Please note the following points:

1. Prepare lessons fully. The so-called full has three meanings:

(1) The content must be more. It doesn't matter if you prepare more. You can control your time according to the trial, and you must not be less!

(2) The content must be what you are most familiar with. Generally speaking, the examiner depends on your eloquence, and of course, how much "material" you have. When preparing lessons, you must find what you are most familiar with and interested in, so that you are not easy to be nervous and forget, and you can improvise!

(3) Try to arrange some novel and cutting-edge knowledge in the content and get in touch with some social status quo. This will make leaders and teachers feel that you are "expected", able to grasp the progress and integrate theory with practice!

2. During the trial lecture, the speaker should report the topic, indicating which version of the textbook the topic is selected from, which volume it is in and which class it is in.

When writing on the blackboard, it is forbidden to write silently and leave the classroom blank for a long time. You can combine the questions and contents while writing on the blackboard and make appropriate explanations. You can't speak and write too slowly. Too slow, people will doubt your efficiency. Not too bad. You can read the speech properly, just read it naturally, and you can't read it according to the speech.

4. The content of the trial lecture may be inconsistent with the original teaching design. After the trial, if you still have time, give a simple explanation to let the judges know your design intention and theoretical basis. The classroom can also be appropriately interspersed with explanations of learning situations, teaching materials, learning methods and teaching methods.

5. Every link and element of teaching design should be as complete and perfect as possible, and appropriate subtitles can be drawn up in the teaching process to attract the attention of the judges.

6. Try to talk without students' participation, but also reflect the independent, cooperative and inquiry learning style and new curriculum teaching concept, which can be presented through the teacher's simulated dialogue or explanation. For example, group discussion, group study, preview before class and so on. There should be interaction between teachers and students, even if the teacher gives a lecture, it should also reflect the activities of students.

7. Several sets of teaching plans can be provided in a specific link, which fully embodies the teachers' presupposition, but also fully embodies the teachers' grasp and basic literacy.

8. The key points in the class are prominent, and one or two o'clock is enough. If you don't talk about others, you can't cover everything.

9. Dig deeply into the text and have original opinions on the ideological content. This is the most difficult and important, it reflects the level of teachers. The idea of the article is not the point. The idea of general articles is very clear and does not need to be the focus of class.

10. Get to the point as soon as possible. Talk about the key points in detail, that is, where you can shine, otherwise the introduction will be too long and too many other miscellaneous things will dilute the key points.

Should not play too much, too much will dilute the theme. Or more directly, lectures, like writing articles, focus on the center (key point) and don't talk nonsense.

Please note:

How to teach and what is the procedure?

-pay attention to "what to teach", "how to teach" and "why to teach like this"

First, teaching material analysis:

1. Course arrangement teaching materials, the content of this class, the preliminary understanding and basic skills before this, and cultivate students' ability to analyze and solve problems.

2. The position and function of teaching materials

Content plays an important role in a chapter and is widely used as an important tool. It lays a foundation for students' further study after learning, plays an important role in cultivating students' ability to observe, analyze and solve problems, and is an important content of cultivating students' spatial imagination and logical thinking ability in senior one.

3. The focus and difficulty of the textbook

The teaching emphasis is the premise judgment that occupies a relatively important position in the specific level of the logical structure of the textbook content, and it is the content that plays an important role in the whole knowledge system. Teaching difficulties refer to some joints where students have great learning resistance or difficulty, and it is difficult for students to accept difficult knowledge points or solve problems.

Second, the purpose analysis:

According to the requirements of the syllabus, students' cognitive characteristics of spatial graphics

(1) Knowledge goal: to understand, master and comprehend.

(2) Ability goal: to cultivate students' knowledge transfer ability and mathematical expression ability,

Improve students' spatial imagination ability and the ability to transform spatial problems into planes.

(3) The goal of moral education and aesthetic education: to carry out dialectical materialism ideological education and mathematical aesthetic education through teaching, so as to improve students' enthusiasm for learning mathematics.

The internal relationship in the process of things changing, the law of unity of opposites between change and invariance, and the dialectical materialism education for students.

Third, the analysis of teaching methods

Friedenthal once pointed out that the core of mathematics teaching is students' "re-creation". Stimulate students' thirst for knowledge through carefully arranged question chains, and finally find and solve problems under the guidance of teachers. In order to fully arouse students' enthusiasm and make students change passive learning into active learning, this course puts forward heuristic problem teaching method. In the teaching process, we should adhere to the principle of intensive and concise, require 45 minutes of quality, and reduce students' academic burden. According to the teaching content, we explore the internal relations of various methods through one topic, multiple methods and multiple methods, so that knowledge can be expanded and extended, students can exchange knowledge, effectively improve their problem-solving ability and stimulate their innovation ability.