First, choose reasonable teaching content.
Reasonable teaching content should be determined according to the characteristics of knowledge, the intention of compiling teaching materials, the time needed to complete teaching tasks and the actual situation of students. How to reasonably choose the teaching content of a class? First, choose according to the arrangement of teaching materials. Usually we divide the knowledge of an exercise into several small paragraphs as the teaching content of a class. When preparing lessons, teachers only need to read textbooks, newly taught contents and corresponding exercises to determine the teaching content of a lesson and choose according to the difficulty of knowledge. Usually simple, students can choose more content for knowledge that is easy to accept and understand. For the knowledge that students are difficult to understand and master, they spend more time in teaching, so choose less content appropriately, and finally choose according to teaching needs. For some knowledge with consistent thinking methods and close connection, we can break the arrangement order of teaching materials and reorganize the teaching content in teaching. Generally speaking, when choosing the teaching content of a class, we should treat it according to the specific situation. It is based on the fact that a class can successfully complete the teaching task, and the knowledge is conducive to students' understanding and mastery, which is not only conducive to students' understanding and mastery of what they have learned, but also leads to loose classroom teaching and a waste of classroom teaching time.
Second, make accurate teaching objectives.
Accurate teaching objectives mean that the set teaching objectives should not only meet the requirements of curriculum standards, but also meet the actual situation of students, which is neither low standard nor unattainable. According to the overall goal and sub-goal of each class, the teaching goal is determined. Teaching goal is the basis of designing teaching process, the guiding ideology of classroom teaching and the ultimate goal of classroom teaching. How to make a specific, clear, timely and feasible teaching goal? First of all, we should carefully study the teaching materials, combine the objectives and teaching contents of mathematics courses, what knowledge and skills students should master, and work out the teaching plan for this lesson. Then consider the transfer of this knowledge. What kind of thinking ability should be cultivated? Finally, think about the transfer of this knowledge. The most important goal of classroom teaching is to educate students ideologically, cultivate good moral quality and how to cultivate students' innovative consciousness and creativity.
Third, understand the learning level of students.
Students' existing knowledge and life experience is an important basis for determining students' learning methods, choosing teachers' teaching methods and designing teaching plans. If students don't master the relevant old knowledge well, it will affect their understanding and mastery of new knowledge. Therefore, when preparing lessons, teachers should find out the old knowledge related to the new knowledge according to the content of the knowledge they have learned, and see what knowledge students have mastered and what they have not fully mastered, what review content to arrange and what learning methods and teaching methods to choose. Only in this way can our teacher.
Fourth, grasp the key and difficult points of teaching.
Each class has its teaching emphasis and difficulty. This is the key to teaching a class. The level of teachers' classroom teaching is mainly reflected in the importance and breakthrough of difficulties. Usually, the main knowledge that students need to master in a class is the teaching focus of this class, and the difficulty of students' understanding and acceptance is the teaching difficulty. How to highlight key points and break through difficulties in classroom teaching? First of all, teachers must grasp the key points and difficulties. After determining the teaching content, they should seriously consider what knowledge students should learn and master through teaching. The main and key knowledge is the focus of teaching. What difficult, difficult and error-prone knowledge students will encounter in their study is the difficulty of teaching. Then consider how to highlight the key points, break through the difficulties, and how to connect with students' familiar life and old knowledge in teaching. Finally, make a detailed and feasible teaching plan to help students understand and master what they have learned.
Fifth, choose teaching methods.
Same teaching content, different teachers, different students. When preparing lessons, teachers should choose appropriate teaching methods according to the teaching content, students' characteristics, acceptance ability and their own teaching style in order to achieve the best teaching effect. Knowledge-based teaching usually adopts lecture method and conversation method. For the more abstract knowledge that students are difficult to understand, the key points are taught by demonstration and experiment; Knowledge closely related to old knowledge and knowledge that students can learn by themselves can be taught through self-study counseling and discovery; In a word, the teaching method should aim at the optimization of classroom teaching effect.
Sixth, the production of teaching aid courseware.
Teaching AIDS and courseware are indispensable auxiliary teaching tools, which can make abstract knowledge concrete, intuitive and visual, help students understand and master mathematics knowledge easily and improve classroom efficiency. Therefore, when preparing lessons, teachers should make necessary multimedia courseware and teaching AIDS according to the teaching content. The making of multimedia courseware and teaching AIDS should have the characteristics of bright colors, strong intuition, easy operation and demonstration, and can reflect the essence of knowledge. Some teachers think that with modern multimedia courseware, there is no need to make teaching AIDS, which is undesirable and unrealistic. The reason is that multimedia courseware and teaching AIDS have their own advantages and disadvantages. Multimedia courseware is a high-tech product, which has the advantages of strong dynamics and convenient operation, but it has the disadvantages of troublesome production, long time consumption and high teaching cost, so it is impossible for teachers to use it in every class. Teaching AIDS are simple to make, easy to use and low in teaching cost, which is convenient for teachers to use frequently in classroom teaching. Compared with multimedia courseware, teaching AIDS are more real and intuitive, and its role in classroom teaching is irreplaceable by multimedia courseware. Therefore, we should choose these two auxiliary teaching methods reasonably according to the needs of teaching, and should not give up the other for one.
Conclusion:
In a word, our modern education emphasizes students' dominant position in teaching, and finally establishes a new teacher-student relationship in the process of teaching, which combines teaching and learning organically and helps teachers and students to help each other. This is the embodiment of our teacher's way of preparing lessons under the new concept.