Analysis of Mathematics Lesson Preparation (I)
Cultivate students' learning ability
Students' learning ability refers to the ability to acquire knowledge, collect and process information and operate independently in the learning process. According to students' ability to master new knowledge, adjust the difficulty of teaching tasks, analyze the differences of different students' abilities, and adopt flexible teaching strategies to truly teach students in accordance with their aptitude.
Prepare students' emotional characteristics
Emotional factors are also an important part of preparing lessons. Teachers' teaching is for the development of students, so teachers use various ways and methods to understand and analyze students' problems in the process of contacting with students, so as to adjust teaching methods and formulate corresponding measures.
Prepare teaching materials
Textbooks refer to all teaching materials used by teachers and students in and out of the classroom, such as textbooks, workbooks, supplementary exercises, counseling materials, videos, teaching tools, etc. Among them, the textbook is the most important and core textbook, and the following discussion mainly refers to the textbook.
Read through the textbook and master the knowledge content of the whole learning period.
The arrangement of junior high school mathematics textbooks is not the same. Junior high school mathematics textbooks are arranged according to the academic year. Therefore, junior high school teachers can only teach in the order of academic year, and the teaching order is almost unchanged; The compilation of high school mathematics textbooks is based on knowledge modules, so the teaching order is not static, and the order of teaching contents can be arranged according to the specific conditions of schools, teachers and students. No matter how the junior and senior high school mathematics textbooks are compiled, as a mathematics teacher, we must read the whole set of mathematics textbooks in order to have a good idea of the teaching content of the whole learning period. Reading through the whole set of textbooks requires teachers to accurately understand the intention of the textbook writers, grasp the basic content and framework of the whole set of textbooks, and clarify the internal logic between the context of textbooks and knowledge.
Analysis of mathematics lesson preparation II
1. Deeply study the mathematics textbooks and fully understand the students.
Mathematics textbook is an important curriculum resource and carrier, and it is the main source of information for mathematics teachers. Although the new curriculum concept advocates that teachers should "teach with textbooks, not teach textbooks", the role of mathematics textbooks cannot be ignored. First of all, the systematicness, typicality and popularity of mathematics textbooks are incomparable to other textbooks. Secondly, mathematics textbooks are the bridge connecting teachers, students and life, and the basis for introducing, expanding and deepening learning. One of the prerequisites for teachers to prepare lessons is a thorough understanding of the teaching materials, which requires every math teacher to read the teaching materials repeatedly and then consult relevant materials to understand them; On this basis, we can understand the distribution of all knowledge points in each unit of the whole textbook and establish the connection of knowledge; Finally, the content of teaching materials should be integrated into teachers' own knowledge system to realize the "internalization" of knowledge. Preparing lessons under the new curriculum should not only prepare teachers for how to teach, but also prepare students for how to learn.
Preparing lessons should be considered from the perspective of students. According to students' age, personality and cognitive level, taking into account students' understanding and acceptance ability, we should put students at the peak and core of teaching, truly embody "thinking about teaching with learning" and let "teaching" serve "learning". Teachers should also give full play to students' initiative, enthusiasm and creativity according to their characteristics, create the best educational methods and means, overcome their own shortcomings, educate students to develop in the best direction, and comprehensively improve their mathematical quality; Instead of limiting students' development in a good direction according to teachers' own preferences and inherent educational models. Do not choose students who are suitable for education, but create education suitable for students' optimal development, so as to better improve students' mathematics quality.
2. Choose appropriate teaching methods
Every class has teaching tasks and objectives. Teachers should be able to use teaching methods flexibly with the changes of teaching content, teaching objects and teaching equipment. There are many teaching methods in the mathematics class of the new curriculum. Sometimes we use teaching methods to impart new knowledge to students, and sometimes we create problem scenarios, so that students can build mathematical models and explore new knowledge in vivid and interesting scenarios. In the teaching of plane geometry, graphic method can be used to show theorems vividly, and the basic graphics can be changed and combined with numbers, which can achieve twice the result with half the effort.
For example, in the teaching of plane geometry for students this year, the author first asked students to explore theorems from graphics, and then the teacher described them in words, and then expressed them in geometric language. Finally, let students remember the figures and express them in geometric language, so that through the combination of numbers and formulas, students can learn easily, interestingly and firmly, and are also good at decomposing and solving the basic figures and theorems of complex figures, making it easier to simplify the complex. In addition, according to the content of classroom teaching, we can flexibly adopt various ways such as talking, reading guidance, homework and practice. Sometimes, multiple teaching methods should be used at the same time in the same class. There is a saying that it is important to have a correct method when teaching without a definite method. As long as it can stimulate students' interest in learning, improve their enthusiasm for learning, help students develop their thinking ability and help them master and use what they have learned, it is a good teaching method.
Analysis of Mathematics Lesson Preparation (3)
1. Improve teachers' understanding of collective lesson preparation and strengthen the management of collective lesson preparation.
Under the new curriculum concept, to improve the effectiveness of collective lesson preparation in mathematics, we must change the traditional teaching concept in time, improve teachers' understanding of collective lesson preparation, and make teachers cultivate their own consciousness of unity and cooperation, innovation, work responsibility and reflection in the process of collective lesson preparation. At the same time, it is necessary to use advanced educational concepts to make teachers truly understand the significance and purpose of collective lesson preparation, make a detailed comparison between collective lesson preparation and traditional individual lesson preparation, and analyze its advantages and disadvantages, so that teachers can fundamentally realize the importance of collective lesson preparation and pay attention to its essence rather than form.
In addition, the school authorities should also formulate a sound management system for collective lesson preparation and strengthen the supervision and management of collective lesson preparation. Specifically, the school authorities should introduce a series of perfect rules and regulations, gradually standardize and manage the relevant details of collective lesson preparation, make collective lesson preparation activities have rules to follow, and further improve the collective lesson preparation record table as the basis for selecting outstanding lesson preparation members.
2. Clarify the functional orientation of collective lesson preparation and effectively solve practical teaching problems.
First, prepare teaching ideas. The new curriculum standard requires students to be the center and students' all-round development as the main teaching principle, so when preparing lessons collectively, we should focus on how to promote students' all-round development. Second, prepare teaching objectives. The goal of mathematics teaching under the new curriculum reform should be centered on students' emotional attitude and values, learning methods and processes, knowledge and ability. When preparing lessons collectively, we should design teaching objectives for all students, not individual top students, define teaching objectives, and better implement teaching plans and contents. Third, prepare teaching methods. The new curriculum reform requires that mathematics learning should pay attention to the cultivation of independent exploration and practice, cooperation and exchange and independent innovation. Therefore, teachers should focus on how to guide students to carry out independent inquiry and innovative cooperative learning when preparing lessons collectively. Fourth, prepare the teaching content.
When preparing lessons collectively, teachers should have a thorough understanding of the teaching content, accurately grasp the key points and difficulties of learning, and ensure the accuracy and effectiveness of the teaching content. Fifth, the preparation of teaching process. The design of teaching process is as close as possible to students' real life. When explaining some mathematics knowledge, students can create problem situations close to life. For example, when explaining probability problems, teachers can take lottery tickets and lottery tickets as examples to stimulate students' interest and enthusiasm and let students explore more actively. Sixth, prepare the homework design. Homework is not only an effective way to consolidate the knowledge learned, but also a means for teachers to test students' learning effect and master the knowledge level. Therefore, teachers should focus on pertinence, typicality and efficiency when preparing lessons collectively.
A Brief Analysis of Lesson Preparation for Math IV
Pay attention to the details from the general direction when preparing lessons.
The first general direction is to learn the curriculum standards and deeply understand the new curriculum standards, especially to clarify whether some knowledge points should be taught and to what extent they should be familiar; Second, we should thoroughly understand the textbook, read through the contents of the textbook, be familiar with the relationship between the knowledge content in the textbook and the knowledge before and after, and find out whether the content of the textbook is necessary to achieve the teaching objectives. Anything else to add? What content should be infiltrated and how to infiltrate mathematical thinking methods? Third, we should firmly grasp the teaching objectives and difficulties.
When preparing lessons, it is not enough for teachers to grasp the general direction, but also pay attention to the small details of the class. In other words, teachers should always have a sense of students in their hearts. If they want what students need, they will only conceive it when preparing lessons. Teaching is a learning process under the guidance of teachers, and students are the main body of learning. Teachers should put the development of students first when designing teaching plans.
Not stick to one pattern, adopt various forms of collective lesson preparation.
The traditional form of collective lesson preparation is that all teachers get together, and then the main and standby personnel put forward their own views and designs on this textbook, and then discuss and supplement it in the group. Some schools continue to adopt this traditional form of collective lesson preparation, which has a certain effect at first, but after a long time, it will cause teachers to get bored, make them lose the initiative and enthusiasm of collective lesson preparation, and lead to a continuous decline in the efficiency of collective lesson preparation. Therefore, the form of collective lesson preparation should be as flexible as possible, and with the continuous innovation of the new curriculum reform, diversified forms of collective lesson preparation should be adopted to effectively improve the efficiency of lesson preparation. For example, a teacher can have a normal class first, and then other teachers can discuss the teaching situation and respond and summarize the existing problems. Students can also participate in collective lesson preparation, which can not only strengthen the communication between students and teachers, but also make teachers know more about students' ideas and specific situations, and also achieve the effect of students supervising teachers.
Improve evaluation and incentive methods to improve the effectiveness of collective lesson preparation.
Collective lesson preparation is the process of teachers' collective wisdom exchange and collision to produce the essence. The teaching methods and various effective and novel teaching ideas produced in collective lesson preparation are the result of teachers' active discussion and exchange. Therefore, it is necessary to properly evaluate and encourage the process and results of collective lesson preparation, and establish a variety of incentive and evaluation mechanisms, which can be publicly praised or given material rewards. In short, when evaluating the establishment of incentive mechanism, the main principle should be to promote teachers to actively participate in collective lesson preparation activities, so as to improve the enthusiasm and initiative of teachers in collective lesson preparation and make teachers truly realize the sense of accomplishment and satisfaction brought by wisdom.