How to review by unit more effectively?

It’s the final review season again. There are generally two ideas for final review, one is review by unit, and the other is special review. I usually do a bit of both. For example, review a round of units first, and then conduct special exercises. It can also be mixed and staggered, with unit review and special training at the same time. No matter what, unit review is necessary, because the teaching materials are organized by unit, and we also use units as learning units when teaching. Review by unit, the learning path is clearest, easy to evaluate, and the effect is significant. Pay attention to the order, grasp the big things quickly, and grasp the whole thing slowly. Unit review, there is a sequence problem. This is not a problem in itself. Teachers have their own teaching habits, experience and plans for how to operate it. I like to review backwards, starting from Unit 8 and ending with Unit 1. Sometimes I make slight adjustments based on need or interest, but overall I review from back to front. There are two reasons: first, I have just learned the following units, which left a deep impression on me, so I review them more smoothly and at a faster speed, first faster and then slower, which gives me a sense of accomplishment; second, the latter units are content after the midterm, and the proportion of the final test is It is important to quickly grasp the key points, and then review the previous units calmly. The previous unit may have been reviewed in the mid-term, and students\’ mastery of knowledge is relatively stable. It doesn\’t matter if they do it earlier or later, it will have little impact. If time is used efficiently, the later units reviewed first can be consolidated later. This arrangement is perfect! 2. Find a main line that connects the key elements of the unit. How do you review when you go into a unit? Many teachers like to explain lesson by lesson and conduct carpet-based inspections. Explaining it lesson by lesson is one way, but it is certainly not the best way. Review class is not just a review of pure knowledge, but also requires thinking training. For example, the Chinese elements of the unit are used as the main line to help students establish connection thinking. Take the sixth unit of the second volume of the fourth grade as an example. When I was reviewing, I did not strictly follow the order of the text and go through the subjects one by one. Instead, I walked back and forth several times in the unit according to different goal requirements. First, I ask students to read the chapter page. The theme is a must-read – deep and shallow footprints, full of growth stories. After reading it twice, students quickly entered into the ritual of unit review. Then, I asked: \”What skills do we need to learn in this unit?\” Students all know that they need to learn these two skills: learning to grasp the main content of long articles; and writing the process of things clearly in a certain order. I started the \”first round-trip\” review with the main line of \”grasping the main content of the long article\”. We skipped \”Two Classical Chinese Essays\” and went into three texts \”The Little Hero Comes in the Rain\”, \”The Man in Our Family\” and \”Reed Shoes\”. Students grasped the core strategy of \”making subtitles\” and combined their own discoveries and Chinese The content of the \”communication platform\” in the forum will be discussed, and the perspective, method and expression characteristics of subtitles will be discussed. The three texts are the best materials for making subtitles. List them in a column, revise them, and talk about them again. The essence of the subtitles has been sorted out by the children. Third, be willing to let students speak. Cooperation between teachers and students will get twice the result with half the effort. Once the core issues of a unit are solved, most of the other content can be left to the students. Why should we emphasize letting students speak (middle and upper grades)? The principle of \”learning pyramid\” tellsWe, how different learning styles have a great impact on learning results! Through observation, I found that the class participation rate is high with student-student interaction, which not only trains the lecturer, but also stimulates more students\’ enthusiasm for interaction. When a teacher changes from a lecturer to a classroom observer, evaluator, and facilitator, the teacher takes care of a wider range of teaching, especially paying more attention to individual students, and common \”difficulties\” in review may also be solved. solve. The students in our class take turns speaking in the review class, and a tacit understanding has been formed between students. Everyone\’s learning rhythm and pace are basically the same. Whether it is reading, following, asking questions, answering questions, or memorizing in silence, everything is organized and effective. I require each lecturer to be concise and concise in his language expression, and his instructions should be clear so that people can understand them as soon as they hear them. Over the long term, students\’ oral expression skills and logical thinking levels have been significantly improved. The four reading and writing exercises are combined and advanced in a closed loop. In the unit review class, there must be a period of reading aloud. Don\’t talk about knowledge points right from the beginning, but read the text aloud first, recite the text you want to memorize first, connect the scattered knowledge points with clear and loud pronunciation, let the sense of language continue to sharpen during reading and memorization, and enhance language sensitivity. Strengthen your ability to deepen your understanding of what you have learned. Just speaking is not enough. During review, everyone must prepare his or her own notebook, and write down key and difficult points at any time, which is simple and effective. There is no need to arrange them neatly. You can write however you want, once or twice. Writing casually for the purpose of mastering is the most commonly used method for me in review classes. When students are completing the small exercises, I can just go around and check the content written in their self-prepared notebooks. Five checks are made to fill in the gaps, leaving no blind spots, and the underachievers are point-to-point. During the unit review, I implemented \”one unit, one clear\”. However, a person\’s power is always limited. Children with weak foundation may not be able to keep up with the pace of review by the whole class. If the small hole is not repaired, the big hole will suffer. I make an assessment for each child based on the review exercises submitted by the students. Children with low evaluation scores can be assigned a primary school teacher to check and correct their homework every day, and then provide 10 minutes of help based on errors. During these 10 minutes, you can recite, write down 8-10 typo-prone words, and ask a few small questions. In short, if you consolidate a little bit on the problem every day, you will make great progress over time. I told the little teacher that the process of helping others is also a process of testing oneself. The children are happy to help each other and improve together. Review is a project, and this project must be well designed. Use ingenuity to overcome boring and inefficient review, and make June full of challenging fun.