First, the lesson preparation steps:
1, grasp the teaching objectives of this unit;
2. Read the study materials and read relevant materials;
3. Understand students;
4. Determine the teaching objectives, choose the teaching contents and study the teaching methods;
5. Write lesson plans.
Second, the "eight preparations"
1, lesson preparation standard.
Teachers must follow the principles and methods of goals and tips stipulated in the new curriculum standards, reach the level required by the curriculum standards, and implement the spirit of the curriculum standards in every class.
2. Prepare teaching materials.
Teachers must master all the contents and organizational structure of textbooks, and master three basics (basic theory, basic knowledge and basic skills), three natures (ideological, scientific and systematic) and three points (key points, difficulties and doubts). Creative use and integration of teaching materials.
3. Prepare teaching AIDS.
If you need teaching AIDS in class, you must be prepared in advance. If multimedia teaching is needed, hardware preparation before class should be made in advance.
4. Prepare students.
It is necessary to start from students of different levels, teach students in accordance with their aptitude, put forward requirements for all and at different levels, and strive to make teaching fit students' reality.
5. Prepare teaching methods.
We should proceed from reality, stress practical results, and flexibly use various teaching methods such as "autonomy, cooperation and inquiry" to form our own teaching characteristics.
6. Prepare a blackboard book.
It is necessary to deeply analyze the teaching materials, sort out the context, grasp the center, and display the central content of a lesson on the blackboard with concise words or graphics, so that students can easily understand and remember.
7. Prepare your homework.
When preparing lessons, we should design and try our best to arrange homework for students, and arrange the quality and quantity of homework reasonably.
8. Prepare resources.
Teaching is closely related to students' real life. Teachers should be aware of the real life resources involved in this course
Secondly, it is necessary to clarify the elements of the lesson plan (these have been reflected on the lesson plan paper);
1, clear single subject;
2. Correct and specific teaching objectives;
3. Accurate and appropriate' key points and difficulties';
4. Standardize the design of blackboard writing;
5. Effective and diverse teaching methods;
6. Organize appropriate teaching steps;
7. Experience profound teaching reflection.
The teaching objectives, teaching methods, blackboard writing design, teaching reflection and related homework design mentioned here can be designed with reference to the quantitative indicators of the teaching plan of Yangjiazhuang Joint School.
The key teaching steps in the teaching plan can be summarized by combining "guiding, learning, speaking, practicing and testing" with "problem-oriented learning", that is, "problem-oriented-autonomy, cooperation, inquiry learning, strengthening guidance and induction-standardized training-classroom testing";
1, Guide: Question Import
Introduce new lessons in the form of questions to stimulate students' desire for knowledge, and then the teacher writes the questions on the blackboard to show the learning objectives and self-study instructions, so that students can clearly understand the learning objectives and self-study requirements and guide students to learn by themselves smoothly. (Can be combined with the problems in the study plan)
2. Learning: self-determination, cooperation and inquiry learning.
Take the form of cooperative inquiry learning at the same table and in groups to solve the problems encountered by students in self-study.
3. Oral English: Strengthen guidance, induction and promotion.
Teachers focus on the key contents of self-study guidance and explore unresolved problems through cooperation, moderately broaden the depth and breadth of knowledge, and comprehensively summarize and enhance it.
4. Practice: standard training
According to the students' learning situation, set aside no less than 5- 10 minutes to carry out layered exercises and layered standard-reaching activities for students at different levels, mainly to let students finish the exercises and homework of this lesson independently, so as to achieve "clearing up".
5. Test: classroom test.
Several typical questions closely related to the knowledge of this lesson are given to examine the students as a whole, to check how many students have really mastered the knowledge of this lesson and what is the success rate, so as to take targeted remedial measures and make minor corrections.
The teaching plan paper in our school is divided into two parts: teacher activities and student activities, so the above four teaching links can be applied.
In the "Guidance" section, teachers can set up problem situations and ask questions according to the knowledge of new professors in this section. Of course, the questions raised must conform to students' knowledge, experience and real life, especially the questions extracted from life, so as to stimulate students' interest and motivation for further study. Of course, students should think about this question, but they can answer it according to the situation. Those who can't answer it can enter the next "learning" link.
The link of "learning" is the key link of this lesson.
In this link, students need to learn the new knowledge of this lesson according to the guiding study plan or under the guidance of teachers. When students' dominant position is reflected, we must give full play to the mutual assistance between the group and the deskmate, give students enough time to "see, listen, speak, read, write, calculate and think", and let students experience the process of self-study and exploring new knowledge, which is also the process of developing students' ability.
While students are studying, teachers can observe the interaction between students, pay attention to the learning process of those students with learning difficulties, and summarize the problems encountered by students.
In the third "talk" session, the teacher should concentrate on it.
Teachers should seize the opportunity, give flexible guidance according to the situation, and give guidance in the key points of teaching content, places where students are prone to make mistakes, places where knowledge is easily mixed, and places where students have doubts.
Therefore, for their own teaching links and language, teachers should consider every word, instead of opening their mouths and trying to find out the problems in their teaching, so as to improve teaching efficiency and time utilization.
The fourth link is homework practice.
Homework is the most basic activity for students to learn. The formation of students' mathematical concepts, the mastery of mathematical knowledge, the acquisition of mathematical methods and skills, and the cultivation of students' intelligence and innovative consciousness are all inseparable from this basic activity.
Let the students reflect what they have learned today in their exercise books through the practice of classroom homework. Teachers can learn more about the students' mastery of knowledge by correcting them, so as to check and fill in the gaps.
The arrangement of homework should be appropriate "quantity", the design of classroom homework should be quantitative and qualitative, and homework should be carefully selected in combination with classroom content, taking into account the typicality, systematicness and comprehensiveness of homework as much as possible.
In the choice of homework, we should not only consider the principle of easy before difficult, step by step, but also pay attention to the principle of inspiration and consolidation. We should avoid assigning homework that is easy to do, and also avoid assigning ambitious and difficult homework, so as to give full play to the due effectiveness of math homework. Secondly, we should scientifically control the amount of math homework. Through the practice from quantitative change to qualitative change, we can overcome the idea of winning with more and establish the idea of winning with less. Homework design should also have a "taste".
Interesting homework has a certain attraction and can make students give full play to their intellectual level. Interest should reflect diverse questions, novel methods and rich contents.
Such as selecting, filling in the blanks, drawing, answering, operating, exploring, opening, etc. , often change; Self-study, review, consolidation and homework are interspersed with each other; Knowledge-based, life-based and historical homework permeate each other.
Let students feel the richness of the content and form of homework, make them feel high and willing to think, so as to feel the fun of homework.
As for the fifth link, in view of the limited class time, it is often difficult to complete, so it can be merged in the fourth link, which requires teachers to know fairly well. Of course, it is best if the class is efficient and there is time for small tests.
I believe that as long as the above points are done seriously, it is not difficult to write a good lesson plan, and it will also lay a good start for a good lesson.