liked by students, and can achieve the purpose of review.