First, content selection should be fair.
Choosing fair teaching content is the condition of preparing lessons. The choice of teaching content should be based on the characteristics of knowledge, the intention of compiling teaching materials, the time required to complete teaching tasks and the actual situation of students. How to reasonably choose the teaching content of a class? The first is to choose according to the arrangement of teaching materials. Usually we divide the knowledge of an exercise into several small paragraphs, and each small paragraph is the teaching content of a class. Today's mathematics textbooks are all arranged in this way. When preparing lessons, teachers can determine the teaching content of a class just by looking at the newly taught content and corresponding exercises in the textbook. The second is to choose according to the difficulty of knowledge. Generally speaking, students can choose more relatively simple knowledge content that is easy to accept and understand; For the knowledge that is difficult for students to understand and master, because more time is spent in teaching, the content selection should be less appropriately. When choosing the teaching content of a class, we should treat it according to the specific situation. A class can successfully complete the teaching task, and the knowledge taught is conducive to students' understanding and mastery.
2. The goal should be set correctly
The correct goal means that the teaching goal should not only meet the requirements of curriculum standards, but also meet the actual situation of students. Teaching goal is the basis of designing teaching process, the general guiding ideology of classroom teaching, and the starting point and final destination of classroom teaching. How to make a concrete and feasible teaching goal? First of all, we should carefully study the teaching materials, combine the objectives and teaching contents of the mathematics course, and work out the teaching plan of this lesson: what knowledge students should master, what skills they should form, what proficiency they should achieve, and what methods to solve problems. This is the double-base target. Secondly, we should consider what kind of thinking ability students can cultivate through the teaching of this knowledge, which is the goal of thinking ability. Thirdly, through the imparting of these knowledge, we should think about what kind of ideological education and good moral quality students should have, which is the requirement of infiltrating ideological education. Finally, we should consider where students can receive innovative education and how to cultivate their innovative consciousness and creativity. This is the requirement of innovative education and the most important goal of classroom teaching.
3. We should grasp the key points and difficulties.
The teaching of key and difficult points is the key to a class, and the level of teachers' classroom teaching is mainly reflected in the prominence of key points and the breakthrough of difficult points. Generally speaking, the main knowledge that students should master in a class is the teaching focus of this class, and the difficulty of students' understanding and acceptance is the teaching difficulty. How to highlight key points and break through difficulties in classroom teaching? First of all, teachers must grasp the key points and difficulties. When the teaching content is determined, teachers should seriously consider: what knowledge can students understand and master through teaching, and the main and key knowledge is the focus of teaching; What difficulties students will encounter in learning, and the knowledge that students are difficult to understand and easy to make mistakes are the difficulties in teaching. Secondly, consider how to highlight key points and break through difficulties. When the key points and difficulties are determined, teachers should also consider: how to link teaching with students' familiar life? How to connect with students' existing knowledge? Finally, specific and feasible teaching plans are worked out to help students make things easier and understand and master what they have learned.
4. You should know the level of students.
New knowledge is developed, changed and extended on the basis of old knowledge. Therefore, when preparing lessons, teachers should find out the old knowledge related to the new knowledge according to the content of their own knowledge, see what knowledge students have mastered and what knowledge they have not fully mastered, determine which knowledge loopholes students need to fill, arrange what review content before class, and choose which learning methods and teaching methods for new teachers. This is what we often say about preparing students' knowledge level. Only in this way, we are preparing lessons.
5. Learning methods should be appropriate
Students' learning method is an important aspect of classroom teaching, which can not only reflect teachers' teaching ideas, but also affect students' classroom learning effect and the realization of new curriculum goals. How to choose students' learning methods? First of all, it should be suitable and conform to the actual situation of students; Secondly, it should help students understand and master knowledge; Third, it is conducive to the formation of students' innovative consciousness and the development of innovative ability.
teaching program
How to do a good job in teaching design? In the choice of students' learning methods, don't follow suit, let alone pursue fashion and catch up with fashion. No matter what knowledge you teach or what class you take, you should use guided discovery learning, independent discovery learning and innovative learning, and abolish the traditional meaningful acceptance learning. This kind of teaching can only waste a lot of classroom teaching time. In the actual classroom teaching, we should vigorously advocate learning methods such as manipulation, discovery, discussion, feedback, guessing, demonstration, self-study and communication.
6. Teaching methods should be chosen.
When preparing lessons, teachers should choose appropriate teaching methods according to the teaching content, students' age characteristics, acceptance ability and their own teaching style, so as to achieve the best teaching effect. The general practice is: a kind of knowledge creation teaching usually adopts lecture method and conversation method, such as the teaching of mathematical concepts; For the more abstract knowledge that students are difficult to understand, the key points are taught by demonstration and experiment; For some knowledge that students can easily understand and master, we can use the methods of trying teaching method, guiding teaching method, self-study counseling method and practice method to teach. However, the teaching methods used in a class are not fixed. In the actual classroom teaching, according to the needs of teaching and the actual teaching process, a variety of teaching methods are often used alternately, and some teaching contents can be taught in several different ways, which requires the best choice according to the actual situation.
In short, the choice of teaching methods should be based on the content of teaching, my teaching style, students' understanding and acceptance ability, so as to achieve the optimization of classroom teaching effect. It is worth mentioning that the choice of teaching methods should conform to the laws that students are familiar with, with rules to follow and laws to follow, and must not be imagined out of thin air and unrealistic.
7. The topic design should be accurate.
Classroom teaching is a multilateral information exchange activity between teachers and students and between students. The communication between teachers and students and between students is mainly realized through teachers' questions, students' answers and information transmission between students. study How to design good classroom questioning? First of all, it's good. The number of classroom questions is small, but the quality is high. Teachers' classroom questioning should inspire students to think positively, arouse their enthusiasm and initiative in learning, stimulate their interest in cooperation and exchange, hit the essence of knowledge layer by layer, solve practical problems in classroom teaching, and avoid "Do you understand?" "will it?" "Do you have any questions?" For example, there is no topic of thinking value. Secondly, the timing should be appropriate, and the topics should be set at the key points of knowledge, the turning point and development point of knowledge, and when students encounter learning difficulties, so as to fully mobilize the enthusiasm of students, inspire their positive thinking, save teaching time and improve teaching efficiency.
Eight. Consider a detailed topic
Although the detailed topics in classroom teaching are small topics, they can also affect the teaching effect of a class, and small topics can also lead to big mistakes, so teachers should not let go of every detailed topic easily when preparing lessons. Detailed topics include many contents: there are blackboard design topics; There are problems connected before and after; There are instructional design topics; There is a writing format that guides topics such as students' homework; In order to cope with special events in classroom teaching, we should be foolproof. Therefore, when preparing lessons, teachers should cross-check all teaching links and handle every detail in classroom teaching so as to make classroom teaching natural, smooth and wonderful.
Nine. Teaching AIDS and courseware should be fully prepared.
Multimedia courseware and teaching AIDS are indispensable auxiliary teaching methods. Teachers should make necessary multimedia courseware and teaching AIDS according to the teaching content when preparing lessons. The making of multimedia courseware and teaching AIDS should have the characteristics of bright colors, strong intuition, easy operation and demonstration, and can reflect the essence of knowledge. After the production of teaching AIDS and multimedia courseware is completed, teachers should first conduct manipulative demonstrations to see what are the shortcomings and how to improve them to ensure that classroom demonstrations are foolproof. However, courseware is a virtual thing after all, and it is more real and intuitive to use multimedia courseware as a teaching aid. Therefore, we should choose these two auxiliary teaching methods fairly according to the needs of teaching, and should not give up the other for one.
10. Practice precise design.
Classroom exercises help students consolidate what they have learned. Students can understand and master what they have learned through practice, form skills and skills, develop intelligence and cultivate ability, so classroom exercises should be carefully designed. How to design high-quality classroom exercises? First of all, the design of classroom exercises should have a certain quantity and quality, and the basic questions should be well practiced to ensure students' understanding and mastery of what they have learned; Progress problems should really play a role, develop students' intelligence and cultivate students' ability, and should not only focus on quantity but not quality. Secondly, the design of classroom exercises should be hierarchical, gradient, changing and developing, avoiding unnecessary repetitive exercises, step by step, from easy to difficult, and not emphasizing the development of progressive exercises and ignoring the practice of basic questions. Thirdly, the design of classroom exercises should be targeted, not secretive or even-handed, and difficult knowledge should be practiced repeatedly for key knowledge. For students' confusing knowledge, we should design some comparative exercises between old and new knowledge, so that students can really understand and master what they have learned.