(1) Look at the beginning, transition and summary of the class. A class is like an article. The situation that leads to the topic should be created well. A good beginning is half the battle. After you start, you should seize the opportunity to set the topic. Can't give too many examples, lost the best opportunity to cut to the chase. The introduction of a class should not exceed five minutes, and don't take too much time away from the key research content. There are many ways to lead out a lesson:

(1) You can talk about what will enter first.

The teaching content is closely related to the actual examples of production and life. This method is generally used at the beginning of a chapter or a big section, and it is often used in the teaching of new courses.

(2) Review the knowledge and methods that students have learned that are closely related to the research content of this lesson.

The main purpose is to pave the way for new research content, which is generally used in the teaching of new courses.

(3) Lead out the content of this lesson by solving a problem, which generally has a lot of variant space and can be linked with a lot of knowledge and thinking methods. This method of leading out the text is usually used in the teaching of practice classes. In the process of classroom teaching, we should not underestimate the relationship between each question or each part of the teaching content. There should be an essential connection between each part of the content and each question, and there should be appropriate interlanguage between each part of the teaching, so as to skillfully transfer the learning from one question to another. People naturally integrate the contents of the whole class, making students and teachers feel that the class is rich in content, but there is no redundant research content. It is natural for people to transition from one problem to another.

The end of a class is also important.

A good ending can make students grasp the key content of this class, make the key points of this class vivid in their minds, make students feel unfinished, and make students look forward to the research of the next class. Of course, it is best for students to finish more at the end of a class, or for teachers and students to do it together under the guidance of teachers.

(B) Look at the design of classroom teaching content

See whether the teaching design of a class is from special to general, from concrete to abstract, and whether it conforms to students' cognitive laws. To see whether a class is true or not, in classroom teaching, teachers should be good at properly creating applied mathematics situations closely related to students' real life and social practice, so that students can find problems around them.

See if there is problem consciousness in the teaching design of a class,

It is best to form a series of questions in a class. Not only that, the questions asked to students in class should be open, and open questions with open conditions, open methods and open conclusions should be created to guide students to dig out multiple solutions to one problem and multiple solutions to one problem, reflecting the mathematical thinking methods contained in the questions. See if the teaching design of a class can guide students to change the observation angle of the problem, think about the problem from various angles, cultivate students' divergent thinking and cultivate their ability to find and ask questions. For example, guide students to ask a few questions, why, why this conclusion exists, what is the relationship between conditions and conclusions, and how to get this conclusion.