The success or failure of a class and the whole teaching depends on whether we can deal with the problems of highlighting key points, breaking through difficulties and grasping key points in teaching. 1. A new understanding of the teaching emphases, difficulties and keys. 0. What are the teaching emphases, difficulties and emphases? "Focus" refers to the most basic and important knowledge and skills in a subject or textbook. The position of a subject's knowledge points in the whole subject knowledge and the contribution it can bring to students' development through the teaching of related knowledge determine whether it is the focus of teaching. "Difficult" generally contains two meanings: one is the content that students are difficult to understand and master; Second, students are prone to make mistakes or confuse content. For example, the teaching content is abstract and difficult for students to understand. Some contents are criss-crossing, complicated, some hide the essential attributes of contents, some embody new ideas and methods, and some show a big gap between old and new knowledge. This kind of content that teachers find difficult to teach students is often called textbook difficulty. Teaching difficulties should be determined according to the breadth and depth of teaching materials, students' knowledge base and psychological characteristics. In a word, there is a big gap between teaching objectives and students' level, which has formed teaching difficulties. Overcoming difficulties is to find ways to slow down the gradient of the gap in combination with students' reality. "Focus" refers to the content that plays a decisive role in teaching or teaching materials. Teaching difficulties sometimes coincide with the key points. Some contents play a decisive role in mastering a certain part of knowledge or solving a certain kind of problems. These contents are the key to teaching. They are the starting point to solve the main problems in teaching activities. The key to teaching can also be said to be the focus of teaching emphasis. 2. Determine the teaching focus, difficulties and key basis. (1) Teaching objectives (curriculum standards): The classroom teaching process is to achieve the objectives. The purpose of determining the teaching emphases and difficulties is to further clarify the teaching objectives, so as to highlight the emphases and break through the difficulties in the teaching process and better serve the teaching objectives. Therefore, to determine the key and difficult points of teaching, we must first thoroughly understand the new curriculum standards. The new curriculum standards set "knowledge and ability", "process and method" and "emotion, attitude and values" as teaching objectives. Only by clarifying the complete knowledge system framework and teaching objectives of this course and integrating the curriculum standards and teaching materials can we scientifically determine the key points, difficulties and emphases of static teaching. (2) Students' reality: Students are the main body of course learning, and the teaching focuses, especially the teaching difficulties, are aimed at students' learning. Therefore, it is necessary to understand students, study students, understand students' original knowledge and skills, and understand students' interests, needs and ideological conditions. Understand their learning methods and habits. Experienced teachers often analyze students' difficulties by asking questions in class, tutoring after class, correcting homework and analyzing test papers. As a reference to determine the teaching difficulties of the corresponding content in the future. To judge whether it is a teaching difficulty, it is necessary to analyze the reasons for students' learning difficulties. There are generally the following reasons for learning difficulties: First, the content of learning, students lack the corresponding perceptual knowledge, so it is difficult to carry out abstract thinking activities and can not understand them quickly or well. The second is that when learning new concepts and principles, there is a lack of corresponding known concepts and known principles as the basis, or students' grasp of known concepts and known principles is inaccurate and unclear, which makes students fall into a cognitive dilemma. Therefore, it is a difficult problem for students to understand the connotation of these concepts in teaching. The third is that the negative transfer of known knowledge overwhelms the positive transfer, that is, the knowledge that has been learned interferes with the learning of new knowledge, so in the transformation of known knowledge into new knowledge, attention is often focused on the memory of past concepts and principles, and these concepts and principles have not been applied to new learning. It has become a difficult point. Fourth, some contents in the textbook are comprehensive, span time and space, and have complex changes, which are difficult for students to accept and understand for a while, and these contents are often not completed in one class, which is the "big difficulty" in teaching. Therefore, it is difficult to deal with teaching materials and choose teaching methods. When preparing lessons, teachers should judge the possible teaching difficulties according to the characteristics of teaching materials and students' situation. And take effective measures. Teachers should make predictions on the basis of understanding students, and predict the difficulties and problems that students encounter when accepting new knowledge, so as to prescribe the right medicine, avoid subjectivism and blindness in teaching, and do a good job in combining theory with practice, so as to determine the static and dynamic emphasis, difficulty and focus of their classroom teaching. Based on this, from the scientific system of teaching content, the main links that constitute the basic clues of subject development are teaching emphasis and difficulty; Judging from the activity requirements of pedagogy, cultivating students' ability and mastering learning methods are the key and difficult points in teaching; From the perspective of emotional education and moral cultivation, stimulating students' positive emotions and forming correct values are the key and difficult points in teaching. In short, teachers should properly establish knowledge and ability, process and method, emotional attitude and values as the key points, difficulties and key points in teaching according to the actual situation and teaching objectives. Grasp the key. 1, and highlight the key points of teaching. After accurately determining the focus, consider how to really highlight the focus. As far as the organization and treatment of teaching content are concerned, the following aspects are of great significance to highlight the key points: First, distinguish between primary and secondary. Zhi Yuheng, a special teacher, said: "It is not smart to drill all the contents in the textbook deeply and thoroughly. These things will do more harm than good if they are further incorporated into the teaching plan. It is not enough to cover all aspects. Wet teaching is absolutely not desirable. Therefore, it is absolutely not advisable to thoroughly understand the textbook. First of all, we must thoroughly understand the key contents of the textbook. " Teachers should flexibly mobilize the teaching content when organizing the teaching content, change the order reasonably around the central issue, and strive to highlight the central link in the system development process, so as to have both the center and the direction. Make the teaching content more closely linked. Second, make necessary supplements around the key points to make the classroom teaching content concrete, in-depth and clear, and the key points more prominent and full. For non-key teaching content, we should simplify it appropriately, in a word. Third, make a practical guarantee in the arrangement of teaching time, and make the key parts clear. Of course, there are many ways to highlight the key points. Teachers need to constantly sum up and accumulate in teaching practice. 2. Break through the teaching difficulties. There are many ways to break through the teaching difficulties, either abstract to concrete, complex to simple, or unfamiliar, all in order to turn the difficult into the easy. There are mainly the following methods: first, strengthen students' perception by intuitive methods, such as multimedia-assisted method. Second, create situations, connect with reality, and guide students' thinking from concrete to abstract. From special to ordinary. Third, supplement materials and solve difficulties. For some definite difficulties, the solution is to quote some typical factual materials and analyze them on the basis of the materials, so as to solve the difficulties. Fourth, for the easily confused content, use comparative methods to distinguish their respective characteristics, such as table comparison. Fifth, disperse the difficulties and divide them one by one, such as asking questions in layers. For more difficult questions, you might as well follow the topic.