While summing up the experience, we must also clearly see that the experience accumulation of curriculum reform is still superficial and the existing problems can not be ignored. For example, the new curriculum teaching resources are insufficient, the use efficiency is not high, it is difficult to explore the evaluation reform, it is difficult to implement collective lesson preparation, and the form and content of lesson preparation notes are single. In many classes, "autonomy" tends to become "self-flow", "dialogue" becomes "question and answer", and cooperative learning becomes a mere formality rather than substance. Let's talk about some personal views on math teacher's lesson preparation.
First, the status quo of teachers preparing lessons
Lesson preparation is the preparation for class and the premise of good class. In order to improve the quality in an all-round way, all schools attach great importance to preparing lessons, and the quality of preparing lessons for junior high school math teachers is gradually improving. However, it is found that teachers' preparation for lessons is still unsatisfactory and worthy of reflection.
1. Pursue form blindly and ignore the essence of lesson preparation. Where should the teacher focus on preparing lessons? Obviously, studying teaching materials and designing teaching process are the central tasks for teachers to prepare lessons. Teachers' main energy in preparing lessons should focus on defining teaching objectives, defining teaching materials, designing teaching process, creating problem situations, solving teaching problems and promoting students' mental development. However, the reality is that teachers always copy lesson plans, fill in the blanks in a fixed format, and then make up. The school only checks whether the links are complete, whether the quantity meets the requirements, whether the writing is serious and whether the teaching plan is detailed. In the whole process of preparing lessons, teachers spend little energy on studying teaching materials and analyzing learning situations, and most of their energy is on copying teaching plans. The phenomenon of putting the cart before the horse is everywhere. This kind of manual work, which has hardly been filtered by one's own brain, not only increases the teacher's copying workload, but also does not help to improve teaching efficiency. In fact, preparing lessons at any time should be a long-term accumulation of feelings, not a temporary accidental income; Preparing lessons should be a blueprint for teaching that you never forget, not a copy written on paper for inspection; Preparing lessons should be a beautiful chapter with good form and content, not a show-off gesture.
2. sameness and lack of creativity. Teaching is art, the essence of art lies in innovation, and preparing lessons is the crystallization of teachers' personality wisdom. Because the teaching content of each class is different, the specific situation and experience are different, and each class is unique, unrepeatable, rich and concrete. As the saying goes, "flowers bloom differently every year", so preparing lessons should be full of flowers, with style and creativity. But on the contrary, many teaching plans are copied, cloned and identical, which are for inspection. These lesson plans have neither distinctive features of being unconventional nor the slightest publicity of personality. Why is this happening? First, the study materials are not deep and penetrating; Second, the incentive mechanism of teaching innovation, including preparing lessons, has not yet been formed and lacks motivation; Third, the lesson preparation group collectively prepares lessons as a mere formality and goes through the motions.
3. Simply relying on lesson plans to prepare lessons, lack of running water. Many teachers only recognize the teaching staff in preparing lessons and become "devout admirers" and "faithful executors" of the teaching staff. Determine the teaching objectives according to the teaching reference, locate the important and difficult points of teaching, conceive the teaching methods and design the teaching process, and dare not cross the line. It is true that there is nothing wrong with referring to teachers when preparing lessons, but "reference is not the same as plagiarism", which must be processed by removing the rough and selecting the fine, removing the false and seeking truth, and panning for gold in the sand. Teaching reference is only data, examples and databases, not a magic weapon for preparing lessons at any time, in any class or in any group. The society is changing rapidly, and students are very different. Teachers' lesson preparation should also meet the needs of society and students, enrich and improve materials in many aspects, and present diversified, changeable and colorful characteristics, so as to truly keep pace with the times.
Second, we must work hard on actual results.
(1) Preparing lessons reflects diversity.
With the implementation of the new curriculum and the change of students' learning style, there are more and more uncertain factors in classroom teaching, which requires teachers to constantly improve their teaching art to adapt to the situation of classroom teaching reform. A foreign educator once said: "Children's education is a matter full of uncertainty." It is with this "uncertainty" that the classroom has life and vitality, and teachers and students have wisdom and creativity. Therefore, the more simple a text lesson plan is prepared for a certain teaching content, the more it will bind teachers' "teaching" and students' "learning". Because the more "presuppositions" before class, the smaller the free space for teachers and students in class. Therefore, teachers should break the routine, change their thinking, simplify the complex, pay attention to efficiency, guide teachers to give up perfection, pursue breakthroughs, fully display their teaching wisdom and form their own teaching characteristics. Although, we must treat the simplification of lesson preparation dialectically, it simplifies the tedious writing and mechanical link design, and strengthens the process of thinking, innovative design and reflection after teaching. Liberated teachers' thoughts and abandoned formalism. Preparing lessons is not more clear and specific than writing, but creative teaching design; It is not the form of preparing lessons, but the actual effect in teaching. Circle the textbooks, draw pictures, prepare lessons on loose leaves, and prepare lessons by computer. Everything starts from reality and serves to improve teaching efficiency. Of course, this first depends on teachers' strong sense of professionalism and responsibility, and on the correct guidance and help of leaders to teachers. At the same time, we should pay attention to the classification requirements. For new teachers, we should ask them to pay attention to norms when preparing lessons, so as to temper the basic skills of young teachers in preparing lessons. For middle-aged and elderly teachers, we should ask them to be creative in preparing lessons and work hard on teaching reform; For excellent teachers, they are required to sum up experience and help form teaching ideas. In the evaluation, we should also pay attention to practicality, downplay inspectability, encourage teachers to adopt diversified forms of preparing lessons, embody the style of personalized teaching, promote the innovation of classroom teaching, free teachers from heavy mechanical writing, and make preparing lessons no longer a mere formality.
(2) Fully develop, utilize and create curriculum resources.
1. Organize, excavate and expand the contents of the teaching materials. The content of teaching materials is mostly literal, static, flat and conclusive, while classroom teaching should be colorful, three-dimensional and full of vitality. To improve the effectiveness of teaching, teachers must re-process, re-arrange and re-create the teaching materials to make them more meaningful speech materials, more in line with students' cognitive laws, and facilitate students to absorb knowledge and activate their thinking. The content of the textbook is highly concentrated, which saves the process of reasoning and deduction. In order to facilitate students' understanding and exploration, it is necessary for us to expand the content, reasoning and thinking process of the textbook, or reproduce the scenes and situations in the textbook, or even excavate the content of the textbook, and reveal the knowledge, truth and principle hidden in the text, so as to further realize the value of the textbook and meet the needs of multi-level education goals. Teachers use textbooks, not textbooks. Teachers can expand the content of teaching materials, introduce relevant curriculum resources and information, further broaden students' horizons, enhance the value of teaching materials and curriculum resources, and make teaching vivid and substantial.
2. Create situations to stimulate students' interest and emotion. In preparing lessons, teachers should be good at designing situations to stimulate students' interest and emotion in learning, and pay special attention to the introduction of new lessons and new knowledge. At the beginning of the class, you can ask questions, play audio and video with multimedia, present scenery or be in a venue. It is also necessary to ignite students' emotions with teachers' emotions. Teachers should devote themselves to teaching with enthusiasm, inspire students with their own excitement, awaken students with their own initiative, inspire students with their own vigorous spirit, make students have emotions, and actively communicate with teachers to make teaching enter a happy and harmonious situation.
3. Design meaningful questions. Meaningful questions can arouse students' thinking or guide teaching in depth. Without problems, teaching cannot be carried out. The problem should be designed with proper depth, difficulty, span, density, gradient and angle. The questions were too shallow and easy, and the span was too small, so the students answered without thinking. Lack of magnetism is equal to asking questions in vain. Asking questions is too deep, too difficult and too big, which is beyond the students' "zone of recent development". Students still can't answer after deep thinking, which is easy to dampen their enthusiasm for thinking. Too many questions, too dense and too annoying; There are too few questions and lack of motivation to stimulate students' thinking. The problem should be from easy to difficult, conform to the cognitive law, and guide students to climb up along the scaffolding of knowledge. The angle of questioning should be changed and novel, so as to guide students to think from multiple angles and sides and exercise their divergent thinking ability. Design problems should lead teaching to a deeper level, such as introducing new knowledge from reviewing old knowledge. Make the classroom smooth, the structure is reasonable, all links are freely converted, teachers and students interact harmoniously, information exchange is smooth, and teaching and learning are in good condition.
4, the use of teaching AIDS, learning tools and information technology courseware and other curriculum resources. When preparing lessons, we should also prepare teaching AIDS, teaching methods and forms, and be good at developing and utilizing other curriculum resources, such as curriculum resources inside and outside the school, conditional curriculum resources and material curriculum resources, so as to achieve the best teaching effect. Small blackboards are often used in our rural schools. The words, patterns and even the arrangement and color of words on the blackboard should be carefully designed to attract students' unintentional attention. Conditional to make full use of multimedia information systems, network systems and other curriculum resources for teaching.
If inquiry learning is adopted in teaching, students should be given enough time and space to think when preparing lessons. Group study and discussion should not be randomly grouped, but should be organized in heterogeneous groups to form a learning atmosphere of cooperation and competition among groups. You can also try homogeneous grouping to facilitate teachers' classified guidance and form an atmosphere of intra-group competition and inter-group cooperation. If receptive learning is adopted in teaching, we should also pay attention to leaving blank space and leave students with questions to think about instead of telling them everything.
The teaching plans generated by teachers' reprocessing, re-creation and integration and optimization of various curriculum resources come from textbooks, but they are better than textbooks. It combines teachers' knowledge, emotion, style and quality, and forms a teaching outline and teaching plan with teachers' personal characteristics and unique style, which will inevitably meet the needs of teaching.
(3) Writing lesson plans focuses on preparing teaching design.
With the deepening of teaching reform, the teaching plans compiled by teachers should also meet the needs of reform.
1. The teaching plan should shift from attaching importance to the concept of teachers' "teaching" to attaching importance to students' "learning" guidance. In the teaching process, it often happens that some people think they are beautiful and spend a lot of effort to write a good lesson plan, but in the teaching process, the students' performance is average and sometimes poor. The reason is that I have more than enough research on teaching materials, but I don't have enough grasp of the learning situation. "Learning method is teaching method". Only by grasping different teaching contents and students' cognitive characteristics, researching and choosing appropriate teaching methods can we stimulate students' interest and obtain the best teaching effect. Teachers' duty lies not only in "teaching", but also in guiding students to "learn"; Students should not only learn, but also "learn". When preparing lessons and writing lesson plans, we might as well seriously answer the following questions: Do students already have the knowledge and skills that they must master in new learning? Have students mastered or partially mastered the knowledge and skills required by the teaching objectives? What don't you have? How much have you mastered? What is the degree of mastery? What knowledge can students teach themselves? What needs teacher's guidance? In short, we must highlight the design of guiding students' learning process and design the way of "teaching" according to the characteristics of students' "learning".
2, the design of lesson plans should be bold and innovative, not superstitious about teaching reference and lesson plan collection. Teachers' participation in reading teaching can broaden their horizons and ideas and get inspiration from them. However, "there is no fixed method for teaching, and it is important to get the right method." Teachers' different teaching styles, uneven classes and different teaching facilities determine that teachers must have different teaching designs. When designing teaching, we should embody the spirit of innovation, not stick to the rules. When compiling teaching plans, we should consider several possible situations in teaching and design several countermeasures to avoid unexpected events in the teaching process.
3. The compilation of teaching plan is a dynamic process, so we should pay attention to writing "teaching postscript". Teaching is a "no best, only better" job, "even the wise may lose; A fool who worries too much will gain something. " No matter how high the teacher is, the class is not impeccable; No matter how bad the class is, it is not useless. No matter who it is, there will be successes and failures in the class. We should attach great importance to writing "teaching postscript" and record the clever connection between the handling of some accidental events in class and the teaching links that flash educational wisdom in time as the first-hand information for research and teaching. "Experience+reflection = growth" has been proved by many successful practices, which is also one of the strategies of "reflective teaching" advocated in the current teacher action research.
(4) Change the way of preparing lessons.
Teaching administrators should not be obsessed with counting pages, reading links, being neat, etc. Instead, we should go deep into the classroom and among teachers, and show the "invisible" work of preparing lessons in the form of collective discussion and lectures, especially advocating "three lessons", namely: open class, demonstration class and sliding door class. Encourage teachers to participate in open classes, organize relevant personnel to attend lectures and evaluate classes, evaluate advantages, point out shortcomings, and help teachers make progress. Key teachers should give good demonstration classes. All teachers, especially young teachers, should emphasize pushing the door to attend classes, and attend classes irregularly, without greeting, and regularly. Teachers are required to take the class as a case, apply new educational concepts, and expound their views in combination with the actual situation of the school, so that participants can improve and gain something. Through this measure, teachers' professional level can be improved, and the effectiveness of lesson preparation can also be checked.