First, update ideas.
"Everything is for the all-round development of every student" is the highest purpose and core concept of the new curriculum; Students are developed, unique and independent people; Teachers are the organizers, guides and collaborators of students' learning; The teaching process is an interactive process of communication and development between teachers and students. Teachers' teaching and students' learning in the traditional sense will continue to give way to mutual teaching and learning between teachers and students, forming a real "learning body" with each other; Teachers will change from condescending authority to "leaders in equality"; Therefore, we should establish the value orientation of "everything is for the all-round development of every student" and the concept of preparing lessons based on the new concept of curriculum reform mentioned above. This requires us to pay attention to students' learning methods and processes, as well as their feelings, attitudes and values; Pay attention to students, especially those with learning difficulties; Let more students participate in active learning activities. Therefore, when preparing lessons, we should not only consider how teachers teach around the teaching objectives, but also consider how students learn. We should not only pay attention to imparting knowledge, but also pay attention to students' feelings, attitudes and values.
Second, enter the students.
Students are not a blank sheet of paper when they enter the classroom. Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Constructivism theory also clearly points out that students' mathematics learning is not a simple process of accepting knowledge, but an active construction process of learning subjects based on their original life experience and knowledge base. Therefore, only by knowing and analyzing students as much as possible, mastering students' original life experience and knowledge background, and grasping students' learning psychology and learning quality can we achieve accurate and appropriate presupposition and ensure the development of effective teaching.
When preparing lessons, teachers need to walk into the students to find out their interest in the content to be explained, their knowledge reserves and the topics they care about. In order to fully understand the students, we might as well seriously answer the following questions when preparing lessons: (1) Do students already have the necessary knowledge and skills for new learning? (2) Have students mastered or partially mastered the knowledge and skills required by the teaching objectives? What parts are not mastered? How many people have mastered it? What is the degree of mastery? What knowledge can students teach themselves? What needs the teacher's instruction and guidance? Only by knowing the students' actual learning situation can we design a practical and valuable learning plan. As the organizer, guide and cooperator of teaching, teachers should carefully consider how to organize and guide each class, form a deep impression in their minds, really give students the opportunity to be independent in class, leave enough time for independent activities, give students room to think and allow students to make mistakes. Students' different understandings are rich teaching resources, so we should be good at capturing resources from students.
Third, dig deep into teaching materials.
Clear up the arrangement clues of each content area in the textbook, and be good at putting a knowledge point in this unit, this learning period and even the whole knowledge system for examination. This can further clarify the position and role of this knowledge point in teaching, that is, how this knowledge point developed and how to prepare for the later knowledge learning. We should grasp the teaching focus of this class, read the teaching material analysis and teaching suggestions in the teaching reference, including every information, every hint and every exercise in the textbook, and grasp the intention of textbook design. However, we should not be bound by the learning materials it provides. On the basis of in-depth study of teaching materials, we should rationally adjust teaching materials according to their contents and respect them, not just teaching materials.
So, how to prepare textbooks? Now I will talk about some understandings from the perspective of what textbooks to prepare:
(1) prepare the breadth and depth of the teaching materials. From the perspective of information theory, the breadth of teaching content is the amount of information transmitted to students in a class. The amount of information and knowledge in a class is too large for students to accept; However, there is too little information and knowledge in a class, which wastes time and is not conducive to mobilizing students' learning enthusiasm. When compiling textbooks, teachers should reasonably determine the breadth of teaching content according to the content presented in the textbooks and the actual situation of students.
(2) The order of preparing teaching materials. The new textbook arranges the order of teaching content, but the teaching order designed in the textbook is the most basic and cannot be too detailed. When teaching, teachers often make more specific and detailed arrangements according to the internal relations of teaching materials and the specific conditions of students. Sometimes a part of knowledge may have different teaching orders. Teachers should consider which order is more convenient for students to understand and master, which order can save teaching time and which order has better teaching effect.
In traditional classroom teaching, the presentation of knowledge is generally narrative and static, and most teachers directly use examples and exercises with complete conditions and clear conclusions in textbooks as learning materials. Modern teaching theory tells us that students must actively and effectively participate in teaching activities in order to transform the static knowledge content structure into the cognitive structure in their own minds. Therefore, teachers' knowledge presentation should be changed from static closure to * * * exploration and dynamic generation by teachers and students.
(3) Prepare the educational resources implied in the teaching materials. The selection of examples and exercises in the new textbook is very close to students' real life. Therefore, in teaching, teachers should make use of games, performances and other activities according to the actual situation to further animate and contextualize the content provided by the situation map, so that students can be involved in the real activity environment, increase the actual experience and feel the wonder and omnipresence of mathematics.
In teaching, teachers should use the materials provided by textbooks to stimulate students' interest in learning and desire to explore. Examples and exercises in textbooks can be properly processed according to the needs of teaching, serving teachers' teaching and students' learning. For those materials that have obvious effects on cultivating students' learning attitude, emotion and values, we should pay attention to using enough materials to make them really play their due role in teaching.
In short, when compiling textbooks, we should respect the textbooks and don't limit ourselves to the textbooks; We should not only use the teaching materials flexibly, but also creatively understand the teaching materials according to the actual situation of schools and students, and give full play to the role of new teaching materials. At the same time, teachers can't be limited to a textbook in their hands. They can refer to other versions of teaching materials, how to arrange the content of this class, and whether it is desirable. You can also check the related narratives about the content of this lesson in other materials to see if there is anything you can learn from. You can also collect useful resources in real life for the teaching of this course and so on. In short, when compiling textbooks, teachers should firmly grasp the above three "preparations" to serve the improvement of teaching quality.