Preparing lessons means that teachers choose the most appropriate expression and order according to the requirements of subject curriculum standards and the characteristics of this course, combined with the specific situation of students, so as to ensure students' effective learning. The following is what I sorted out. What is preparing lessons? How to prepare lessons? , welcome to share.

What is preparing lessons? How to prepare lessons?

Preparing lessons means that teachers choose the most appropriate expression and order according to the requirements of subject curriculum standards and the characteristics of this course, combined with the specific situation of students, so as to ensure students' effective learning.

There are two kinds of lesson preparation: individual lesson preparation and collective lesson preparation:

Personal lesson preparation is a teacher's activity aimed at subject curriculum standards and teaching materials.

Collective lesson preparation is an activity in which teachers of the same subject and grade jointly study textbooks and solve the key points, difficulties and teaching methods of textbooks.

Classification of lesson preparation:

(1) semester (or school year) teaching schedule.

Finish before the semester (or school year) begins. Its function is to define the task and scope of the whole semester (or school year) teaching work and make overall arrangements. Generally, it consists of two parts: one is an overview, including teaching material analysis, students' basic situation, teaching purpose, total class hours, scheduled review, examination and examination time, etc. The second is the teaching progress.

(2) unit (or project) plan.

Make it before the unit (or project) teaching begins. Its function is to comprehensively arrange the teaching work of a unit. Including the name of the unit (or project), teaching purpose, class hours distribution, class hours types, teaching methods, audio-visual teaching means and the use of teaching AIDS.

(3) lesson plans (lesson plans).

Do it well before each class. It carefully designs each class, which is the basis of teachers' lectures and directly relates to the quality of the classroom. Generally, it includes the following items: class hours, subjects, topics, teaching purposes, class hours, class types, teaching methods, class schedule and time allocation. Some also list teaching AIDS, blackboard writing design and self-analysis after class. In the course of class, sometimes the original class plan can be adjusted appropriately according to the specific situation.

How to prepare lessons?

The first step is to read the textbook roughly and understand the main contents and basic knowledge points of the textbook. Grasp the internal relations among the chapters and form an overall understanding of the teaching content.

The second step is to read the textbook intensively and grasp the "two degrees and three points" of the textbook.

The first is to grasp the "second degree"

"Second degree" refers to the breadth and depth of teaching materials.

From the perspective of information theory, the breadth of teaching content is the amount of information transmitted to students in a class. The amount of information depends on the depth of the content. If the content is too deep for students to accept, then the teacher should arrange a small amount of content and practice more. Too large a class capacity will inevitably lead to students' "indigestion", so I have suffered such a loss in actual teaching; If the content is too shallow, even the teacher can understand it without telling the students himself, then the amount of information in a class should be arranged to be larger. If there is too little information and knowledge in a class, it will waste time and is not conducive to mobilizing students' learning enthusiasm. Therefore, when compiling textbooks, teachers should reasonably determine the breadth of teaching content according to the depth of the content presented in the textbooks and the actual situation of students.

The second is to grasp the "three points"

"Three points" refers to the key points, difficulties and emphases.

When there are several knowledge points in the teaching content of a class, teachers need to be clear about the key and difficult points of teaching, so as not to lose track of the main content in teaching, spend more time on secondary or easily accepted content, and affect the understanding and mastery of key knowledge, and the quality of classroom teaching will definitely decline. To determine the focus of teaching materials, we should study the position and value of teaching content in the whole knowledge system based on the teaching materials themselves. Combining my years of teaching experience is the focus of the textbook.

The difficulty is the knowledge that most students can't easily understand and master. What is difficult for teachers and students to learn is usually called textbook difficulty. Teaching difficulties should be determined according to the breadth and depth of teaching materials, students' knowledge base and psychological characteristics. The difficulty of the textbook is sometimes consistent with the focus.

Some contents in the textbook play a decisive role in mastering a certain part of knowledge or solving a certain kind of problems, and these contents are the key to the textbook. As the key to teaching materials, it can often play a breakthrough role in overcoming difficulties and highlighting key points. Once the key of the textbook is handled, the relevant teaching content will be solved.

Teachers should creatively use teaching materials to "drill out"

According to the actual situation of the region, the school and myself, especially the students' life and study, teachers flexibly handle the contents of teaching materials and adjust teaching activities in time. Teaching materials, supporting exercises, teaching AIDS and other curriculum resources must be independently developed and rationally utilized, that is, all available resources must be effectively utilized. When compiling teaching materials, we should respect the teaching materials and don't limit ourselves to the teaching materials; We should not only use the teaching materials flexibly, but also creatively understand the teaching materials according to the actual situation of schools and students, and give full play to the role of new teaching materials. At the same time, teachers can't be limited to a textbook in their hands. They can refer to other versions of teaching materials, how to arrange the content of this class, and whether there is any merit. You can also check the related narratives about the content of this lesson in other materials to see if there is anything you can learn from. You can also collect useful resources in real life for the teaching of this course and so on.

On how to change the concept of Chinese lesson preparation and improve the ability of teaching design

Idea is the baton of behavior. Only by changing the concept of preparing lessons can we prepare lessons effectively. Chinese lesson preparation should make the following changes:

First of all, change the concept that preparing lessons is equal to preparing lessons.

What is preparing lessons? Lesson preparation refers to all the preparatory activities for teaching. In teaching practice, lesson preparation is often misinterpreted as lesson preparation plan. In the educational management of schools, managers often pay close attention to teachers' lesson preparation and lesson plans. Whoever has detailed lesson plans and complete projects will prepare lessons fully and seriously. Failure to write lesson plans will be regarded as failure to prepare lessons and will be criticized. Therefore, writing lesson plans has become the whole of preparing lessons.

Writing lesson plans is by no means the whole of preparing lessons. Chinese lesson preparation is to prepare Chinese lessons, and teaching an article is to prepare this article. Directly speaking, the teaching design before class is preparing lessons, preparing teaching AIDS is preparing lessons, and discussing texts with colleagues and exploring teaching methods is also preparing lessons. From the indirect relationship, theoretical study is preparing lessons, listening to others' feedback is preparing lessons, and participating in teaching and research activities is preparing lessons. Getting Chinese knowledge from life is also preparing lessons.

Chinese classes can be divided into narrow sense and broad sense. Writing lesson plans is only a narrow sense of Chinese lesson preparation, and the basic requirements are three preparations: preparing teaching materials, preparing students and preparing methods. Chinese lesson preparation in a broad sense is lifelong lesson preparation, with Chinese teaching as the core, including both tangible lesson plans in lesson preparation notes and intangible lesson plans in teachers' minds. After an amazing open class, a special-grade teacher said that this class did not write a lesson plan, but it was to prepare for his life. Thus, writing lesson plans is by no means equal to preparing lessons. We should not only have "three preparations", but more importantly, we should have theoretical preparation, life preparation and practical preparation.

Whether it is necessary to write lesson plans in Chinese class, my experience is that writing lesson plans not only helps to standardize the classroom teaching process, but also helps new teachers to organically combine theory with practice. For an old teacher with many years of teaching experience, there is no need to write new teaching plans year after year. "Repeated labor" and "ineffective labor" are both a waste of time and energy. It is better to revise the old lesson plans, or write and draw pictures in books and go around to realize the diversification of lesson plans.

Second, change the view that writing a lesson plan is equal to writing a teacher plan. 、

Teaching plan, also known as classroom teaching plan, is a concrete plan for teachers to implement teaching activities. Teachers' teaching work is carried out through a class, which is a direct and specific teaching preparation.

In traditional Chinese lesson preparation, lesson plans are both teachers' plans. Writing lesson plans is a question of how teachers teach. Teachers are the subject and students are the object. It is the cultivation of teachers' active teaching and students' passive learning.

This obviously runs counter to the curriculum standards, so we must change the traditional teaching plan design concept, change the teaching plan into a learning plan, change the teacher's plan into a living plan, take students as the main body, and teachers play a leading role, change "teaching materials" into "teaching with teaching materials" and change "teaching and learning" into "teaching and learning". To truly realize the "three-dimensional goals" (knowledge and ability, process and method, emotional attitude and values), teachers should rethink the role of students, take students as the main body, require students to learn independently, and change the traditional "talk" teaching into "dialogue" teaching. Teachers' thoughts can't stay on preaching, teaching and solving doubts, nor can they be influenced by exam-oriented education to design teaching content, but can only deal with various exams. Chinese Curriculum Standard puts forward that teaching is a dialogue process among students, teachers and texts.

In the basic concept of lesson plan design, teachers should first consider "how students learn" and make it clear that their inspiration, guidance and instructions serve students' learning, not "teaching" but "learning". Only on the basis of a comprehensive understanding of students can we carry out targeted teaching design, which is the premise for teachers to prepare lessons effectively. I think that in the specific strategy of teaching design, we should reform the project setting in teaching notes and implement the students' dominant position in teaching plans. In order to comprehensively improve students' Chinese literacy.

Thirdly, changing teaching design is equal to setting traps.

Instructional design is a process of analyzing teaching problems, determining teaching objectives, formulating strategies to solve problems, trying solutions, evaluating results and modifying solutions based on learning theory, teaching theory and communication theory. In traditional Chinese teaching, teachers set the teaching design too dead, which makes the Chinese classroom become an unchangeable modular structure. Cleverly design the Chinese class as a trap, let the students drill into the trap in class and lead the students by the nose.

I have listened to many teachers' classes, and teachers set more traps. A teacher taught "borrowing an arrow from a straw boat". The teacher asked a question: "What kind of person do you think Zhuge Liang is?" The students gave various answers: witty, brave, sincere and intelligent people. The teacher was dissatisfied and inspired: "Please use better words!" The student replied: resourceful, brave, smart, desperate and resourceful. The teacher was dissatisfied and said, "Is there anything in the book?" The student finally replied: "A clever calculation". Because "clever calculation" is the only way for the next link, the teacher set a trap. The teacher's presupposition failed to achieve the goal, and the inspiration failed again and again, but this inspiration was only the initial teaching design. Other words were not designed by the teacher, so they became bad words. Of course, the teacher finally finished his original teaching design.

It is impossible to set up only one way in teaching design. Instructional design should deal with the relationship between presupposition and creation, and make solutions to problems that cannot be presupposed. The "unexpected events" in teaching upset the original design, but we should be prepared for emergencies. Break the routine of teachers leading students and follow students' questions. This is advocated by the new curriculum standards. If used well, it will make classroom teaching achieve unexpected results.

In a word, the ability of Chinese teaching design can be improved as long as the concept of preparing lessons in Chinese class is changed. By combining theory with practice, we can prepare lessons well. Can also prepare lessons effectively.