1. Prepare teaching objectives
First of all, we should master the teaching content comprehensively and systematically, make clear the position and role of the content to be taught in the whole knowledge system, and make clear the teaching tasks and aspects. Secondly, when preparing lessons, we should carefully study the mathematics curriculum standards, and from the perspective of students' acceptance, what are the key and difficult points of this class, and finally determine the students' learning goals. Only by grasping the teaching objectives can we better implement the learning objectives in the classroom, and we can base ourselves on the all-round development of students and have clear goals in the classroom.
2. Prepare the teaching object
"Teachers are the givers of knowledge and students are the receivers of knowledge", which still affects a few teachers, and the old teaching habits still affect classroom teaching to varying degrees. The new curriculum standard requires teachers to focus on teachers' teaching, change to students' learning, and change from imparting knowledge to cultivating students' innovative ability, so that teachers' dominant position in the classroom and students' dominant role in learning can be fully coordinated. To truly learn from each other, teachers should not teach students knowledge in class, but teach them the ability to acquire knowledge. "It is better to teach people to fish than to teach them to fish." Therefore, in primary school mathematics teaching, we should strive to create problem situations, activate students' thinking, awaken students' thirst for knowledge and protect students' curiosity. When preparing lessons, we should face most students in a targeted way, stimulate their initiative and enthusiasm in learning, listen to students' opinions and demands on teaching, improve teaching work in time, cultivate students' ability to acquire new knowledge through various channels, and make them the main body of mathematics learning.
Of course, preparing lessons should not only pay attention to everything in the classroom, but also pay attention to the cultivation of students' creative thinking. Teachers must combine teaching materials to promote the healthy development of students' thinking ability, instead of following the old rules and diverging their thinking. "Archery depends on the target, and playing the piano depends on the audience." Teachers must teach students in accordance with their aptitude and have different teaching methods and means for different groups of students. Only in this way can we give full play to each student's creative thinking and innovative ability. This is an important teaching goal advocated by the new curriculum standard.
Step 3 Prepare teaching methods
Simply put, the teaching method is how our teachers teach, how students learn, and how to teach students how to use what they have learned to solve problems in real life. In the past, only teachers taught, and students were left unattended. For example, there is a question: the side development diagram of a cylinder is a square with a side length of 6.28 cm. What is the surface area and volume of this cylinder? There is only one number 6.28 cm in this question, and some students don't know where to start. If only words are used to explain the relationship between various quantities, it will be difficult for students to understand and listen, and teachers will feel that this method is not effective in class. No, students don't know what's going on yet. I thought about it for a long time when preparing lessons. Finally, I decided to talk less and do more demonstrations, and then let the students do it themselves. So before class, I made a square with a side length of 6.28 cm. In class, I rolled it up and turned it into a cylinder. However, I restored it to a square and did it many times. Then I asked the students to do it together. In the process of doing this exercise, I made students understand the height of this cylinder and the circumference of its bottom, which inspired students' thinking, stimulated their initiative and enthusiasm, and made them learn and grow in practice. After this class, I found that the teaching effect is very obvious. Students learn easily and I teach easily. Of course, there is no fixed teaching method. Even the same textbook allows different teaching methods for different groups of students. There are various teaching methods. I have some feelings about the choice of teaching methods:
3. 1 Stimulate students' curiosity.
Curiosity is closely related to creativity. Lively and curious children are rich in sensitivity to the surrounding environment, and their self-confidence is constantly enhanced under the interaction with the outside world, and they gradually establish strong self-esteem and creativity. Therefore, in teaching, teachers should seize students' curiosity, actively create learning situations, and constantly guide and encourage students to experience success in a timely manner.
3.2 Encourage students to participate.
Students are the main body of learning, and the main body participates in practical activities, which is a conscious activity for students to learn mathematics and needs internal motivation to motivate students to learn. Therefore, teachers should not only stimulate students' profound desire for knowledge, but also make students succeed in independent practical activities, thus generating strong internal motivation.
3.3 Teach students to observe.
Suhomlinski said: "Observation is the mother of thinking and memory." In practice, according to the characteristics of teaching content, students should be guided to observe according to certain ideas and find the connection between things.
3.4 Instruct students to operate.
Hands-on operation is an effective way to stimulate students' interest, which can turn fantasy into concrete and boring into vivid. After careful organization, students can truly master knowledge and cultivate their ability in hands-on practice, so that students can constantly generate the desire and motivation for innovation and truly become the masters of learning.
4. Do a good job in teaching reflection.
Teaching reflection is an extension of teaching design. It can find the success and deficiency of every point in mathematics after calm thinking, so as to correct the future teaching behavior. In reflection, I realized the ever-changing teaching methods, summed up the specific measures to improve teaching, so as to improve my teaching professional level, lay a good foundation for the improvement of my teaching theory level, and provide topics for teaching papers. Teachers who don't know how to reflect are immature teachers. After reading his teaching postscript, you will understand that Mr. Hua's lesson preparation is full of reflection, and his success lies in reflection, continuous reflection, continuous improvement of teaching and continuous transcendence.
In short, preparing lessons is a coherent arrangement of classroom teaching procedures and contents before class, which requires careful preparation, but I think preparing lessons is more than that. Preparing lessons should not be formal, and it is by no means just a general teaching program arrangement to cope with the leadership inspection. It can take many forms, such as adding notes to the teaching materials, adding feelings to the materials, or adding more circles after preparation. This also adapts to the teaching requirements of "emancipating the mind, seeking truth from facts and keeping pace with the times". To improve the quality of preparing lessons, we must break the shackles of preparing lessons. We should have teaching materials, students, teaching methods and goals in mind, obey the law, innovate boldly and study hard. Teachers' thoughts and behaviors should move towards students and collectives, exchange ideas through consultation and prepare lessons. I think only informal and pioneering lesson preparation can adapt to the teaching of the new curriculum and really play the role of lesson preparation.