Reflections on Senior High School Mathematics Lesson Preparation under the Background of New Curriculum
Chen houyan
With the advancement and deepening of curriculum reform, many teachers have infiltrated the concept of "423" guided learning mode curriculum reform in their own classroom teaching, paying attention to mobilizing students' enthusiasm and initiative in learning mathematics, attaching importance to the process and methods of mathematics learning, and attaching importance to the diversification of teaching and learning methods. Teachers' preparing lessons is no longer a simple interpretation of the contents of textbooks. It should be said that the functions and methods of teaching have changed greatly. I want to talk about some views on how to prepare lessons.
First, prepare the teaching materials.
Teachers' teaching is not to follow their feelings, but to study curriculum standards and examination manuals, to know what requirements are mentioned in the syllabus of each part of the textbook, and to clarify what to test in a certain part of the college entrance examination. "How difficult is the exam?" "How to test?" From this we can decide how to prepare lessons and what to prepare.
1. Deeply understand the new curriculum standard and thoroughly understand the contents of the textbook.
Teachers should read through the textbook, be familiar with the knowledge of each chapter of the textbook, and be familiar with the consistency of knowledge before and after the high school mathematics content. When preparing lessons, don't add or exaggerate relevant knowledge at will. For new teachers, especially through mentoring, cross-grade follow-up lectures and other methods to speed up proficiency, to avoid the deviation of lesson preparation content from the requirements of curriculum standards.
2. Grasp the teaching objectives and difficulties of this class.
Solve what students may find difficult to understand through operation or other means. Especially the content that plays a turning point or link role in the knowledge structure is the core of teaching, which is clear and thorough. How to make the difficult easy and the complicated simple is a problem that teachers should seriously consider. For example, in the "establishment of functional relationship" of senior one, it is important and difficult to establish a functional model in combination with specific problems. When preparing lessons, teachers should start from the easy to the difficult, start with the simple problems around them, and adopt the thinking mode from special to general. For another example, regarding the example of paying personal income tax, it is difficult for students to understand that "the excess ……" has different tax methods. Teachers should consider students' acceptability and design several targeted data, so that students can calculate the income tax payable under different incomes first, so as to be familiar with the calculation method of paying personal income tax and reduce the difficulty. Students can also sum up how to express the tax amount when the income is X from the calculation of these special data. After this lesson, students can further understand the establishment of the score function relationship by exploring the postage problem. Therefore, teachers should have foresight when preparing lessons before taking measures to resolve doubts.
3. The new concept of preparing lessons based on textbooks, surpassing textbooks and taking students as the center is the core of all changes in education reform.
Curriculum reform does not mean changing textbooks, and preparing lessons does not mean writing lesson plans. Teachers should study, expand and deeply apply textbook materials and choose the way of teacher-student interaction. Interaction is not a simple question and answer. Solving a math problem by asking and answering is not the ultimate goal. The ultimate goal should be to discuss with students the conventional ideas and methods to solve a certain kind of problems. Mastering a mathematical thinking method is the soul of mathematics teaching. Therefore, to improve the effectiveness of classroom teaching, we must first start with preparing lessons.
Secondly, prepare students.
Teaching is a learning process under the guidance of teachers, and students are the main body of learning. When preparing lessons, we should fully understand students, respect their individual differences and pay attention to scientific development, which is mainly reflected in:
1. Teachers should understand the individual differences of students and the objects of teaching, analyze the differences of students' knowledge structure when preparing lessons, and find a good starting point for learning new knowledge.
2. Teachers should put the students' differential development in the first place when designing lesson plans, and set the topics so that students with spare capacity can "jump" and students with poor foundation can "eat and digest", so that different students can get their own places and each student can have the pleasure and sense of accomplishment in acquiring knowledge.
3. Teachers should know their students, and sometimes they will meet students who especially like to ask questions in class. He always asks the truth of everything and whether it is logical. Therefore, teachers should consider such "sudden attack" when preparing lessons and be prepared to deal with students' sudden problems.
It is an objective fact that our students have different personalities and different learning foundations. There is also a gap in the recognition of teachers' teaching methods. Some students have a good foundation and strong ability to accept new knowledge quickly, while some students learn new things and forget the old ones, which always makes it difficult to connect knowledge. Uneven students require teachers to give full consideration and attention when preparing lessons, so as to treat them differently. For example, in the process of preparing lessons, teachers should consider how to guide and inspire students to think. How to organize students to cooperate and explore?
Example 1 the equation of straight line and circle in the first section of analytic geometry: the inclination angle and slope of straight line. Teachers can guide students to think: in the plane rectangular coordinate system, how much is the inclination of a straight line relative to the positive and semi-axis of the X axis? Expressed graphically. Students can sum up four angles (acute angle, right angle, obtuse angle and zero degree) in their own understanding, and students with poor degrees can basically solve this problem.
Example 2 Standard equation of hyperbola and teaching of geometric properties of hyperbola.
When preparing lessons, we can consider asking students to review the standard equation and geometric properties of ellipse first, and then let them explore the standard equation and geometric properties of hyperbola through analogy.
For example, in the definition of ellipse, the sum of the distances (2c) from a moving point to two fixed points on a plane is equal to 2a(2a >；; 2c), then the trajectory of this moving point is an ellipse.
Then guide the students: What if the difference between the distance (2c) from a moving point to two fixed points on the plane is equal to 2a? Is the absolute value of the difference equal to 2a? Let the students deduce the equation according to the original knowledge, add the necessary conditions and improve the definition of hyperbola. Then study the questions we raised at the beginning and continue to do some similar guidance work when necessary. So as to realize teacher-led and student-centered autonomous learning.
Third, prepare information.
1. Textbooks are teachers' first-hand information and the basis of teaching.
But if the teacher only explains according to the topic of the textbook, it will inevitably lead to students' boredom and lack of interest. Therefore, when preparing lessons, they should properly choose matching synchronous materials to combine with the contents in textbooks, which can enrich the teaching content and stimulate students' curiosity. As the saying goes, teachers ask questions about the sea and students canoe. Only when the teacher chooses to practice in the ocean of problems can the students reduce their burden and set sail.
2. When preparing lessons, teachers should consider students' reflection and consolidation of what they have learned after this lesson, and students should be able to preview the content of the next lesson.
Therefore, it is very important to choose the appropriate after-school thinking, which is an organic combination of classroom learning and after-school learning. Teachers' teaching and students' learning is a continuous and active process, so how to keep good thinking questions after class is a problem to be solved when preparing lessons, and after-class learning can not be ignored to improve the effectiveness of classroom learning. Of course, thinking after class should also be based on helping students do well. At the same time, we should pay attention to the research of inquiry, openness and questioning questions, so that basic exercises and developmental exercises can be reasonably matched and organically integrated, and a reasonable mathematical exercise system can be constructed. Thinking questions are few and precise, and exercises and homework should be moderate.
Fourth, prepare teaching methods and teaching AIDS.
When preparing lessons, teachers can choose appropriate teaching methods according to the specific content of each lesson. Although there is no definite teaching method, we usually adopt the following methods: heuristic inquiry, experiment, discussion and induction, layered teaching method, combination of teaching and practice, etc. The teaching methods are varied in levels and flexible in forms. For every teacher, he can master it skillfully and change flexibly. As long as it is conducive to the development of students' personality and the innovation of teaching methods, it can be used boldly in the whole teaching process. In the past, conventional teaching was the main teaching method. Now, if conditions permit, you can use multimedia. PPT is more common in mathematics. Students are interested in active participation, and the classroom content can be appropriately increased, which improves the efficiency of classroom teaching.
In addition, when preparing teaching methods, teachers can also tell short stories of scientists or create scenes to attract students' attention according to the content. For example, in the first section of "Set Theory" in high school mathematics, we can talk about the founder of set theory: German mathematician Cantor, and talk about Cantor's role in the development of set theory and his life. Talk about the self-contradictory paradox of Russell, a famous British philosopher and mathematician in the 20th century, from the "barber's story" in real life to the relationship between elements and sets in mathematical set theory. Students can also give similar examples to understand the relationship between elements and sets. When studying the chapter of function, it is necessary to introduce the development history of function. We can mention the life of China mathematician Li and his translation of the book Function in Qing Dynasty, and even spread it to Japan, which played a very important role in promoting the development of mathematics, and so on. Proper history of mathematics can stimulate students' learning motivation and enthusiasm.
Fifth, prepare lessons collectively.
Under the new curriculum standards, the requirements for teachers are getting higher and higher. At the same time, the new curriculum reform not only advocates students' cooperative learning, but also requires teachers to cooperate and explore, forming a discussion atmosphere. As an effective form of teachers' cooperative discussion, collective lesson preparation plays an important role in giving full play to teachers' teamwork spirit, brainstorming and learning from each other's strengths. Simply put, collective lesson preparation means that teachers pay attention to collective strength, and arrange one teacher to prepare lessons one week in advance at a time to explain the design and homework of this chapter in teaching and research activities or other fixed lesson preparation time, and other teachers can discuss and supplement it. Several issues that need attention: (1) Equal cooperation without reservation. In the spirit of mutual respect and cooperation, the teachers in the preparation group have a clear division of labor, especially in the special review, cooperation can give full play to the collective wisdom, and also give each teacher a lot of room for their own research. (2) Overall arrangement of the overall situation. Collective lesson preparation should look at the overall situation and pay attention to the connection between the chapters of the textbook. The content is not fragmented, but a unified whole. (3) Being ahead of time is not procrastination. Teachers collectively prepare lessons in advance, which can not only enhance the purpose and pertinence of teaching, but also eliminate problems in the bud. Teachers generally prepare lessons collectively one week in advance. (4) Reflecting on the steps to improve consciousness. The growth of teachers is equal to experience and reflection. The postscript of the previous content will be mentioned in the next collective lesson preparation, which can foster strengths and avoid weaknesses, so that teachers can continue to develop and progress.
Collective lesson preparation can really accommodate collective wisdom and develop a lesson preparation group! However, due to the unreasonable assessment mechanism in some schools at present, teachers are secretly competing to prepare lessons, attend classes and assign homework in the form of single-handedness, and its disadvantages are obvious. Therefore, in order to make collective lesson preparation work, it must be clear that rewards and punishments are aimed at a lesson preparation group, not individuals. Such a mechanism creates conditions for collective lesson preparation.
Professor Ye Lan put it well, "Teachers and students not only teach and learn in the classroom, but also feel the surge and growth of life in the classroom. Only in this way can students be satisfied and developed in many aspects, and the work of teachers will shine with the brilliance of creation and the charm of human nature. " Each of our teachers is working hard in this direction, doing all aspects of effective classroom teaching well, improving the effectiveness of classroom teaching and making the classroom full of vitality and vigor.