一、复习课中存在问题复习课一直以来就是困扰不少教师的一个难题。较为普遍的传统方式是:首先对教材上的基本知识点进行归纳与总结,其次再进行归纳与总结,再次进行一定数量的例题讲解与习题训练,最后通过摸底测验或模拟考试来检查复习效果。这种复习方式在实践中表现出很多的缺陷与不足:课堂教学密度高、容量大、枯燥乏味、气氛沉闷,对学生差异化的能力缺乏关注;学生学习主动性没有得到焕发,深感负担累累,他们缺乏学习兴趣,毫无生气,疲于应付课堂。究其根源,是学生基础参差不齐、无现成的教材可依、教师缺乏系统的有效地思考。那么,应如何解决呢?我认为,在内容上编写复习课教学案,在形式上引入小组合作,并在实践中将二者有机结合,可以达到有效实施的效果。 First, there are problems in the review class Review class has always plagued many teachers a problem. The more common traditional method is as follows: Firstly, summarize and summarize the basic knowledge points of the textbooks; secondly, summarize and summarize, and then conduct a certain number of examples and exercises training again; finally, check the review results by thoroughly examinations or simulated examinations. This review method shows many defects and shortcomings in practice. Classroom teaching is characterized by high density, large capacity, boring atmosphere, dull atmosphere and lack of attention to students ’ability to differentiate. Students’ learning initiative has not been fully recovered and is deeply burdened They lack interest in learning, lifeless and tired of dealing with the classroom. The root cause is that the students’ foundation is uneven and there is no ready-made teaching material to follow. Teachers lack systematic and effective thinking. So, how to solve it? In my opinion, it is effective to write teaching cases for reviewing courses, introduce group cooperation in form, and combine the two in practice so as to achieve effective implementation.