(A) teachers should be prepared before reviewing.
1. Study the curriculum standards and teaching materials, and grasp the key points and test sites. The teaching content of five books in two and a half years should be mastered by students in just four months or even less. Teachers should first study the new curriculum standard carefully, read through the teaching materials and understand the content; Secondly, we should sort out the teaching materials and grasp the key points and test sites according to the objectives and requirements in the instructions of the senior high school entrance examination; Only by knowing what you know can you strategize and guide students.
2. Make a reasonable review plan. A feasible review plan can make the review orderly and avoid randomness and blindness in the review.
(B) the first round of review should pay attention to the problem
1. Guide students to read and build a knowledge network.
Guide students to use topics, boxes and items, master the structure and main knowledge of teaching materials, and learn to build a knowledge framework. Before reading a text, think about what the topic is and what is the relationship between this lesson and other lessons in this unit; There are several projects in this lesson, what is the relationship between them; There are several levels under each project, what is the relationship between them. In this way, a shelf is set up for a text, and then the content is read in detail, and all the knowledge points, large and small, are put on the shelf, thus forming a knowledge framework, and the book will become thinner from thick to thin, and the knowledge will become more from less. When you mention a certain knowledge, you will immediately think of which system it belongs to and how to organize the answer; As soon as you encounter a problem, you will know where you belong, what knowledge you should use and how to solve it. The problem is simple, and you will feel that the mountain is getting smaller. The knowledge learned is no longer complicated and trivial, but more organized and systematic.
Specifically guide students to do three things:
One is accuracy. Every "knowledge point" must be accurate, incomprehensible and ambiguous. The second is familiarity. Remember the content of the test center accurately and use it easily. Three finishing. Summarize the key points of each lesson or unit; Summarize and sort out similar knowledge (legal name, rights, obligations, punishment methods, strategies, national policies, systems, signs, contradictions, purposes, influences, foundations, etc.). ); Compare and summarize the charts (politics, economy, culture and three civilizations).
The ninth grade content is an important part of the exam and the focus of our review. After helping students master the basic knowledge, they should establish the consciousness of the whole set of teaching materials. Make students know and understand the ins and outs of knowledge points and lay the foundation for solving comprehensive problems. Therefore, in the first round of review, it is necessary to help students clear their minds and take points and areas.
For example:
The ninth grade is divided into three parts: China's national conditions, politics, economy and cultural responsibilities.
2. Organize appropriate exercises and guide students to do it.
On the basis of mastering book knowledge in a down-to-earth manner, the first round of review should be combined with appropriate exercises, which is very necessary to consolidate review knowledge and improve grades. First of all, don't have a lot of comprehensive and long-span questions in the first round, otherwise it will make students daunting and lose confidence; Secondly, students are required to be clear and standardized when answering questions. Third, students are required to learn to use knowledge flexibly, instead of memorizing it and eating it alive. In the process of doing problems, teachers should not only emphasize the answers, but also the ideas and process of solving problems, because our teachers should understand that the questions in the middle school are not necessarily in the exercises, so what's the use of doing these questions? The use lies in refining these topics through intensive reading classes. First of all, it can help students become more familiar with book knowledge. Second, it can improve students' problem-solving ability and written expression ability. Students should be instructed to do problems like this:
(1) Choose some valuable topics (which need teacher's guidance) and practice according to the following steps: ① Do it yourself, without looking at the answers first. ② After finishing, compare the answers and think about the gap. (3) Close the answer and do it again on the basis of thinking just now and understanding the answer. Check the answer again to see if it is complete. After such repeated training, the level of problem solving will definitely improve.
(2) Save the done and revised papers and problem sets and take them out every once in a while. For the wrong questions, we should look more and think more. If you have time, you can even do it again. This not only strengthens the problem-solving thinking training of this kind of questions, but also strengthens the written expression training of ideological and moral disciplines.
3. Do a good job in analyzing the test sites in combination with current events and deepen the review content.
Combining the analysis of textbook knowledge points with the teaching of current affairs and politics is to change the way of combing the contents of test sites in the previous first round of review, and to combine the explanation of basic theoretical viewpoints of test sites with the analysis of corresponding current affairs materials, thus deepening the contents of the first round of review. From the specific mode of operation, first, carefully clean up the basic knowledge contained in the test center of the senior high school entrance examination, clean up all the knowledge points contained in the description of the senior high school entrance examination one by one, and preliminarily sort out their internal relations, so that students can know fairly well and have a clear knowledge context. Secondly, we should select and prepare current political materials according to relevant knowledge points, and give necessary attention to the combination of current political hotspots, key points and test site knowledge. If we use current affairs materials to confirm and understand basic theoretical knowledge, we can use basic theories to understand and analyze current affairs materials, so that the review of basic knowledge and current affairs learning complement each other. Third, carefully design basic knowledge and ability training questions, combine teaching with practice, and consolidate and improve. The compilation of training questions is mainly based on current affairs materials reflecting basic knowledge, and questions are raised from various angles with various types of questions, so as to achieve the effect of not only reproducing basic knowledge, but also training students' analytical and expressive abilities.
4. Effective explanation and infiltration method guidance.
In order to achieve the second purpose of the first round of review: to let students master the ideas and methods of solving common problems, besides relying on students to do exercises, it is more important for teachers to explain and guide them effectively. In the first round of review and test, teachers can talk about topics according to the following steps and ideas:
(1) Finding problems: Teachers should be good at finding problems in students' answers and make appropriate records. If some students have no thinking process when answering questions, they will write when they get the questions, which is unclear and random; Some students can't combine ideas and materials organically, and ignore the role of materials when answering questions; Some students are single-minded and repetitive in answering questions, so they can't dialectically analyze problems from multiple angles and levels. For example, what can you do to save resources? Some students replied: Save every drop of water, save every piece of paper and save every kilowatt hour. Some students speak incompletely and can't express clearly; Some students are disorganized and lack technical terms. It can be summarized into four aspects: first, the problem of solving problems; second, the problem of inadequate knowledge review; third, the problem of thinking blind spots; and fourth, the problem of written expression.
(2) Feedback problem: After the teacher finds the problem, he should analyze the problems existing in the process of students' answering questions in class and make clear the reasons for losing points. You can even project the answers to the questions on the blackboard, so that students can analyze and discuss the questions.
(3) Method guidance: After students understand their own problems, teachers should teach students how to avoid similar situations in future exams, and how to examine questions, think and express them. The explanations of these methods must be operable and not empty.
(4) Summary: On the basis of explaining the methods and answers of a topic, further summarize and summarize similar topics, so that students can further master the problem-solving ideas and related skills of such topics.
(5) Outward Bound Training: This is the focus of the following rounds of review, so I won't explain it here.
In training and topic presentation, we should pay attention to avoiding and opposing the following forms of topic presentation ideas: first, we only practice the style (topic sea); Second, plagiarize the answer instead of presenting the topic (running the list); Third, only talk about problems, not methods (criticism); Fourth, talk about topic presentation (without expansion and induction); Fifth, talk without practice (no consolidation, no reinforcement).
5. Teacher-student interaction reflects the students' dominant position.
At present, the most common review mode in review class is that teachers sort out what they have learned first, then ask students to do necessary classroom exercises, and finally teachers make appropriate comments. In a class, I only heard the teacher shout loudly, but ignored the students' dominant position, completely putting students in a passive learning position. In fact, since it is a review class, students have already had some understanding and impression of what they have learned. Why not reform this review mode appropriately, let students organize their knowledge, build their own knowledge network, give them a space to fully display their personalities and think independently, let them all participate in the review process, and cultivate and develop their emotions, attitudes and learning ability. In other words, students sort out their knowledge first, and then the teacher gives appropriate guidance. Then students should have some knowledge practice and feedback, and teachers should use standardized written language to guide them in the simplest and most refined way. Finally, the teacher should do some summary work. In this way, students can move and teachers can relax a lot. Students have a deeper understanding of knowledge and a stronger ability to use it.
6. Diversified review methods to stimulate students' interest in review.
To be honest, students don't like recitation very much, because recitation is either taught by teachers or practiced. There are no colorful courseware and pictures, no teamwork, no intense ideological collision between teachers and students, and teachers and students are not interested in a single review method. In fact, I think the review class can draw lessons from some teaching methods of the new class. In order to improve the efficiency of classroom review, teachers should make more review courseware with rich content: for many students' problem-solving problems, they can be projected to let students explore the problem-solving methods in groups; For some difficult exercises, teachers can organize students to discuss and debate appropriately. Through discussion and debate, students' wisdom will collide, their emotions will be stimulated, their knowledge will be clearer and their memories will be deeper! As for the choice of review questions, we can choose some humorous cartoons, analysis questions and sitcom questions to stimulate students' interest in review.
A good review class is like a beautiful essay, which is scattered in form but not in spirit, so that students can enjoy the spirit while gaining knowledge. A good review process should be a process of information exchange. In this process of seeking knowledge, students are the subject, teaching materials are the object, teachers are the media, and teachers play the role of communicating students and teaching materials. If teachers can do the above points in review, it will definitely make our review more attractive and rewarding, and lay a good foundation for the next two rounds of review.
(3) The second review stage of senior high school entrance examination politics is the review stage of current political hot topics. The review effect at this stage directly affects the direction of the senior high school entrance examination and the efficiency of review. At this stage, students should evaluate the review effect of the second round and sprint for the senior high school entrance examination according to the evaluation results.
First, we should be clear about what to learn and to what extent. For hot topics, students should not only understand the context and development process of relevant background materials, but also understand why they are the focus of attention. At the same time, we should understand the internal relationship between background materials and knowledge points in the teaching materials "Curriculum Standards" and "Examination Instructions". A hot topic of current affairs often involves many fields. When reviewing, students must adhere to the test sites and teaching materials, meet the ability requirements of the test instructions, and not exceed the requirements of the existing test sites, wide but not deep.
The second point is "overqualified". An important feature of the senior high school entrance examination questions is that the starting point is high and the placement point is low. That is, we pay attention to major practical hot issues, often starting with a specific issue. Therefore, when reviewing special topics, students should not only study extensively from a macro perspective, but also start with as many specific knowledge points as possible in combination with test sites, that is, adhere to the principle of "overqualified".
The so-called "overqualified" is to grasp the hot issues and issues that the society and students are very concerned about. When reviewing these hot topics, we should "make small use of them", that is, we should turn these "big materials" into specific small problems instead of generalizing them. This not only improves the review efficiency, but also cultivates students' ability to analyze and solve problems from multiple angles and levels.