Teachers should not only prepare textbooks, but also prepare children. Judging from the current situation of teachers preparing lessons, most teachers have ignored this point, and children's work has not been done enough. Every child is an independent individual. Before preparing lessons, teachers should fully understand children, consider the psychological characteristics of children at different ages, pay attention to individual differences of children, and strive to teach students in accordance with their aptitude. Teachers should not only pay attention to children's interests and needs, but also give full consideration to children's existing experience and cognitive characteristics when determining the key points and difficulties of textbooks, designing teaching problems and choosing teaching methods. The ultimate goal of education is to enable every child to develop at the original level.

Blowing bubbles is one of children's favorite game activities. In the observation class of a "bubble blowing" activity, the concept of the activity is "proud learning", and the purpose is to let children learn or understand the knowledge and principles in the process of doing it. The activity has begun. The teacher started with music and dance, and then asked the children to use their brains to think about the shape of bubbles: "Round, oval, square, triangle, all bubbles are round …" The children scrambled to express their views and drew their ideas on paper according to the teacher's requirements. Next, in order to satisfy children's curiosity, the teacher brought various shapes of "bubble blowing" tools for children to practice and see what shape the bubbles are blown out, so as to verify their own ideas and draw conclusions. The concept of "learning by doing" runs through the whole teaching process. If we evaluate the whole class according to guesses, experiments, records and conclusions, it is undoubtedly very successful. Let's think it over. During the course of the course, some children already know that no matter what shape tools are used, the bubbles blown out are round. For them, this lesson is just a repetition of the original experience. It can't promote anything. Therefore, when evaluating the whole class, the teacher is very successful in preparing lessons, but he has not given enough consideration to preparing children. Teachers' neglect of some children can easily lead to their interest in activities weakening, the whole class doing nothing, and even disturbing classroom discipline. In this case, teachers should first have a full understanding of children before preparing lessons, and then choose the content that conforms to children's recent regional development experience according to their existing experience, so as to truly meet the needs of children's development. For example, the above scene, the teacher found this situation, can encourage children to think further "why are the bubbles blown out by tools round?" And "Why are all bubbles colored?" So as to stimulate children's interest and imagination and guide them to actively participate in activities by using their existing experience.

Second, teachers should grasp the teaching scene in time and guide children in time.

Teachers usually design the educational goals of the whole class in advance, and when the teaching goals are clear, teachers will adjust the teaching progress in order to achieve them. However, the object of teaching is a special group. Teachers often find themselves carefully designing activity plans and organizing children's activities, but they often spend a lot of time to maintain the order of activities. In the end, the activity plan is not completed and the activity effect is poor. This situation may be related to teachers' lack of skills in designing and organizing teaching activities, especially their lack of ability to grasp teaching scenes. They rarely leave room for generation when designing activities. They pay attention to the success of the plan, but pay little attention to the children's feedback, and even dare or can't handle the children's feedback, because once the children's feedback is explained or processed, the scheduled goal of this class may not be completed. In fact, it doesn't matter whether the teaching progress is completed in the process of teaching activities. What is important is whether the activities can really promote the development of children. This requires teachers to grasp the teaching scene in time in the process of teaching activities, turn their attention to children, provide support and help for children's learning, analyze new ideas or discoveries put forward by children in time, and generate new content in time once they are determined to have educational value, and actively guide children to explore.

A middle class art appreciation class is introduced by the teacher with computer courseware. The children looked at all kinds of beautiful flowers on the computer and made a sound of "Wow, how beautiful". Then, the teacher gave each child a bunch of flowers and asked them to guess their names. One of them held a small flower like a star in his hand, and the child next to him said, "This is a snowflake." The teacher immediately corrected, "There can't be snowflakes in the classroom? This is called "all over the sky". For the child's answer, the teacher directly denied it and did not pay much attention. After observing all kinds of flowers, the teacher asked another question: "flowers are so beautiful, what can be done to preserve them?" "The children speak freely, some say to draw it down, and some say to take pictures of the flowers. The teacher went on to say that we can also make specimens of flowers and keep them. A child immediately raised a question: "teacher, what is a specimen?" "The teacher didn't pay attention to these, but continued the established teaching content, and the children also started their own small discussions on the following specimens, which caused confusion in the classroom order. Here, the teacher can guide the child back to the original teaching procedure, or pay attention to the child's reaction after discussing the specimen problem. If children are interested, they can continue this topic in the future, which can not only stimulate children's imagination, but also produce exploration activities about specimens on this basis.