Do it with someone in mind. Otherwise, students' foundation, learning attitude, needs, etc. , is completely ignorant. Even if the textbook is well prepared, it is easy to fail because it is divorced from the students' reality.

Teachers should prepare students for the following six points.

(A) to understand the basic situation of the class. Teaching class is the basic unit for teachers to carry out teaching work. Teachers should have a comprehensive understanding of the class, including the composition, characteristics, atmosphere, intelligent structure, learning situation, learning interest, as well as the attitude of most students towards their own teaching, representative opinions in the class, and the composition of formal closed bodies and informal groups in the class.

(2) Understand students' personal natural conditions. A class consists of every student. Teachers should not only know the whole class, but also know the personal natural situation of each student. Personal natural conditions include: student's name, age, eyesight, hearing, physical condition, relationship between classmates and teachers, family education environment, etc.

(3) Understand students' learning foundation. Understand the learning foundation of students, including the whole class learning foundation and the individual learning foundation of students. The ratio of top students to poor students, etc. Before teaching a new lesson, teachers should know the following aspects of students. 1. Find out whether students have the knowledge to prepare for learning new knowledge; 2. Possible difficulties and obstacles in the new curriculum; 3. Students' interest in learning new knowledge.

Understand students' opinions on teaching methods. The scientificity and artistry of teaching are not only reflected in the teaching content, but also in the teaching methods. What kind of teaching methods teachers use to teach directly affects students' learning enthusiasm. Teachers must keep abreast of students' opinions on their teaching methods. We should know which methods students adapt to, which methods they don't adapt to, which methods they like and which methods they don't like.

(5) Understand the differences of students' personality quality. Personality quality includes students' intelligence factors such as observation mountain, memory mountain, imagination mountain and thinking ability, as well as students' non-intelligence factors such as motivation, interest, ability, temperament, personality and self-confidence. "People's minds are different, each has his own merits", and students' personalities are very different. Teachers should understand students' hobbies, temperament types, personality characteristics and intellectual differences through various channels and methods, so as to provide a basis for teaching students in accordance with their aptitude.

(6) Understand the changes and progress of students. To understand students comprehensively and accurately, teachers should not only understand students statically, but also understand students dynamically; That is, keep abreast of the changes and progress of students. For example, changes in learning mood, learning enthusiasm, organizational discipline, hobbies, homework, classroom performance, etc. We also know the changes caused by teachers' criticism or praise, the changes after quarreling between classmates, the emotional changes after being scolded or beaten at home, and the emotional changes after the test scores dropped. In view of these changes, teachers should understand and discover them in time and give correct guidance in time. Especially in teaching, teachers should pay special attention to discovering students' progress, even slight progress, and strengthen guidance in time, so that they can realize the joy of learning success, have the strength to consolidate their achievements and the desire to move on.

3. Prepare teaching materials-master the four principles. Teaching materials are the foundation and foundation of teaching. Teachers must understand them thoroughly. However, if the teacher just follows the book in class, it will be like cooking cabbage with clear water, which will make students feel that there is no smell of oil, salt, sauce and vinegar. How can we make the classroom "live"? By other's faults, wise men correct their own. Use teaching reference correctly, learn and absorb teaching reference materials, observe and accumulate life experience. "Refueling" and "adding vinegar" to the teaching materials and enriching the teaching content will make the classroom full of vigor and vitality. This is a dead lesson as well as a living one.

So how do teachers learn and absorb all kinds of teaching materials? We should master the following principles.

(-) Expo selection, accumulate over a long period of time. As a teacher, he should be a knowledgeable person. He should not only be proficient in this subject, but also know a little about pedagogy, psychology, astronomy, geography, literature, history and philosophy.

(2) Digestion and absorption, innovation is important. Don't copy all kinds of teaching materials accumulated by learning mechanically, let alone pretend to be the host. We should pay attention to digestion and absorption and innovative application. For example, teaching reference books should not be copied, but should be used as tools to open up ideas, and on this basis, they should be developed and created.

(3) All ideas and examples introduced in the textbook must be scientific and reliable, and avoid mistakes.

(d) The materials introduced into teaching should be as fresh as possible, and obsolete dross should be avoided.

4. Prepare teaching methods-master the trends of teaching reform. Preparing teaching methods is another important task for teachers to prepare lessons. What is a teaching method? Teaching method is an activity taken by teachers to complete teaching tasks. Teaching methods are multi-level and multi-form. But in general, it can be divided into two categories: oneness and comprehensiveness.

(The teaching method is single. Single teaching method is a narrow teaching method, which refers to the teaching conducted by teachers orally, asking questions, demonstrating or letting students learn, discuss and practice by themselves in class.

(2) Comprehensive teaching methods. This is a broad teaching method, including teaching principles, teaching forms, classroom structure, teaching methods and single teaching methods, which can fully reflect the teaching process. For example, Wei Shusheng created a six-step teaching method of "orientation → self-study → time theory → doubt → self-test → self-summary". Shanghai Yucai Middle School summed up "reading, discussing, practicing and talking?" Teaching method belongs to comprehensive teaching method,

On the one hand, teachers should be familiar with some traditional teaching methods, on the other hand, they should pay attention to learning and mastering the new teaching methods and models created by excellent teachers and educational researchers in the teaching reform. These methods and models are mostly comprehensive teaching methods. For example, Qiu Xuehua's "attempt teaching method", Li Jilin's "situational teaching method", Bao Quanjie's "sequential training composition teaching method", Zhang Sizhong's "sixteen-character teaching method" and so on. In addition, teachers should also look at some foreign research materials about teaching methods. For example, Bloom's "Mastery Learning Teaching Method", Skinner's "Procedure Teaching Method" and Bruner's "Discovery Method".

5. Study preparation method-master the contents and methods of study guidance. Paying attention to students' learning process and studying students' learning methods can not only make students "learn", but also make them "love" and "learn", which is an important topic for deepening classroom teaching reform and implementing quality education. Therefore, teachers should not only prepare teaching methods, but also prepare to learn them.

The guidance of teachers' lesson preparation methods should include the following contents:

(a) the content of legal guidance research. Usually, the teacher-guided learning method should include the following contents.

1, the method of making a learning plan (determine learning objectives, allocate learning time, and choose learning methods)

2. Five-link routine learning method (preview method, lecture method, review method, homework method and summary method)

3. Subject learning methods (learning methods based on the characteristics of teachers in various subjects). For example, methods of learning Chinese, mathematics, foreign languages, etc.

(2) Principles guiding legal research. Teachers' guidance on learning methods should follow the following principles in order to be effective:

(1) Reflect autonomy (don't force indoctrination, focus on guiding enlightenment)

(2) reflect the pertinence (not subjective, grasp the learning situation, targeted)

(3) Demonstrate operability (not complicated and abstract, and the operation method is specific and clear)

(4) reflect differences (don't make a one-size-fits-all approach, and guide the classification of differentiated objects)

(5) show stability (not overnight, based on repeated reinforcement and long-term training)

(3) the guiding method of learning method. The guidance of learning law should reflect multi-level and multi-form; There are usually several forms.

Infiltration guidance. This is a teacher who can penetrate at any time in class.

(2) Teaching guidance. This is a guiding course that directly teaches students to learn legal knowledge.

(3) exchange guidance. This is for teachers to organize students to sum up and exchange learning experiences, so as to achieve the purpose of learning from each other.

(4) instructions. This is when students are confused in their studies, the teacher gives them appropriate hints.

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

The second part, how do we write lesson plans under the new curriculum?

First, improve the understanding of compiling lesson plans.

1, the lesson plan should not only be written carefully, because it is an important part of preparing lessons.

Teachers' lesson plans are as essential as soldiers' combat knives. A teacher is like a director. If you want to be an excellent director and direct the whole class well, you must have a good script and have foresight in the operation of the script and the distribution of roles, and this "foresight" is reflected in the teaching plan.

Teaching plan is also a process to promote our reflection. Where are our successes and our failures? Without a lesson plan, we don't know, just like we do something, but we don't know how to do it. Some teachers may say: an older teacher and an experienced teacher can not prepare lessons? I read through the growth process of many special-grade teachers, and finally found that they are preparing lessons carefully at all times.

Teaching is a complicated process with many variables. What is useful to one person today may not be useful the next day, and what is useful to one person may not be useful to the second person. Times are changing, so are our students. Do we always do things by experience? Many teachers have good teaching experience, but when they are asked to write, they find that they can't write. Why? This has something to do with not being able to write lesson plans.

We shouldn't advocate not writing lesson plans.

If a teacher has just joined the work, has not taught and has no experience. Then before he teaches, he must prepare lessons carefully. This process is a process of understanding students, studying teaching materials and designing teaching process. On the premise of preparing lessons carefully, he will be able to do well in class and get good grades. As a summary of my own teaching experience, the teaching plan not only witnessed my own teaching process, but also became a ladder for me to accumulate and improve. The lesson plan is like a historical file. When you teach relevant knowledge in the future, you can implement it properly, so it will be relatively easier to prepare lessons. Therefore, for new teachers, writing a good lesson plan is one of the prerequisites for their success.

Experienced teachers also need to write lesson plans. But because the old teacher has experience, the lesson plan will be relatively simple to write. Simplicity does not mean not writing, and simplicity does not mean not preparing lessons carefully. Nowadays, the textbooks are changing rapidly, and there are a lot of new knowledge and texts. If you don't study them well before class, the old teacher may be very passive. Being able to attend classes is one thing, but having a wonderful and efficient class is another. If an experienced teacher wants to keep improving, he must also design the ideas, design problems and design process of the class, so as to record them easily and write them into the teaching plan. In fact, it is not very complicated. The writing process is actually a process of sorting out ideas. When you write a lesson plan, you will have a score in your heart and avoid being in a hurry. Of course, you should advocate it.

Now, all qualified teachers prepare lessons online, which greatly reduces their labor intensity. However, it is impossible to prepare lessons online completely with other people's ready-made lesson plans, or you should make choices according to your own needs. This is actually a process of preparing lessons. I think it's mixed with my own work, and the lesson plan after selection should actually be written by myself.

From this perspective, writing lesson plans is actually something that teachers of any age should or will do. Checking teaching plans in some schools is also a kind of supervision for teachers. In my opinion, teachers should complain less and work harder, regard writing lesson plans as an important part of teaching and write them well.

3. Teaching plan is the mirror of teachers' teaching.

Writing lesson plans is a process of reflecting the idea of preparing lessons or sorting out teaching ideas. The teaching plan should reflect a teacher's teaching thought and process, as well as the essence of teaching, or the light of thinking in teaching, the gains and losses in teaching. Become a template for timely feedback teaching and summary teaching. Such a lesson plan is meaningful.

Teaching plan is a reflection of teaching attitude, a display of teaching ideas, a display of teaching ideas and a mirror of teachers' teaching. An excellent teaching plan is a comprehensive embodiment of the designer's educational thought, wisdom, motivation, experience, personality and teaching artistry. So I said, lesson plans must be written, new teachers should write, and excellent teachers should write more! ?

Second, the essentials of writing lesson plans

1, the principle of compiling lesson plans:

(1) is scientific. Fasten books according to the standard to avoid mistakes in knowledge.

(2) Strengthen innovation. Clever conception to avoid similarity.

(3) Pay attention to the differences. Do your best to avoid 1000 people.

(4) Emphasize operability. Promote complexity with simplicity and avoid bloated and cumbersome.

(5) Consider variability. Use it flexibly and avoid rigid dogma.

2. Details and omissions when writing lesson plans:

We should correctly understand the details and strategies of teaching plans. A detailed case is not everything, the more detailed the better. Large paragraphs of narratives copy the contents of textbooks, resulting in a lesson plan as long as 10 pages, which is not only time-consuming and laborious, but also impractical. Simple cases are not as simple as possible. Apart from listing a few titles, there is no design of guidance, exercises, writing on the blackboard and asking questions in the teaching process.

Usually, the teaching plan should be concise and to the point, and should not be written in too much detail. Teaching plans full of teaching experience are short and practical. For example, a middle school teacher wrote 9000 words when preparing the lesson "Lin Daiyu enters Jia Fu", but his lesson plan only wrote 400 words. First, clarify the relationship between the characters in the text; Second, find out the words describing the images of Wang Xifeng, Lin Daiyu and Jia Baoyu and analyze their similarities and differences; Thirdly, take the words of Xijiang Yue as the outline of the full text, and analyze the author's writing intention. According to the above three items, arrange teaching links, give students two-thirds of the time, have a clear purpose, students have something to do, and the classroom is orderly. One or two students handle it themselves, and the teacher answers questions on tour. The third teacher focused on the author's lament about the "feudal dynasty".

Third, the characteristics of the new teaching plan model:

1, the program is clear and clear at a glance. The new teaching plan model is divided into teaching program columns, which directly reflects the teacher's link and step design and time arrangement, and will make the program design of the teaching process clear and orderly and convenient for teachers to operate.

2. Independent design to avoid plagiarism. Teachers' guidance and the design of student activity column in the new teaching plan force teachers to deal with teaching materials independently and actively plan classroom activities of teachers and students, which can not only reduce and avoid teachers' plagiarism, but also help to give play to teachers' teaching creativity.

3. Reflect the leading role, and "teaching" serves "learning". The format of the new teaching plan objectively requires designing teachers' guiding activities and students' learning activities, reflecting students' participation, thinking, speaking and hands-on in the teaching process, which is helpful to give full play to students' main role and to require teachers' teaching to serve students' learning.

4. Be concise and reduce the burden. Traditional teaching plans generally require detailed planning and a lot of manpower. The new teaching plan requires teachers to deal with the teaching content, write out ideas and knowledge points as well as teacher-student activities, which can appropriately reduce some burdens on teachers.

Of course, this kind of teaching plan is not perfect, and some places need further improvement and perfection.

Fourth, how to design and write lesson plans.

1, specifically:

(1) The teaching plan must be designed by the teacher independently, and you can refer to other people's opinions or teaching plans, but you can't copy them.

(2) The compilation of lesson plans should proceed from reality and pay attention to practicality and effectiveness. Different subjects, different classes and different contents should have their own characteristics, and there is no requirement for uniformity.

(3) Writing lesson plans must use standardized words, write clearly, keep clean and consistent.

2. Write the following clearly:

(1) Teaching theme: the theme of this lesson.

(2) Teaching time: the time specified in the teaching progress.

(3) Class type: namely, new teaching, practice class (review), exercise guidance, comments, etc.

(4) Teaching objectives: According to the curriculum standards and teaching materials, combined with students' reality, determine the teaching objectives of a class. The goal of writing teaching should include three aspects: first, the level of basic knowledge and skills; The second is the cultivation of students' thinking ability; The third is the infiltration of related thoughts and feelings.

(5) Teaching emphases and difficulties: According to the curriculum standards and teaching contents and the students' reality, determine the emphases and difficulties of a class.

(6) Analysis of learning situation: According to students' cognitive level, analyze students' mastery of knowledge and skills. According to the age characteristics of students, analyze the needs of students' emotions, attitudes and values.

(7) Teaching methods: In short, it is the methods and means of teachers' teaching.

(8) Preparation of teaching AIDS and learning tools: namely, cards, small blackboards, projections, slides, tape recorders and objects used in this section.

(9) Teaching process (also called teaching procedure):

This is the focus of teaching plan writing, and it is also very complicated. Teaching process is the concrete teaching steps of teachers, the embodiment of teachers' teaching design and the process of showing teaching ideas. The following points should be clearly written in the process of writing teaching:

① Write the overall structural design of the whole teaching process.

(2) Write out the logical order, main links and transitional links of textbook development.

(3) Write out the breakthrough methods of teaching emphases and difficulties, and the teaching means and methods adopted.

It can also be said that it is mainly written clearly: the introduction of creating scenarios; Teacher-student cooperation; Classroom effect feedback (such as design exercises) classroom teaching summary.

(10) blackboard design. The blackboard writing should be designed separately in the teaching plan. The blackboard writing should be intuitive and concise, easy to summarize, easy to guide, programmatic and reasonable to use.

(1 1) Reflection after class. The new curriculum actively advocates that teachers are not only the implementers of the classroom, but also the practitioners of reflection. Learning to reflect is the only way for every teacher to grow professionally. Therefore, we actively advocate writing after-class reflection. How to write after-class reflection and what to write are issues that every teacher is very concerned about. In teaching reflection, we can focus on the following specific issues.

The first is the creative use of teaching materials. For example, the selection of some life scenes and the creation of problem situations in teaching materials are not very close to students' lives and cannot cause students to sing. Therefore, we can use textbooks creatively and record them in reflection.

Second, there are some shortcomings in teaching, such as whether group learning is a mere formality, and whether it pays attention to the development of students' situations, attitudes and values. What solutions and new teaching ideas have been found for the problems, and new improvement strategies and teaching schemes have been written.

Third, students' unique views. What valuable questions did the students ask in class?

Fourth, whether the students' learning is unified with the teaching plan design.

After-class reflection pursues "short"-short and pithy; "Pingping"-seeing the strange in Pingping; "Fast"-fast and timely.

Attachment: 2 cases of teaching plan design

Teaching Design of "Understanding Objects and Figures"

Instructor: Li, Union Primary School, Yutian Town, yutian county, Tangshan, Hebei.

Teaching Plan Design: Chen Changsheng, Teaching and Research Section of yutian county Education Bureau.

Instructor: Ju He Xue Yuchun

Teaching content: the content of the textbook is 32-33 pages, and the second question of Exercise 5.

Teaching objectives:

1. Through operation and observation, students can learn about cuboids, cubes, cylinders and spheres. Know their names; Can recognize such objects and figures.

2. Cultivate students' hands-on operation and observation ability, and initially establish the concept of space.

3. Stimulate learning through student activities.