How to give a good revision lesson to a junior high school math teacher

1. For the unit review course, it is introduced with an entry point, and the knowledge network is gradually reviewed, and then the example questions and exercises are selected, and some students complete them independently first, solve their personal difficulties in the group, and improve the most in the class.

2. For the total review course, the review of the knowledge network should be more comprehensive, and it is best to use a tree diagram, students review and sort it out by themselves, ask questions in class to check, and the teacher will spot check. The screening of example questions should be more attentive, and it is very important to summarize and improve after the questions, and the teacher must talk about it.

The main attention is to the connection of knowledge points to form a knowledge framework, and use it to solve practical problems.

Go through the knowledge points and do all kinds of questions.

Teachers are the guides of students' mathematics learning, and their mathematics knowledge, mathematics teaching level and mathematics teaching attitude have an important impact on students' mathematics learning. In the teaching of mathematics in junior high school, some teachers do not have sufficient mathematical knowledge reserves, and even have insufficient grasp of some difficult knowledge points, which leads to their inability to properly answer students' questions in the teaching process, which limits students' learning to a certain extent. Secondly, for some teachers, there are certain deficiencies in the use of mathematics teaching methods.

They pay too much attention to the explanation of knowledge points, and ignore the cultivation of students' mathematical thinking, resulting in students simply memorizing some mathematical concepts, but lacking the ability to understand and analyze problems, which reflects the limitations of teachers' mathematics teaching level. In the process of teaching, teachers should adopt a variety of ways to improve students' problem-solving ability, such as using mind maps, group cooperation, etc., to stimulate students' thinking, encourage them to think independently, find problems and solve problems independently. In addition, teachers should actively participate in various forms of teaching and training, constantly enrich their teaching knowledge, improve their teaching ability, lay a solid foundation of mathematical knowledge for students, and better complete the cultivation of mathematical thinking.

1. Preview Preview the new lesson in advance, and it is best to do a few practice questions in the book.

2. Take notes while listening in class You can choose to write it down in a book or in a notebook alone (the latter is more recommended).

3. Complete the homework carefully and proofread the answers Proofreading the answers is very important, and not proofreading is about the same as doing it in vain.

4. Organize the wrong questions into the wrong question book, and regularly review it You must read it, otherwise it will be useless to make the wrong question book.

Just do it yourself.

Learning math textbooks is the key and the foundation, many novice teachers will only care about the question type and ignore the textbook, the textbook is really critical.

Textbook-based, most of which are enough to understand the concepts and knowledge application of books, and there is no need to do too many messy question types

In the teaching of mathematics in junior high school, strengthening the teaching of concepts is the foundation of learning mathematics, the premise of understanding mathematical knowledge, the basis of learning theorems, formulas, laws and mathematical ideas, and the key to improving problem-solving ability. Therefore, mathematical concepts are the foundation of mathematical knowledge and the carrier of mathematical ideas and methods, so the teaching of concepts is particularly important. Let's talk about a superficial understanding of concept teaching.

1. Create a situation, pay attention to the introduction of concepts, and pay attention to the creation of scenarios and design problems, so that students can learn to observe, analyze, reveal and summarize in the problem scenarios created by teachers, and teachers should provide students with as much freedom as possible for thinking, exploring, discovering and innovating, and help students experience the process of concept formation, development and generalization.