First, the definition of preview

Preview refers to the process in which students learn the new lesson by themselves before the teacher gives a lecture, so as to get a preliminary understanding and get ready for class. What is emphasized here is that preview should reach a preliminary understanding and be well prepared for knowledge, not just in form. Preview can be divided into: semester preview (new material preview) (big preview); Stage preview (chapter preview) (intermediate preview) Pre-class preview (section preview) (small preview).

Mathematics preview is different from Chinese preview, so there is no need to preview some classes. For example, the contents of the law of exploration, such as the law of constant quotient, the basic properties of fractions, and the sum of internal angles of triangles, are not suitable for students to preview. Because this kind of knowledge loses the meaning of inquiry after previewing, it is not conducive to the cultivation of students' inquiry ability and problem consciousness. You can preview the rest.

In addition, due to the poor literacy of the first and second grade students, it is suggested that the third grade students should take the lead in guiding the preview, and the fifth and sixth grade students should gradually transition to independent preview.

Second, the reasons for preview guidance

1, if it is predicted, it will be established; if it is not predicted, it will be scrapped.

As an autonomous learning activity before classroom teaching, preview not only prepares students psychologically for learning, but also enables students to acquire important subject knowledge, learning experience and basic thinking methods and skills in the process of independent exploration.

2. Starting from the learning situation

Nowadays, students don't know and can't preview, which is one of the reasons why their grades are not ideal, and they need guidance urgently. In addition, some teachers often assign preview homework: "Tonight's homework is to preview pages 32 to 33 of the next lesson." In short, students just open the books, have a look and preview.

This kind of preview is of little use to learning new lessons. Therefore, teachers must learn preview guidance, let students learn preview methods and form preview habits.

3. The characteristics of teaching materials

Compared with the previous textbooks, the current mathematics textbooks focus on creating lively and interesting problem situations with mathematical significance, and advocate using the materials provided by the textbooks to carry out mathematical activities. There are fewer and fewer conclusive things, more and more inspiring languages, more and more space for students, and less and less time for teachers to attend classes. All these phenomena remind us to do a good job of preview guidance.

Third, how to carry out and implement preview guidance.

1. Carefully design the preview outline.

Preview outline is the basic "support" of students' self-study, especially for students who are new to preview, senior students can draw up preview outline by themselves. Correct design of preview outline is the key to obtain good preview effect. Therefore, the outline design should have "three characteristics".

(1) operability: the problem is not easy to be too big, and it can be broken down into several small problems.

(2) Ability: Students have the ability to solve the problems in the syllabus independently, and what is beyond the students' ability is the part explained by the teacher.

(3) Inspirational: The outline design is inspiring for students to understand new knowledge, and students should be motivated to think.

For example, the third edition of the year, month and day.

Outline (1):

How many months are there in a year? Which months are big months? In which months did you miscarry? Which month is a special month? How many days are there in a month? Is there any good way for you to remember these months?

Outline (2): How many months are there in a year? How to classify these months? How to divide it?

The two outlines are feasible in operability and ability, but it is obvious that the second outline is more enlightening and can mobilize students' thinking.

2. Refine the preview steps and contents carefully.

Preview outline is actually a task realization method. In fact, there are many ways to preview, such as notes preview, reviewing old knowledge, trying to practice, hands-on operation, cooperative preview and so on. However, if you blindly tell students these preview methods, it will not be easy to understand, remember and use. Therefore, through specific, concise and reasonable preview steps and requirements, the method is dissolved in it. Here is a brief introduction to the new lesson preparation steps.

Step one: read. It refers to reading the textbook for the first time, knowing what this part is about, and solving the preview problems raised by the teacher in combination with the situation map. For the third-grade children, where are the answers to the questions in the preview syllabus hidden in the textbooks? Teachers should guide students to learn to find the answers from the textbooks. For example, the topic of each lesson, the dialogue content of the characters and so on. Are all important contents worth reading.

Step 2: Think. Thinking refers to thinking about the difficulties encountered in solving problems and marking them. Classes can unify requirements, such as using wavy lines. If you can't solve the problem by yourself, try to solve it. You can discuss with your peers, consult your parents and find information. What can't be solved can also be raised as a question in class. Thinking and asking questions are often combined. Einstein said, "To learn knowledge, we should be good at thinking, thinking and rethinking". Einstein also said, "It is more important to ask a question than to solve it". Of course, this step of thinking is also difficult for students, because only in-depth preview can they think, so we must pay attention to cultivating students' thinking habits.

Step 3: Do it. Doing is doing exercises after class to see how you preview.

For the third-year students, there are not too many preview steps and the preview depth is not too deep. When students' cognitive level and preview ability are improved, the preview content and preview depth should also be gradually increased. For example, our school refined the five-step method of previewing the new sixth-grade mathematics teaching: reading, thinking, speaking, mentioning and doing. The steps and methods have increased, and the content and depth have also increased. Specifically:

First reading. There are three readings, and one reading gets a general understanding; Second reading, circle carefully, key points, difficulties and problems; Read for the third time and find the knowledge points. The teacher should give the children the unit titles and topics in the book, that is, next to the hedgehog in each class, as well as the small knowledge points in the book.

The second thought. Thinking refers to thinking about what the knowledge points are, why they are like this, what is the connection between the knowledge before and after, what other practices are there, and what problems do you have. Einstein said: "To learn knowledge, we should be good at thinking, thinking and rethinking". Einstein also said, "It is more important to ask a question than to solve it". In fact, thinking and asking are often together. It is difficult for students to do this step. Only when they really preview can they think and ask questions. So we should pay attention to cultivate children's habit of thinking and asking questions.

Three stresses. Talking is the process of talking about concepts, topics and derivation.

Four elevators. Examples are examples that help to understand concepts and can imitate examples and cases in life.

Five have. Doing is to "fill in the calculations" on the self-written book. If there is any need to practice, let the children go through the process first. There are also after-school exercises to test your preview.

Since there is preview, there is feedback, so the classroom structure is generally positioned as:

Preview feedback

Briefing session; exhibition

Classroom exercises and tests

The following is a teaching clip, which we can take a look at, the sixth grade book "Scale" lesson:

At the beginning of the class, the teacher gives preview feedback, the students report preview content, and then ask questions in preview. These problems are often the focus or difficulty of this class. After the teacher previews the students, he will teach them according to these difficulties.

As can be seen from the above examples, preview feedback can test students' preview, adjust classroom teaching in time, make teaching stand at a higher level and improve classroom efficiency.

3. Various forms of preview guidance.

The forms of preview guidance mainly include the following:

form

Square method

Infiltration guidance

Teachers can infiltrate at any time.

Teaching guidance

Offering preview instruction courses and directly teaching students preview methods.

Communication guidance

Teachers organize students to sum up and exchange learning experiences, so as to achieve the purpose of learning from each other.

Directional guidance

When students are confused in their studies, the teacher will give them appropriate hints.

Demonstration guidance

Some methods are not enough to be explained by the teacher alone. If necessary, teachers should demonstrate and let students follow suit

4. Implement preview guidance through "three enhancements"

So how are these preview instructions implemented? We achieve it through "three promotion". "Three strengthening" refers to strengthening preview guidance in preparing lessons (before class); Strengthen preview guidance in class (in class); Strengthen preview guidance during activities (after class).

(1) Strengthen preview guidance in preparing lessons.

Whether preparing lessons individually or collectively, students' preview should be regarded as one of the contents of preparing lessons.

(2) Strengthen preview guidance in classroom teaching.

At the beginning of each semester, students should be given preview guidance on this subject, which should be detailed and practical; Each unit should give students preview guidance before Protestantism; Students should be given preview guidance before each new lesson.

3. Strengthen preview guidance in activities.

Classes can set up various activity platforms, such as choosing preview role models, strengthening preview guidance and consolidating students' preview habits.

The method and content of preview should be flexible, and the steps of preview should be adjusted in turn according to needs. It is a long-term process to guide students' preview methods, and the classroom after students preview will also change accordingly. The preparation steps seem cumbersome, and students will feel very simple after mastering them, because they come in the order of textbooks. For students with learning difficulties, it is necessary to reduce the difficulty of preparing for exams, so that students of different levels can reach different levels of preparing for exams.