The first part: lesson preparation lesson plan model essay lesson plan is divided into: teaching content, teaching objectives, teaching difficulties, teaching preparation, lesson plans and teaching reflection examples as follows.
Teaching content: Mathematics of Hebei Education Edition, the first volume of grade six, 14, 15 pages.
Teaching objectives:
1. Combined with specific examples, it has gone through the process of seeking ratio, understanding the basic properties of ratio and simplifying ratio.
2. Understand the relationship between the basic properties of ratio and the basic properties of fraction, and simplify the ratio by using the basic properties of ratio.
3. Understand the internal relationship between mathematical knowledge and the wide application of "golden ratio" in life.
Teaching emphases and difficulties:
Teaching preparation: a shuttlecock, the basic nature of the score and the basic nature of the proportion are written on the note.
Teaching reflection:
Supplementary explanation:
Unit analysis (the unit analysis of the whole unit should be written before each unit of mathematics and Chinese teaching), including:
Unit 1 teaching material analysis;
Second, the analysis of students' situation;
Three-class arrangement: for example, math: statistical unit * * * needs () class hours.
Language: 1 class Guilin landscape: * * needs () class hours.
Lesson 2: * * Need () class hours
Supplementary notes on writing lesson plans:
1 The whole teaching plan is based on the principle of frugality: font size (fixed value of Xiaosi Song: 20 kg) (margin: 2 cm up, down, left and right) (setting: double-sided printing) Teaching reflection Write appropriate content according to the space left.
In principle, the teaching plan has two sides, one for mathematics and one for Chinese.
Mathematics class is reflection, and Chinese class is reflection.
4. When replying to a case, there should be notes and sketches, which can be reflected with pens of different colors. Reflect the cultivation of students' study habits
Lesson preparation teaching plan template.
5 writing teaching reflection:
(1) The success of this lesson;
(2) the shortcomings of this course;
(3) Good suggestions for this class.
(4) Pay attention to the reflection on students' study habits.
The second part: Select lesson plans, model essay teaching and learning objectives.
Teaching emphasis of process and method, emotion, attitude and values
2. 1 Cultivate students' spatial imagination ability, and gradually cultivate and develop students' geometric intuition and spatial imagination ability from vertical line to vertical line. 2.2 Through the proof and application of the judgment theorem and its inference, strengthen the cultivation of students' logical thinking ability and reasoning ability. 3. 1 Use the discovery and concept of the judgment theorem of vertical line and surface to effectively solve its application in real life. 3.2 Cultivate students' innovative consciousness and teamwork spirit, improve students' interest in learning mathematics, and make students understand the concept of straight line perpendicular to plane, the judgment theorem of straight line perpendicular to plane and its application.
Teaching difficulties
Let students understand the judgment theorem that the straight line is perpendicular to the plane and prove the idea of "problem inquiry" teaching method. Through the process of students discovering, analyzing and solving problems, students can actively participate in teaching activities and form student-centered inquiry learning activities. teaching process
teaching method
Teaching links and time
Teacher activity question 1: What is the relationship between two straight lines in space? Question 2: How to determine that two straight lines in the plane are perpendicular? Question 3: Which sides of a cuboid are perpendicular to each other?
Students can answer freely in the activity.
1. Overview (5 minutes)
Guide students to use two pens in their hands to intersect vertically, and translate one of them to get the situation that two lines on different planes are vertical, thus leading to the definition that two lines in space are vertical-for example, two lines in space intersect at a point or intersect at a point after translation, and the intersection angle is right angle, so they are said to be perpendicular to each other.
2. Question asking (8 minutes)
Please look at the pictures and tell me the relationship between the flagpole and the ground, and the relationship between the side of the tall building and the ground. Please open your math book and stand on the desk. What is the relationship between the spine of a book and the position of the desktop? (3) Please draw the corresponding geometric figure of the position relationship between the flagpole and the ground in (1). Thinking after answering the above questions: ① When a straight line is perpendicular to the plane, what is the positional relationship between this straight line and the straight line in the plane? ② Multimedia demonstration: the position change of flagpole and its shadow on the ground. Definition: Any definition in any straight line α in the plane: If the straight line L is perpendicular to any straight line in the plane and to the plane α, we say that the straight line L is perpendicular to the plane and record it as l⊥α.
Discuss in groups and send representatives to answer questions. Ask students to describe the algorithm in written language.
Watch the multimedia demonstration and get the definition that the straight line is perpendicular to the plane. Understand related concepts under the guidance of teachers.
straight
The straight line L is called the perpendicular of the plane α, and the plane α is called the vertical plane of the straight line L. When the straight line is perpendicular to the plane, their only common point P is called the vertical foot. Question: A straight line is perpendicular to a straight line in a plane, 1. Is this straight line necessarily perpendicular to this plane? 2. A straight line is perpendicular to countless straight lines on a plane. Does this straight line have to be perpendicular to this plane? 3. The straight line is perpendicular to two parallel straight lines on the plane. Does this straight line have to be perpendicular to this plane? 4. The straight line is perpendicular to two intersecting straight lines on the plane. Does this straight line have to be perpendicular to this plane? Students can think and discuss with a few pens. The first three questions are easier for students to understand, and the fourth one will be controversial, so you can set a question temporarily.
5. Application example (8 minutes)
Students finish independently, pay attention to the steps of solving problems.
6. Classroom exercises (8 minutes)
Students practice, practice questions a, 3 and 4.
Pay attention to the problem-solving steps and complete them independently.
7. Summary (1 min)
How to prepare lessons (prepare for the children and parents in the class, prepare knowledge, prepare yourself, prepare materials)
(1), prepare the textbook.
Teaching materials include teachers' books, children's books, reference materials, audio-visual teaching materials, etc. It reflects the content and requirements of the syllabus, and more specifically and clearly reflects the goals in various fields. With textbooks, teachers can be handy, and with textbooks, children can learn things.
(2) Prepare teaching reference.
In order to "give students a glass of water, they must have a bucket of water", teachers should read relevant teaching reference materials extensively, broaden their knowledge, understand the age characteristics and fields of children, master new knowledge, and enrich and improve the teaching content.
(3), for young children
Gender differences, hobbies, personality, temperament.
Understand children's learning styles, learning habits and thinking characteristics.
Understand the recent development areas, current level and actual needs of young children.
It varies from person to person, teaching students in accordance with their aptitude and guiding them according to the situation.
(4) Preparation method
The compiling method is to solve the problem of "how to teach" on the basis of "what to teach". That is, the design, selection and processing of teaching methods are carried out according to the teaching objectives, teaching materials and children's reality. Method is a comprehensive embodiment of a teacher's educational concept, knowledge, experience, ability and wisdom, so it is a high-level content of lesson preparation.
The teaching methods commonly used in kindergartens are: objects, books, pictures, wall charts, slides, photos, tapes, CDs, self-made teaching AIDS, etc.
Activity method: experiment method, game method and operation practice method.
Intuitive method: observation method, visit method, demonstration method and demonstration method.
Dictation: Talk and discuss, explain and tell (5), how to prepare?
A. prepare lessons in units. Before the start of each unit activity, set a unit theme around the big theme, design and arrange a week's teaching activities and related activities from Monday to Friday.
B, prepare lessons in class. Mainly carry out the discussion of "one lesson and three research". The teaching objectives, teaching difficulties, teaching methods and means are discussed for the first time, and a basic teaching plan is formed. For the second time, discuss whether the design of lesson plans is appropriate and appropriate, and put forward suggestions for revision. The third discussion formed a mature and perfect activity plan on the basis of the second discussion.
Second, the problems that need to be considered in the process of preparing lessons
1. Choose the appropriate educational content.
Are the children in this class interested, or are the children in this class likely to be interested or concerned? Is it close to the child's life experience?
What is the combination point with the child's original experience?
Is there room for children's learning, especially the development of thinking, to challenge and think? Can we integrate the learning of multi-field experience?
What are the emphases and difficulties of this educational content?
2. Determine the appropriate educational goals
(1) What are the core educational values related to this learning content? What are the key experiences that children need to learn?
(2) What are the children's existing experiences related to this key learning experience (including children's known and learned feelings, attitudes, cognitive and skill levels, and ability development)?
(3) What specific learning experiences (challenging but operational experiences that can be obtained through hard work) are expected for children in this activity?
(4) What are the problems that children with different levels of experience and ability development may encounter, and what are the possible standards (decomposition of educational goals)?
3. Use clues to sort out the education process
(1) What is the specific purpose of each teaching link? What is the relationship with the teaching objectives?
(2) How does the teaching focus run through every link and approach the goal step by step?
(3) What are the teaching difficulties? Where is the key point of breakthrough? What ways do you need to help your child break through?
(4) How to pay attention to children with different experiences, different levels and different development needs, and how to help them improve in different degrees on the basis of the original, and gain their own sense of success and self-confidence.
(5) To perceive and accumulate the experience in life first, or to apply the experience in life first?
(6) Do regional activities need to prepare and accumulate experience, or practice, consolidate and apply experience?
(7) Whether it should be combined with family education, and where is the combination point of cooperation with parents?