First, course selection:
It is very important to choose courses, because although public courses do not advocate show, they are different from self-made courses. You need to be fully prepared, and there are many people watching the class. Everyone can understand that mistakes in self-made classes may be questioned or even discredited. But math and physics classes are different from some liberal arts classes, such as science classes. We can talk about water before hibernation, or we can talk about hibernation before water. In math class, we can't talk about carry addition first, then carry addition. Moreover, once students have taken this course, they will lose their freshness and passion if you take a new course. Changing classes temporarily will be very passive. Therefore, when choosing a course, it is usually no more than three classes before and after the normal progress, or choose a new chapter to start the class, so that only others will leave you this unit, or add an extra class to catch up with the progress, or study by yourself during the normal class, thus leaving you a class. If not, it will be difficult for the original teacher to leave this class for you. The choice of courses should be based on their own characteristics. Teachers with strong logical thinking can choose courses with strong thinking such as calculation, and teachers with strong image thinking can choose courses such as graphics and activities.
Second, the goal:
After selecting courses, we must grasp the intention of compiling textbooks, understand the teaching requirements of this class, and correctly determine the teaching objectives. What kind of class is this? Is it a new class or exercise class, a review class or an activity class? The requirements of each class are different. For example, the wide angle of mathematics in senior two is a course of mathematical thinking methods. This kind of knowledge once appeared in the form of competition questions, and was later formally incorporated into mathematics textbooks. According to common sense, this part of the content is the content of the exam, not the content of the exam. Because the mathematical thinking method itself is not easy to examine. Moreover, we should focus on activities, mainly to cultivate students' thinking ability and reasoning ability. If you have knowledge points, you will think about problems in an orderly way and know that the arrangement of some problems is related to the order, and the arrangement of some problems has nothing to do with the order. The focus of thinking should be that students can experience the process from disorderly thinking to orderly thinking. In order to accurately grasp the teaching objectives, we should read the corresponding requirements against the teachers' teaching books and curriculum standards.
Third, the content:
After setting up the subject and understanding the objectives and general types, we should carefully study the teaching materials, carefully select the teaching content and prepare a lot of materials to enrich the teaching content and make the class thicker. The first step is to study the textbook, have a general look, and see what the textbook mainly talks about and from what aspects. There are several scenarios, and each scenario mainly explains what the problem is. Accordingly, there are several auxiliary exercises to determine the teaching content and class division. Read carefully how the topics in the textbook are presented and why they are presented at this time. How to explain every aspect, from the presentation of teaching materials to see the' learning methods' provided. For example, the wide angle of mathematics, when playing digital games, swing is said by several children. Obviously, students are required to study and discuss in cooperation here. Instead of the teacher giving the answer directly. It also provides scenes such as changing money, playing table tennis, matching clothes and shaking hands. What does each situation represent? For example, in the situation provided by the wide-angle math class, it is obvious that the number game is a problem of arranging numbers and needs order. Handshake games, clothes matching games, and ball games behind them all have order requirements, that is, there is no order requirement for each specific method. Students' thinking methods when solving problems are scattered at first, and after communication, thinking and discussion, they gradually form orderly thinking. That is to say, when numbering, you can take the number first and then sort it, or you can put ten digits first and then one digit. So we can find out how many ways at most. When shaking hands, you can give your seat to a person first, such as Xiao Ming and Xiao Hong, Xiao Ming and Xiao Liang, then Xiao Hong and Xiao Liang. It is also an orderly thinking to choose two out of three. Avoid duplication and omission. Students can find as many answers as possible quickly.
From the perspective of teaching materials, figures can be used as the main example, and clothes can also be added as the auxiliary example. Shake hands and play table tennis as exercises. But the four examples in the textbook have nothing to do with the order except the numbers. Therefore, a photo game is added as a supporting exercise for digital games, so that each example has supporting exercises, lectures and exercises.
Fourth, the link:
With the teaching content, the whole teaching content must have a main line, that is, to arrange a big scene to string all the links together. For example, we swim? Mathematical wide angle? Connect the whole scene together. Mickey's tour guide will take the students to play, first buy tickets (exchange money), then visit the Digital Palace (set numbers), do a good job of congratulations (shake hands with each other), go to the Sports Palace to watch the ball game (table tennis match), choose clothes for the athletes before watching, go to the photo studio after the game, string the activities together through real scenes, and then dig out the mathematical problems infiltrated in each activity. What mathematical knowledge can be used? Because it is a practical activity class, we wear scenes as the main line. The main thread of knowledge is to buy tickets, swim in the digital palace and shake hands, and the rest are consolidation games. After swimming in the digital palace, compare the knowledge infiltrated by two examples, orderly and disorderly. Watching the ball game is not over. Photography is a comprehensive exercise. If there is no time, it can be extended to after class. After the activity, we should sum up the harvest and review the experience and thinking methods of today's activity. Each link has specific learning objectives. For example, buying tickets only allows students to sort out all kinds of holding methods, and then arrange them in an orderly way to solve the problem of how many kinds of holding methods there are, but this is only a preliminary experience of the order. Putting numbers is to let students fully participate in thinking, not only to know how many different numbers a * * * can put, but also to sort out these numbers, and then to sum up the best thinking method (orderly thinking) and two ways of thinking (taking numbers first, then sorting, taking and putting them at the same time). The handshake game mainly involves the problem of disorder, and there is no order requirement here. When these two activities are over, there should be a comparison to make students understand the difference between counting and shaking hands. The position of the number is related to the result, and the position of the station has nothing to do with the result when shaking hands. Playing ball with clothes is to consolidate the idea of shaking hands, and taking pictures is to consolidate and test the idea of placing numbers.
Verb (short for verb) Details:
After the link is determined, the specific treatment should be more detailed, such as how to present the knowledge points of each link, how to organize the activities and what to highlight. What problems students may have, what places need to be paved, what mistakes students should make and so on. For example, the money exchange game, whether to let students swing with paper or look at the big screen and say it directly, the teacher will demonstrate. Because the students are experienced and not difficult, they decided to look at the big screen. The student said that the teacher demonstrated the process. Marking is for students to prepare learning tools and put them in person. When reporting the results, the teacher will show the results recorded by the students and ask the students to use the physical booth to demonstrate and explain. When the teacher summarizes, the process is displayed on the big screen, and the teacher writes the sorted results on the blackboard. As a consolidation exercise, the courseware presentation of playing games is somewhat simple, because there are already handshake scenes and playing scenes as the basis. Examples focus on guiding students to think while doing, acquiring important thinking methods, sorting out results and combing ideas, while exercises focus on letting students think and solve independently. The teacher focuses on checking and correcting mistakes. Strengthen problem-solving methods. For example, be slow, wait, and wait for the students to realize the truth; Re-summarize and guide students to summarize the skills and general methods to solve such problems. Fast exercise, let students play freely, let students consciously use what they have learned to solve problems. Encourage gifted students to explain, find students' mistakes, correct thinking deviation, thus forming correct thinking, mastering skills and solving problems quickly and accurately. At this time, students can evaluate, modify and discuss each other between themselves and students. In order to prevent delay and warn other students not to make the same mistake. The blackboard writing should also be carefully designed. What things need to be written on the blackboard, when and how? Stick cards or write with chalk.
Integration of intransitive verbs:
That is, writing lesson plans, making courseware, teaching AIDS and learning tools. Record all the previous links, arrange them well, make courseware and lesson plans well, and prepare lessons. In fact, you can also add and modify while thinking. At the same time, search for resources on the internet, and the parts with similar ideas on the internet can be directly copied and called. At the same time, pay attention to network ethics, and be sure to indicate the source of resources when using it, and thank others. Most of the resources used in the competition are original. At this time, you can also refer to the relevant resources of your peers, compare with others, and correct your own ideas. The teaching plan mainly describes the teaching requirements, key points, difficulties, learning tools and teaching AIDS. Teaching methods, main teaching links, teachers' and students' behaviors in each link and the effects to be achieved. You can indicate the design intent and precautions, and don't write every sentence. You can present some important sentences, such as introduction, questions to be asked in each link and sentences to be summarized. Because these are all well thought out. The making of courseware must distinguish between text and background, and the text should be clear. Pictures, music, etc. It should be suitable for the teaching environment, such as the music played in the inquiry activities should be soft and not harsh. Courseware should not be too fancy to distract students. Required teaching AIDS, learning tools, etc. You should also prepare carefully. And blackboard design. After everything is ready, you can try teaching.