First, how to prepare lessons. First of all, we should be clear about what to teach and what to achieve. Chinese Curriculum Standard is the criterion of Chinese teaching, and the basic goals of Chinese teaching stipulated in it should be implemented in textbooks, units and texts. What each text should teach students must be carefully scrutinized. Any genre of text is the unity of ideological content and language form. From imparting Chinese knowledge to cultivating Chinese ability, there are many things that can be taught. When preparing lessons, teachers should study hard and try to understand the text thoroughly. However, it should be noted that students should never be given everything they get from their studies. Otherwise, the class will be blurred, the key points will disappear, and it will be difficult for students to master. Every text and lesson should be taught with a clear purpose. The teaching content should be carefully tailored and selected according to the teaching purpose, and the key points should be determined and highlighted. Decomposition guidance. For example, Lu Xun's article "Mr. Fujino" is rich in content, style and language, but it is all taught in junior high school. The key point is to clarify the author's thinking, find out the clues of the article, and understand and feel the profound meaning of some key sentences. As for how to choose materials, how to cut them, language style and so on. I won't discuss it. If you do something, you can do something wrong. Chinese teachers should have their own judgment when preparing lessons. Teachers should not make subjective judgments, but should make decisions according to the characteristics of teaching materials and students' reality. The characteristics of teaching materials are not generalized, but should be studied in depth, so as to grasp its personality different from similar styles and disciplines. What basic knowledge have China students mastered and how strong their Chinese ability is? Teachers should have a bottom in their hearts. Repeated teaching at the same level is definitely not popular with students. For example, if teaching is only general, students should grasp the characteristics. Some are meticulous and meticulous; Some are oil paintings with clear light and texture. Students will feel excited and happy about learning. Teachers should not be led by textbooks. When preparing lessons, we should make clear the ins and outs of the text and get to the bottom of it. The purpose of mastering the teaching materials accurately and deeply is not to follow the writing ideas of the articles in teaching, but to carry out creative design according to the established teaching purposes. We should understand that teaching materials should be used by us and come from students. Choose appropriate methods to inspire, guide and organize students to carry out Chinese activities. There are ways to teach, but there is no fixed method. Teachers can be creative when choosing teaching methods, but the premise must be based on grasping the personality of teaching materials and the actual situation of students. They should not rely on subjective imagination and violate the law of Chinese teaching, but should put the actual effect first, rather than engage in form or whimsy. First, from macro to micro-from macro to micro, several methods of preparing lessons systematically are called. That is, teachers should prepare lessons from big to small and from coarse to fine. The so-called "from big to small" refers to the scope of preparing lessons, which should be prepared according to the procedure of overall teaching materials → unit teaching materials → class teaching materials. And "from coarse to fine" refers to the depth of preparing lessons, that is, teachers should repeatedly scrutinize and study the courses they teach. Macro-preparation is directional, planned and advanced, and it is micro-level. It is the concrete implementation of macro lesson preparation. From macro to micro, teachers should master the following methods in preparing lessons. 1. Prepare lessons all the year round. In other words, teachers should not limit the class hours before class, but should include teachers' careful observation of real life materials, including teachers' accumulation of various teaching materials. 2. Prepare lessons for the semester. Preparing lessons in the semester refers to the teacher's study of the whole book under the guidance of curriculum standards. Preparing lessons this semester may be very difficult. After preparing lessons for the semester, you can make a semester teaching schedule. 3. Prepare lessons in the unit. Preparing lessons in a unit is preparing lessons before teaching a unit or a topic. 4. Prepare lessons in class. Preparing lessons in class is based on the teaching objectives, tasks, requirements, key points, difficulties and corresponding teaching methods determined by the unit, and further embarks from the reality of each class. Seriously study and solve the specific implementation of each plan for preparing lessons in the unit. 5. Review the case before class. This is a process in which teachers carefully consider and skillfully memorize the contents of teaching plans before class. 6. Prepare lessons after class (reflection after class). This is a process in which teachers review, reflect and summarize after class, and can write teaching postscript. Second, from perceptual to rational-the three stages of preparing lessons are to design specific teaching plans according to class hours. To complete the teaching task of the unit semester is to implement the teaching plan one by one in each class. Therefore, the quality of preparing lessons directly affects the completion of the whole unit and the whole semester teaching tasks. So, how can we prepare lessons well? We can divide this process into three stages: absorbing (collecting lesson preparation information)-conceiving (designing lesson plans)-outputting (writing lesson plans), which is divided into three steps. Under normal circumstances, teachers should not be eager to prepare lesson plans at the beginning of preparing lessons. First, study curriculum standards, study teaching materials, read teaching reference materials, and get to know students better. We should try our best to collect and absorb lesson preparation information from all aspects. Because rational knowledge is based on perceptual knowledge, the more teachers absorb lesson preparation information, the more helpful they are to the rational understanding of lesson preparation content and methods, and the more helpful they are to the optimization of classroom teaching design. The second is to conceive and process lesson preparation information and design lesson plans. At this stage, teachers should dare to deal with textbooks boldly, simplify the complex, highlight key points and break through difficulties. The third is the preparation plan. The preparation of lesson plans should be detailed and appropriate. Concise and easy to operate. A good lesson plan is always improved through repeated revisions. Of course, the division of the above three stages is relative, not completely separate. If there is information processing in absorbing lesson preparation information, it is often accompanied by absorbing lesson preparation information in processing information. Especially in the process of compiling lesson plans, sometimes it is not only the processing of the design lesson plan information, but also the materialization of the information output. Teachers should consider preparing lessons in three steps and stages, which will improve the level and quality of preparing lessons more effectively. Third, from the network to the classroom-the choice of knowledge and information, filtering the colorful and varied information network world is like "three thousand weak water." How to prepare lessons, the key point is "which ladle to take" to give students "drink". Although students can get information from teachers through online search and browsing, they don't have the time and energy to start reading, and they lack the ability to capture the most instructive mainstream information in time from many information sources. Therefore, this task of reading in advance, reasonable screening and high-quality supply has become the primary task for teachers to prepare lessons. So, which "weak water" is what students need most? What can best meet the needs of students' knowledge accumulation, ability training and physical and mental development is the "spoonful" that teachers need to prepare for lesson preparation. Starting from the need of knowledge accumulation, preparing lessons under the network environment will inevitably abandon the simple information that is simply memorized and replace it with "signpost" information resources. Classroom teaching in the network era will move from the unknown to the known, and from the known to the deeper and wider unknown. The process from knowledge to ability, from phenomenon to thinking. In this process, different interpretations of the same text are like countless forks in the knowledge journey, and each fork leads to a different destination. The function of preparing lessons is to set a valuable road sign at every fork in this journey, and then use this road index to lead students to continue along the most valuable road provided by the teacher. Only in this way can we continue to walk in the shortest time. Only by making maximum use of information can we distinguish the truth from the false in the next teaching and achieve the goal directly. Starting from the need of ability training, lesson preparation under the network environment is bound to provide comparative, expanding and critical information according to the needs of the development of appreciation thinking, which is a "scoop of water" that lesson preparation must bring. It is worth noting that it must be placed at the level that students can understand. Too difficult or too simple is of no value. Therefore, it is very important to choose these materials carefully. Starting from the needs of physical and mental development, preparing lessons under the network environment requires teachers to thoroughly understand the text and interpret its deep meaning. This forces teachers to incorporate their own value choices into information resources while reading other people's materials. In other words, teachers should not only "accumulate grain" but also "dig deep pits" when preparing lessons. Turn it into simple, intuitive and sensible materials, so that teachers can "understand in simple terms" and students can "learn in simple terms". Second, we should pay attention to the following five aspects in preparing lessons: First, prepare teaching materials-do five clarifications. Textbooks, textbooks, the basis of a class. Practice has proved that successful teaching is related to teachers' profound understanding and proper handling of teaching materials. For this reason, when teachers prepare lessons in class, we must study the textbooks carefully. 1. Understand the spirit of curriculum standards. The curriculum standards of various subjects are the guiding documents formulated by the state according to the training objectives, the basic basis for compiling teaching materials and teaching, and the main yardstick for checking the teaching quality. It stipulates the nature, tasks, objectives and requirements of the course. The principles of teaching implementation, the arrangement of teaching content, the guidance of teaching methods, the problems that should be paid attention to in teaching, the proportion of theoretical teaching and practical teaching, the way of practical teaching, and how to cooperate in and out of class are determined, which has direct guiding significance for teaching work. 2. Clarify the teaching material system. Teachers should really understand the basic ideas, basic knowledge, basic skills and writing intentions of textbooks through learning them. Thoroughly understand the spiritual essence, internal relations, vertical relations, breadth and depth of the teaching materials, and finally clarify the purpose and requirements of teaching. 3. Clarify the key and difficult points of teaching. We know that in any textbook, there are some important or main contents that are similar knowledge, which constitutes the focus of classroom teaching; There are still some contents that are difficult for students to understand, understand and master, which constitutes the difficulty of classroom teaching. Teachers should find out these key points and difficulties when preparing lessons. For example, a teacher said, "I always read the text through two or three times every holiday to understand the key points and difficulties." When preparing the key points, I will savor them again and again, write down a lot of scattered notes, and then summarize and ponder the teaching methods. Sometimes, a textbook is conceived in my mind for many days, and I will design it. " I always have to think it over before making a lesson plan. "This spirit is worth learning. Teaching difficulties are different from and related to teaching priorities. Teaching focuses on teaching materials, which is the joint of knowledge and plays a connecting role in the knowledge structure. It is basic, regular and overall, so it occupies a large proportion in the total knowledge of teaching materials. The teaching difficulties are aimed at students, most of them are within the teaching focus, and a few are outside the teaching focus. They account for a small proportion of the total knowledge of teaching materials. Teaching emphasis is easy to determine, and teaching difficulties are not easy to find. Teachers should not confuse the key points and difficulties in teaching. Teaching difficulty has the characteristics of finiteness, difference and locality. 4. Find out the characteristics of teaching materials. When studying textbooks, an important task for teachers is to pay attention to analyzing the characteristics of textbooks. For example, some contents of primary school mathematics emphasize the analysis of quantitative relations; Part of the content focuses on calculus; Some contents emphasize integration with practice and so on. From the perspective of middle school Chinese, the narrative analysis should start with the events of the characters and tap the spiritual world of the characters in the works; Prose should grasp the consanguineous context of context and meaning and gain insight into the author's feelings; Argumentative writing should grasp the logical relationship between matter and reason, so as to find out the author's argument and its argumentation method. Because of the different characteristics of teaching materials, the teaching methods chosen are also different. The characteristics of teaching materials determine the organization of teaching activities and the choice of teaching methods to a certain extent. Teachers can find out the characteristics of teaching materials in order to choose appropriate methods. 5. Find out the doubtful points of the textbook. The so-called doubts are the places where students are confused, easily misunderstood and confused in class. The division nature, fractional nature and decimal nature of mathematics, divisor and dividend, denominator and numerator multiply or divide a number together, and the size remains the same. This number must emphasize "divide by zero" and so on. When preparing lessons, teachers should analyze the teaching materials and fully consider what questions students may ask, so as to dispel doubts. Second, prepare students to reach six understandings. What the teacher says in class is of course important. However, what students think is a thousand times more important. A teacher has this experience: I often encounter such a situation. I worked hard to prepare lessons, and the lesson plans were very detailed, but the students were very annoyed and disgusted. What is this? As soon as I understand, teaching is divorced from students' reality. From the teacher's experience, it can be seen that teachers should not only study textbooks, but also understand students and master the learning situation of learning cows to achieve their goals. Otherwise, you know nothing about students' foundation, learning attitude and needs. Even if the textbook is well prepared, it is easy to be divorced from the students' reality. And the failure of teaching. Teachers should prepare students for the following six points. 1. Understand the basic situation of the class. Teaching class is the basic unit for teachers to carry out teaching work. Teachers should have a comprehensive understanding of the class, understand the composition, characteristics, atmosphere, intelligent structure, learning situation and interest of the students in the class, as well as the attitude of most students towards their own teaching and the representative opinions in the class. The composition of formal closed bodies and informal groups in the class. 2. Understand students' personal natural conditions. A class consists of every student. Teachers should understand the students in the class and the personal natural conditions of each student. Personal natural conditions include: student's name, age, eyesight, hearing, physical condition and the relationship between classmates and teachers. Family education environment, etc. 3. Understand the students' learning foundation. Understand the students' learning foundation, including the overall learning foundation of the class, the students' personal learning foundation, the ratio of top students to poor students, etc. Before teaching a new lesson, teachers should know the following aspects of students. 1. Find out whether students have the preparation knowledge for learning new knowledge; 2. Possible difficulties and obstacles in the new curriculum; 3. Students' interest in learning new knowledge. 4. Understand students' opinions on teaching methods. The scientificity and artistry of teaching are not only reflected in the teaching content, but also in the teaching methods. What kind of teaching methods teachers adopt directly affects students' enthusiasm for learning. Teachers must keep abreast of students' opinions on their teaching methods. It is necessary to know which methods students are suitable for, which methods they are not suitable for and which methods they like. What methods you don't like and so on. 5. Understand students' personality differences. Personality includes students' intelligence factors such as observation mountain, memory mountain, imagination mountain and thinking power, as well as students' non-intelligence factors such as motivation, interest, ability, temperament, personality and self-confidence. "People's hearts are different, and students' personalities are very different. Teachers should learn about students' hobbies through various channels and ways. "thus providing a basis for teaching students in accordance with their aptitude. 6. Understand the changes and progress of students. To understand students comprehensively and accurately, teachers should not only understand students statically, but also understand students dynamically; That is, keep abreast of students' changes and progress, such as changes in learning emotions and enthusiasm, organizational discipline, hobbies, homework, classroom performance, etc. ; It is also necessary to understand the changes caused by teachers' criticism or praise, the changes after quarreling between classmates, the emotional changes after being scolded or beaten at home, and the emotional changes after the decline in test scores. Teachers should know and discover these changes in time. Give correct guidance in time. Especially in teaching, teachers should pay special attention to discovering students' progress, even slight progress, and strengthen guidance in time, so that they can realize the joy of learning success, have the strength to consolidate their achievements and the desire to move on. Third, prepare materials-master the four principles. Teaching materials are the foundation and foundation of teaching, and teachers must thoroughly understand them. However, if the teacher just follows the book in class, it will be like boiling water. By other's faults, wise men correct their own. Proper use of teaching reference, learning to absorb teaching reference materials, observing and accumulating life experience, adding oil and vinegar to teaching materials and enriching teaching content will make the classroom full of vitality and vitality. How do teachers learn to absorb all kinds of teaching materials? These principles should be mastered. 1. Be careful to expose and accumulate accumulated knowledge. As a Chinese teacher, he should be a knowledgeable person. He should not only be proficient in this subject, but also have a little knowledge of education, psychology, astronomy, geography, literature, history and philosophy. 2. Digestion and absorption are important, and innovation is important. He should choose and accept all kinds of teaching materials accumulated by learning scientifically, and can't copy them mechanically. The key lies in innovative application. For example, teaching reference books should not be copied, but should be used as tools to develop ideas. 3. The ideas and examples introduced into teaching materials must be scientific and reliable to avoid mistakes. 4. The materials introduced into teaching should be as fresh as possible to avoid stale chaff and rotten millet. 4. Prepare teaching methods-master the dynamics of teaching reform. Preparing teaching methods is another important task for teachers to prepare lessons. What is teaching? Teaching method is the activity way for teachers to complete teaching tasks. Teaching methods are multi-level and multi-form, but they can be divided into two categories: single and comprehensive. 1. The teaching method is single. Single teaching method is a narrow teaching method. It refers to the teaching conducted by teachers in the classroom by oral lectures, questions, demonstrations or letting students teach themselves, discuss and practice. 2. Comprehensive teaching method. This is a generalized teaching method, including teaching principles, teaching forms, classroom structure, teaching means and a single teaching method, which can fully reflect the teaching process. For example, the teaching method created by Wei Shusheng. Teaching method belongs to comprehensive teaching method, and teachers should be familiar with some traditional teaching methods. On the other hand, teachers should focus on learning and mastering the new teaching methods and models created by excellent teachers and educational researchers in the teaching reform, which are mostly comprehensive teaching methods. Five, study preparation method-master the guiding content and methods of learning methods. Pay attention to students' learning process and study their learning methods. It is an important task to deepen classroom teaching reform and implement quality education not only to make students "learn", but also to make students "love" and "learn". The teacher should not only prepare teaching methods, but also prepare to learn them. The guidance for teachers to prepare for learning methods should include the following contents: (1) the guidance for learning methods. Usually, teachers' guidance on learning methods should include the following contents: (1) Method of making learning plans (determining learning objectives) Choose a learning method) 2. Five-link routine learning method (preview method, lecture method, review method, homework method and summary method) 3. Subject learning methods (learning methods based on the characteristics of teachers in various subjects, such as learning Chinese and mathematics), learning a foreign language, etc. (2) the principle of guiding learning methods. Teachers should follow the following principles if they want to effectively guide the learning method: (1) to show autonomy (not compulsory indoctrination, but to pay attention to the realization of guidance points) (2) to show pertinence (not subjective imagination, mastering the learning situation and having a clear purpose) (3) to show operability (not tedious and general abstraction and operation). (5) Guidance on distinguishing and classifying objects; (3) The guiding methods of learning methods should be multi-level and multi-form; There are usually several forms. Infiltration guidance. This is the teacher's infiltration in the classroom at any time. (2) Teaching guidance. This is to set up a learning method guidance course to teach students the knowledge of learning methods directly. (3) exchange guidance. This is for teachers to organize students to sum up and exchange learning experiences, so as to achieve the purpose of learning from each other. (4) instructions. This is when students are confused in their study, the teacher gives appropriate guidance. (5) Demonstration and guidance. Some methods are not enough to be explained by the teacher alone. If necessary, teachers should demonstrate and let students follow suit The protagonist in the classroom is the student. When designing teaching, teachers should consider students' dominant position and arrange more training for students in listening, speaking, reading and writing. Turning the classroom into a platform for teachers to talk is the most taboo. Students don't need to think, do nothing, are in a passive state, and their learning potential is suppressed, so it is impossible to study with enthusiasm.

Language is not a heartless thing. Poetry and prose are composed of emotions. When preparing lessons, teachers should deeply taste the affection in the text, be influenced by it and have real experience. Words are not inanimate symbols, but flesh and blood, which can give people inspiration, encouragement and strength. "People who touch the heart, don't be emotional first." Only when teachers are moved by the text can they understand and taste the profound thoughts, incisive opinions and noble sentiments in the text and take them with them.

Learning is a very hard thing, especially Chinese learning, which can't be immediate, but depends on persistent accumulation. Therefore, we should constantly stimulate students' interest in learning Chinese. Young students are curious and competitive, and are particularly interested in novelty and excitement. Teachers should fully consider their psychological characteristics when preparing lessons, try to stimulate their curiosity, and carefully arrange the overall layout of the class and the contents of each teaching link. We should carefully design the language introduced into the text, attract students with knowledge, find the breakthrough point of exploring problems, inspire students to think positively and train their language ability. The same content, different organizations and different designs will have very different effects. With students in mind, we will find suitable teaching methods for students and fully mobilize their enthusiasm for learning Chinese. Preparing lessons is the same as writing in a sense. After reading the text in detail, you should determine the teaching direction. Then select the dazzling materials presented in the close reading according to the determined center. Left behind related to the theme, abandoned far away. Only when teachers dare to choose and are good at choosing can teaching not become a Christmas tree full of bells and bloated. Only in this way can they achieve the state of clear lines, dry and quiet structure, simplicity and fullness.