Optimization Study On Class Teaching Of Junior High School Grade Three Revision Class

In this thesis， according to the student’s cognitive characteristics and laws， thejunior three mathematics revision class help students to consolidate and sort out theknowledge that have already been known， and to facilitate the systematization ofknowledge. To use the knowledge that has learnt for problem-solving skills is the maintask of teaching. Third-year mathematics revision class is an important part of junior threemathematics teaching， which has a pivotal role on consolidating student’s basicknowledge， training their analyzing and problem solving skills. However， through theanalysis and research of literature review， this thesis has found that the current teachingsituation of middle school mathematics revision class is not optimistic， mainly because ofthe following problems:With the new curriculum reform continue to advance，the basic ideas and concepts ofthe elementary educators in our country have changed profoundly. More and more teachershave begun to pay attention to revision class teaching. Through the research on literaturereview，the author has found that the current literature researches on revision class arerelatively scatter，and not systematic.Through the comparative analysis of several teaching cases in this thesis，the originalstudies on revision class have changed from relatively emotional and vague understandingto clearly defined and also systematic. In addition， we analyzed the importance ofteaching objectives for the entire revision class teaching， the principles and stepsconstituted by third-year mathematics revision learning notes， and the rational use ofgroup work. Finally， this thesis has analyzed the meanings of revision class， revisionclass classifications and teaching goal setting， and together with the cases of good qualityrevision class case and the re-understanding of revision class， we pointed out that tochange the ineffectiveness，quality and time disproportion of current revision class，areas the needed to be changed are not just teaching philosophy， but also teaching strategies，and in which ways that classroom teaching can be optimized.