But there is a very prominent problem in my teaching environment, that is, teachers are very hard and students are very painful. The most direct reason for "the teacher is very hard" is that a large number of heavy and ineffective lesson preparation takes up the teacher's time and energy to complete the task. Many of our teachers almost copy the ready-made lesson preparation manual or other excellent teaching plans in full. It is true that it is not a bad thing to refer to other people's lesson plans. The key is whether you have turned other people's practices into your own ideas. No matter how good the lesson plans are, they may not achieve good teaching results. This makes me want to say, "ready-made faculty and staff are the fruits of other people's labor, just like paper flowers stuck on the window, which have no vitality;" "I have researched it myself, although there are not many surprises, but after all, it is rooted in thinking about vilen and full of vitality." So when preparing lessons, you must have your own opinions. Even if others have the best ideas, you can only understand the truth by integrating them into your own thoughts, and you can use them properly and use nature in class. First, prepare lessons and establish the new curriculum concept. What is the new concept? Idea is the guiding ideology of teaching, and advanced curriculum ideas all come from successful teaching practice. Thought guides practice, and practice breeds thought. Our mathematics curriculum should emphasize the foundation, popularization and development, and make mathematics education face all students. The following points should be highlighted in the curriculum standards: (1) Everyone should learn valuable mathematics; (2) Everyone can get the necessary mathematics; (3) Different people get different development in mathematics. Therefore, when preparing lessons, it is also reflected in "thinking determines thinking, and thinking determines the way out". Teachers should have breakthroughs and innovations in ideas. It can be said that there will be no breakthrough in the content and method of preparing lessons without a great change in teachers' educational ideas. If teachers really set up such a concept, they will pay attention to students when preparing lessons. Only when they know these thoughts by heart can they reposition their classroom teaching in preparing lessons and make our classroom teaching keep pace with the times. Second, preparing lessons should be clear about students' learning goals. Among the specific curriculum objectives, four mathematics curriculum objectives are put forward: knowledge and skills, mathematical thinking, problem solving, emotional attitude and values. Through the combination of knowledge and skills, attitude, knowledge and emotion, the overall goal of the course is realized. In basic education, the implementation of emotion, attitude and values education is a new goal required by curriculum standards. Therefore, in addition to the "two basics" goal, we should also pay attention to the following points: (1) Every class should pay attention to the goal of cultivating students' learning interests, habits and methods, and it is more important to implement this main goal than to teach students to master what they have learned. It embodies an attitude, an emotion and finally a result. (2) Every class should pay attention to the teaching goal of transforming mathematical knowledge into practical ability. This is because although students have mastered mathematics knowledge, it does not mean that they can solve practical problems, nor does it mean that their corresponding practical ability has also been developed. In order to transform mathematical knowledge into ability, we must go through the corresponding practical teaching links. Third, preparing lessons should provide rich learning resources. In order to adapt to the arrangement characteristics of the new textbook, it is "basic, universal and open". Leave learning space for students at different levels, thus stimulating their interest in learning. Teachers must delve into textbooks and fully explore the mathematical ideas contained in mathematical knowledge. As we know, there are two clues in the primary school textbook system: the first is mathematical knowledge, which is a bright line written in the textbook; The second is mathematical thinking method, which is the guiding ideology of textbook compilation. It's not clearly written in the textbook. It's a hidden line. The former is easy to understand, while the latter is not easy to see. The former is written in the textbook, and the latter is to clarify why it is written like this. When preparing lessons, we should tap the teaching material resources, leave learning space for students at different levels, make a good preset for the solutions that students at each level may think of, and guide students to communicate and show in class purposefully, thus stimulating students' interest in learning. Fourth, preparing lessons should find the breakthrough point of teaching. The curriculum standard clearly points out: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. "Therefore, teachers should be able to think of the following questions when preparing lessons: 1. What do the students already know? 2. What did the students solve by themselves? 3. What else do the students want to know? I want to know whether students can solve these problems through cooperation. 5. What problems need to be taught and guided by teachers? 6. What problems need to be expanded and extended? If these problems are clarified, the starting point and main objectives of this class will be clear. Fifth, it is important to prepare lessons after teaching. It is important to prepare lessons before class and write lesson plans, but reflection after class and preparing lessons twice are more conducive to teachers' professional maturity and improvement. In teaching practice, once the classroom is released and really alive, there will be many unexpected variables. A student's question, an "attack" and an emergency will all challenge the original teaching design. Teachers record these emergencies after class, and make a rational analysis of their own teaching ideas and behaviors, students' performance and teaching success or failure. Through reflection, experience and feeling, help yourself to sum up and accumulate experience, and form a set of knowledge system and skills that can adapt to teaching changes and control classroom teaching well. Teaching needs reflection, and reflection can be improved. The completion of a class does not mean the end of the whole classroom teaching process. We should conscientiously sum up the success and failure, consider remedial measures, and write a short and appropriate after-class summary (that is, "postscript"). The "teaching postscript" should include these specific contents: successful examples, reasons for deficiencies, ideas for improvement, and experiences in re-practice. In particular, we should write down "teaching blank points"-that is, "learning blank points" from students' answers and learning failures, so as to detect teachers' "teaching blank points" in order to further improve and make up for their own teaching deficiencies. Only after class can we finish preparing lessons. In the classroom, "students' thinking is the clue of our teaching, and we just guide students to move forward." "In the past, we mainly taught knowledge and skills, but now we take it as our responsibility to promote students' lifelong development; In the past, we went to find students with knowledge. Today, we accompany students to find knowledge. We used to regard textbooks as students' world; Today, we make the world a textbook for students. "