Summary: Preparing lessons means that teachers teach students how to learn, how to think and how to grow with all their life feelings and knowledge reserves. Preparing lessons is different from writing lesson plans. Teaching is a very complicated comprehensive activity, and any form of lesson preparation can not be suitable for all classroom teaching. The key to preparing lessons is thinking and methods, and the appropriate form of preparing lessons has a positive impact on teaching.

Keywords: individual lesson preparation, collective lesson preparation, reform, exploration and effective lesson preparation

Curriculum reform is developing, education is developing, science and technology are developing and society is developing, so the standard and connotation of effective teaching will also be in dialectical development. Effective teaching will always be the concern of every educator. The new curriculum requires teachers to have effective teaching concepts, master effective teaching strategies, guide students to study effectively, and require teachers to prepare lessons effectively. The new curriculum has brought us a brand-new teaching concept, and the traditional teaching methods can no longer meet the needs of modern teaching reform. Therefore, how to integrate new teaching ideas into classroom teaching is an urgent problem to be solved at present.

The premise of a good class is to prepare lessons, so how can teachers prepare lessons effectively in the face of the new curriculum? Effectiveness is the eternal theme of classroom teaching. Enhancing the effectiveness of classroom teaching is not only the basic task of deepening school teaching reform, but also the fundamental guarantee for the effectiveness of curriculum reform.

Preparing lessons is not only a science, but also an art. Preparing lessons is not the best, only better.

Prepare the first textbook. Textbooks are the carrier of students' learning knowledge and skills, and teachers should consider how to use them. Judging from the process of preparing lessons, teaching design must come from the correct understanding and grasp of teaching materials. Only when teachers study the teaching materials carefully and have a comprehensive and correct understanding and grasp of the teaching materials can they design a more reasonable teaching design. Clarify the position and role of lesson preparation in this book and this chapter, the key points, difficulties and emphases of this lesson or this unit, design three-dimensional teaching objectives, methods to break through key points and difficulties, and ideas to break through key points; Think about whether we have designed practical teaching methods, teaching ideas, innovations and moral education points close to the learning situation; Have you designed reasonable exercises, test sites, blackboard writing, classroom tests and homework? Make the classroom solid and effective, and the context is clear. It is an important part of effective lesson preparation to dig deep into teaching materials and make effective use of them. The process of teaching is the process of teachers "teaching with textbooks", not the process of "teaching textbooks". On the one hand, teachers are the comprehenders, participants and practitioners of teaching materials. When preparing lessons, teachers should get into the teaching materials and have their own research, interpretation and thinking, but at the same time, they should also have their own thinking and tell new ideas and profound meanings. Otherwise, teachers are rigid and students are tired of learning. On the other hand, teachers should jump out of textbooks and surpass them. "Textbooks are just an example" (Ye Shengtao). Flexibly adapt the contents of teaching materials that are not in line with students' tastes or lag behind students' development, pay attention to the new trends of the times in time, absorb fresh materials in life, and integrate them into their own teaching in time. In short, teachers can give full play to the function of teaching materials, let students fully develop and turn themselves into the masters of teaching materials. As teachers, we must prepare lessons effectively before class. What is foreseen is established, and what is not foreseen will be abolished. Our lesson preparation should be well prepared, which is beneficial to both teaching and learning.

Second alternate student. Students are not blank pages. They got information from different sources and accumulated a certain amount. When preparing lessons, we should consider the actual level of students to prepare lessons and improve the efficiency of classroom teaching. In the classroom, students will be guided and corrected, so that students who learn can't teach students and let them realize the fun and hard work of being a teacher. It is helpful to the emotional communication between teachers and students. In the past, teaching was centered on imparting knowledge, so the focus of preparing lessons was often on acquiring knowledge and training skills. In the classroom teaching of the new curriculum, I think the focus of preparing lessons should be shifted to the development of students. Teachers should not only consider what and how students should learn in class, but also consider what role such learning has on students' development, and always put students' needs first. For example, whether the treatment of teaching materials can attract students to learn; Whether the design of questions can activate students' thinking; Whether the teaching method is conducive to students' active exploration: whether the teaching process leaves enough time and space for students' independent activities, etc. In short, we should take the development of students as the center, really think about the development of students in every step of preparing lessons, and think about serving the healthy growth of students, then our classroom teaching will return to the true nature of education and the essence of life development under the surge of true feelings.

The third backup method. Teachers should carefully design teaching methods when preparing lessons. Good teaching methods can not only make the classroom smooth and orderly, but also give full play to students' initiative in learning and tap the potential of students' autonomous learning, thus creating efficient teaching. For example, for some theoretical knowledge, try to build the process of theoretical knowledge, step by step, and gradually break through. Or give students a task to drive them to explore independently. Students must explore and analyze independently before they can finally solve their own problems. Reflect students' independent participation, exercise students' ability and improve students' learning efficiency. When choosing teaching methods, teachers should first grasp the teaching objectives and tasks, and choose and use teaching methods that can meet the teaching objectives and tasks. For example, when imparting new knowledge, we should give full play to the effectiveness of teaching, speaking and discussing; When developing skills; It is necessary to choose practice method, experiment method and so on. Secondly, the choice of teaching methods should also grasp the different nature and characteristics of different teaching contents, and grasp the key and difficult points of each class. For example, the knowledge content that focuses on conceptual theory summary mostly adopts teaching method, and the knowledge content that focuses on exploration process adopts the method of combining experiment, demonstration and explanation. All kinds of teaching methods are produced in certain teaching practice and serve certain teaching purposes and teaching contents, so they all have their own characteristics and limitations. For example, this teaching method can transmit information in a short time and promote the development of students' abstract thinking, but one-sided use of this method will hinder the development of students' intuitive memory ability and cannot fully form students' skills. Each method has its advantages and disadvantages. Therefore, teachers should not simplify their teaching methods. Under the guidance of correct teaching ideas, starting from the needs of teaching materials, we should adopt a variety of teaching methods, optimize the combination according to our own actual situation, flexibly design the teaching process, and give full play to creativity in order to achieve high-quality and efficient classroom teaching results.

Prepare for the fourth exercise. As the ancients said, the contribution of speech is limited, and there is no contribution. Practice is an indispensable link in teaching, and practice design is an important link in the teaching process, which plays the role of monitoring, consolidation and feedback. When preparing lessons, we should pay attention to the design of exercises to avoid mechanical, repetitive and monotonous. We should have goals, levels, priorities and expansion. Specifically, it is necessary to have a clear purpose, serve the teaching objectives, be related to the teaching content, be appropriate in quantity, moderate in difficulty, changeable and diverse, and enrich students' learning experience. Arouse their interest and stimulate their internal motivation to complete the exercise. For example, when designing classroom exercises, students are generally required to finish all the basic knowledge and are allowed to choose some difficult exercises; In the design of homework, I usually design open homework to encourage students to communicate with their families and friends with what they have learned.

Fifth, prepare your emotions. Positive emotions can enhance people's activity ability; Negative emotions will reduce people's ability to act. Emotional factors are an important part of preparing lessons, and teachers' task is to serve the development of students. Therefore, in contact with students, teachers should adopt various methods to understand, analyze and record students' emotional changes, adjust methods, formulate corresponding measures, do everything possible to stimulate learning interest and mobilize learning motivation, and adjust students' learning emotions to an ideal and very high emotional state in teaching design. New curriculum teachers must create a relaxed, harmonious, democratic, free, safe and humanized teaching situation to improve teaching efficiency. In teaching design, teachers should choose and create different teaching situations according to different course contents and teaching objects. By creating different teaching situations, we can stimulate students' interest in learning and change "hard study" into "happy study", thus mobilizing students' initiative and enthusiasm in learning and improving teaching efficiency. Suhomlinski said: "In people's hearts, there is a deep-rooted need to be a discoverer, researcher and explorer. This demand is particularly strong in children's spiritual world. " Creating problem situations refers to creating things related to the content of teaching purpose and students' cognitive structure, so as to arouse students to find problems, guide students to ask questions, and make students enter the ideal state of thinking and exploring. Teachers should create various novel, flexible, ingenious, interesting and targeted problem situations by creating comparative problem situations, procedural problem situations, thinking problem situations, interesting problem situations and empirical problem situations, and gradually improve the level of creating problem situations, so as to continuously attract and stimulate students' interest in learning. Create conditions and opportunities that can arouse students' thinking "peak", thus arouse students' high excitement and stimulate students' initiative, openness, multidirectional, fluency, flexibility and originality. The purpose is to make students' thinking enter the best state of inspiration or quasi-inspiration, and look forward to the "miracle" to explore the climax of classroom teaching. Creating situations through demonstration and multi-sensory participation is helpful for students to understand the real connotation, enhance their desire for learning and improve their learning fun. We should make full use of multimedia technology, create vivid teaching situations according to subject content, course characteristics, teaching environment and other factors, and effectively mobilize students' learning enthusiasm.

Sixth, prepare yourself. Rousseau, a famous French philosopher and educator, said: "I think the most useful and incomplete knowledge of human beings is the knowledge about' people'. From the philosophical point of view, it deeply emphasizes the importance and necessity that people should fully understand themselves as human beings. The new curriculum emphasizes teachers' self-reflection and requires teachers to fully understand themselves when dealing with their own problems. Teachers reflect and design themselves in the teaching design before teaching. Through the process of self-reflection and understanding, teachers maximize their potential, fully embody their advantages, reduce their weaknesses and mistakes to the lowest point, and put themselves into the teaching atmosphere with the best mentality and image to comprehensively improve teaching efficiency and quality. Teachers should study and study predecessors' research results with an open mind, draw valuable and instructive research results from them, and look forward on the shoulders of giants; We should combine the teaching content with our own personal specialties and personality characteristics, and constantly innovate our own teaching style. Combine your own teaching personality, cultivate your own teaching style and pay attention to the effectiveness of teaching style. New curriculum teachers should take remedial measures as far as possible on the basis of serious and comprehensive understanding of themselves to achieve the effect of recovering losses. Teachers should prepare their own abilities and overcome their weaknesses according to their own personal advantages and abilities.

Seventh, prepare for reflection. The teacher checked himself according to the class situation. After each class, teachers should spend a period of time recalling the contents of the class and students' attendance, find out the reasons for success and failure, and then record them as the basic materials for after-class summary for future teaching application; The second is the communication between teachers, that is, after class, teachers exchange information with each other, introduce their own experiences and problems, and summarize the regular things and record them as data. It is necessary to find common problems from students' homework and find out the shortcomings in the course of class, so as to provide experience and reference for future teaching and avoid repeating the same mistakes. Hold a good student symposium. Teachers sometimes can't find their own shortcomings and deficiencies accurately in the teaching process. Inviting students to express their opinions through seminars can reflect some situations. It should be noted that teachers should not be afraid of medical treatment. They should humbly ask students to speak as Taoists, listen less to praise and more to criticism, and try not to defend themselves. Doing so can not only lower the status of teachers in students' minds, but also strengthen the relationship between teachers and students, and hear students' real opinions on their own teaching, which will help improve their teaching level and quality. Comprehensive analysis and comparison of the basic elements in the teaching process, find out the existing problems and deficiencies, and make improvement plans.