1. Let's talk about the status of teaching materials first. For example, section ×× is the section of chapter ×× of volume ××, and what is its relationship with the context (foundation/application/connecting link ...).

2. When it comes to teaching goals, attention is a three-dimensional goal: knowledge goal, thinking goal and emotional goal.

3. Emphasize the difficulties.

Second, talk about the learning situation, that is, the knowledge and ability that students have mastered, which is helpful or difficult for the study of this class.

Third, teaching methods, methods used in teaching.

Fourth, talk about learning methods, student-oriented, and learn how to apply this knowledge well.

Fifth, when it comes to teaching AIDS, multimedia counts.

Sixth, talk about the teaching process (this is the most important and should account for more than half of the lecture time).

1. Introduction, from what angle to introduce topics, such as telling stories, watching videos and asking questions. ...

2. The specific knowledge link must correspond to the teaching objectives and teaching methods in the process of speaking. For example, when I was dealing with this problem, I designed three thinking questions to guide students to think step by step in order to break through the teaching difficulties.

3. Summarize.

4. Feedback practice (this is also very important, you can't lose too much)

Seven, teaching reflection, that is, what is done well after this class and what is not done well, still need to work hard (if this link is omitted before class).

Let's talk about textbooks first:

1. The position and function of teaching materials:

The teaching content of this section comes from the first few volumes and units of Beijing Normal University Edition, which is one of the important contents of primary school mathematics curriculum. On the one hand, it is to deepen and expand the knowledge learned. On the other hand, lay a knowledge foundation for what we will learn in the future. Therefore, the teaching content of this class plays a connecting role.

2. Teaching objectives:

According to students' "zone of proximal development", students' cognitive rules and teaching contents, I set the following three-dimensional goals:

Knowledge goal: to know, understand, master and use …

Ability goal: experience, understand and explore what knowledge to cultivate students' practical ability.

Emotional goal: through what study, cultivate students' study habits of serious diligence, positive thinking, cooperation and communication, reflection and questioning.

3. Teaching emphases and difficulties:

According to the students' existing experience, in order to make their teaching behavior targeted, the following teaching difficulties are specially set.

Teaching focus:

Teaching difficulties:

Second, teaching methods:

The new curriculum standard points out that teachers are the organizers, guides and collaborators of students' learning. In line with the "people-oriented" teaching philosophy, in order to highlight key points and break through difficulties, I have formulated the following teaching methods:

1. Situational teaching method: let students learn in situations, introduce vivid situations, stimulate students' interest, arouse students' enthusiasm, trigger mathematical thinking and encourage students' creative thinking.

2. Intuitive demonstration method: Intuition is the means and abstraction is the purpose. Help students understand abstract problems by intuitive means, and achieve the effect of changing the difficult into the easy.

3. Courseware-assisted teaching: The effective integration of information technology and teaching content can achieve the teaching effect that the original teaching method can not achieve.

4. Mathematical thought infiltration method: Mathematical thought is the soul of mathematics, and mastering mathematical thought method allows students to learn mathematics.

Third, the methods of speaking and learning:

The new curriculum standard points out that students' learning should be a vivid, lively and personalized process. Based on this, the following learning methods are designed:

1. Hands-on practice: free students' hands, let students directly experience and appreciate the process of knowledge formation, and discover the mathematical ideas contained in it.

2. Cooperative communication method: cultivate students' sense of teamwork and give play to collective wisdom.

3. Self-exploration method: Self-learning internalizes the learned knowledge into our own things, which is the goal we should pursue.

Here, giving students a certain space for self-study, giving students the opportunity to ask questions and giving students the opportunity to use knowledge to solve problems are all learning methods of this course.

Fourth, talk about the teaching process:

The new curriculum standard points out that teaching activities are the process of active participation, interaction and common development of teachers and students. Based on this teaching concept, I designed the following teaching process:

(A), create a situation to trigger a new lesson.

The design aims to put students in such a situation and attract students' attention very skillfully. Transition is natural, and the topic of today's research is simple and effective.

(2) Guiding inquiry and independent discovery.

Or: Thought leads and explores new knowledge.

The design intention is to always carry out teaching around mathematical thinking, which not only allows students to acquire knowledge and skills, but also makes students feel the charm of mathematical thinking methods.

(3) In-class training to apply what you have learned.

The design intention is to track the classroom, feedback the effect, achieve the purpose of consolidating new knowledge, and further penetrate the mathematical thinking method, which not only consolidates and expands, but also kills two birds with one stone. In addition, let students act on the board, on the one hand, to expose problems, on the other hand, to speculate and improve in mistakes, so that students can take warning.

(4) Class summary and rebate target.

Or: reflect on the harvest, expand and extend.

The design intention is to review the teaching content and thinking method of this lesson, so that students can have a clear clue about the generation and development of knowledge, which is conducive to students' independent construction of knowledge system.

Five, said the blackboard design:

The necessary blackboard writing design is conducive to the synchronization of students' thinking and teaching process, and helps students grasp the context of teaching content.

1. We should correctly understand the difference between class and lecture.

Listening to lectures is a process for teachers to achieve teaching objectives and complete teaching tasks according to their own teaching plans in a specific environment. There are specific teaching subjects, specific teacher-student cooperation process, certain teaching procedures and specific operation methods in the classroom, which is a concrete teaching practice. Talking about classes is different. It is the teacher who sings "one-man show" to a special audience (leaders, experts or peers). Emphasis on theoretical elaboration belongs to the category of teaching and research activities.

We should correctly handle the relationship between preparing lessons and giving lectures.

Lesson preparation and lecture are all around a specific teaching theme, and they are parallel and complementary, but their contents are different. Preparing lessons is an activity that teachers carefully prepare lesson plans on the basis of thoroughly understanding the teaching materials and mastering the syllabus and curriculum standards. There are clear teaching objectives, specific teaching contents, coherent and clear teaching steps, teaching methods to inspire students' positive thinking, blackboard writing design and test questions. On the other hand, on the basis of grasping the content of the textbook as a whole, the teacher tells the ideas and steps of each link in the teaching process and the theoretical basis for taking these steps. Simply put, the lecture is mainly to answer the question of why you should prepare lessons like this. Therefore, oral English teachers can't simply summarize the links in class according to their own teaching plans.

3. Pay attention to the new curriculum standard in lectures.

Paying attention to the new curriculum standard means having new educational ideas. Therefore, the curriculum standard itself is not only the content of lectures, but also the basis of lectures and the guiding principle of teachers' teaching. It puts forward specific arrangements and requirements for teaching work, and stipulates the standards that teachers must meet to master the teaching content, which has the highest authority and guidance. What should I say when I say the class standard is important? One is whether the content of preaching is required by the curriculum standard, and the other is that this part of the content stipulated by the curriculum standard requires students' ability.

4. Strengthen the guidance of university law.

Tomorrow's illiterate people are not illiterate people, but people who can't learn. Today, we should know the truth of "giving people fish", so the guidance of learning law is the breakthrough to change the teaching concept. The so-called learning method is to tell students the methods or skills to master knowledge according to the difficulty of teaching content and the actual situation of students in the teaching process. We advocate from imitation learning to autonomous learning to creative learning, from passive learning to active learning to active learning. The formation of this learning ability depends on the guidance of teachers' usual learning methods. Therefore, the guidance of classroom learning methods should be regarded as a key point.

5. The oral class should design noble classroom teaching activities.

Where is the new curriculum standard? First, completely change the tendency of imparting knowledge, emphasize the formation of a proactive learning attitude, and make the process of acquiring knowledge and skills a process of learning to learn and forming correct values. The second is to completely change students' learning style, establish students' dominant position in the course, establish the mechanism of students' independent, discussion, discovery and cooperative learning, expand students' learning space, cultivate students' innovative spirit and practical ability, enhance students' sense of social responsibility, attach importance to the influence of mathematics, and respect students' unique experience in the learning process. Therefore, our teaching philosophy and teaching process should have ambitious classroom teaching activities.

6. Pay attention to the organic combination of theory and practice when giving lectures.

The organic combination of theory and practice is the soul of the lecture. The nature of lectures clearly requires that teaching practice be guided by educational theory. Speaking in class should be rational, well-founded, orderly and affectionate. We should not only talk about practice, but also understand the truth; Explain the overall thinking of teaching and understand the guiding ideology of teaching; Tell the teaching objectives and understand the basis for setting the teaching objectives. Where does the theory come from? One is the theory of pedagogy psychology, the other is the theory of subject knowledge, the third is the outline and curriculum standards, and the fourth is the experience and achievements of educational reform in recent years.

7. The design of the lecture should try to avoid disconnection.

Disconnection is the most common mistake made by lecturers and should be avoided as much as possible. First of all, we should avoid the disconnection between theory and practice. If there are too few theories, the level of lectures will be reduced; Empty theory, without specific content, will form a bone without meat. The second is to avoid the disconnection between teaching objectives and teaching content. Teaching goal is the purpose of teaching. Teaching process design and teaching method design are measures to achieve the goal and should be consistent. Third, to avoid teaching objectives, the determination of teaching focus is out of touch with curriculum standards and unit focus. The fourth is to avoid the disconnection between design problems. A good speech should be a good article, with rigorous structure and attention to the connection and transition between design problems.