1, there should be five to ten people in a group for the grinding class.
It is easy to find different problems and put forward different opinions. Because only in the exchange and conflict of different ideas and different teaching methods can teachers further compare and identify various viewpoints, have a more essential and comprehensive understanding of the problem, and realize the improvement of * * *.
2, follow the grinding process, and actually advance in order.
In the usual grinding activities, some teachers who participate in grinding classes do not analyze the content of preparing lessons, but directly write lesson plans. What is the basis for compiling lesson plans? Curriculum standards, textbooks or students? The teachers' answer is experience.
The lack of curriculum standards and academic foundation in teaching design is the wishful thinking of teachers. This practice of sticking to experience and putting the cart before the horse goes against the original intention of grinding lessons-teachers acquire knowledge and skills in the process of generating good lessons and realize professional growth.
3. Repeat but not repeat.
Repetition is a constant examination, a spiral rise in quality, rather than a simple mechanical repetition. Teaching is a creative art, and grinding class is the process of this creative presentation. Grinding class can make us produce new methods and new ideas in careful consideration, and make teaching more perfect. This is the value of repetition.
4. Normalization and institutionalization.
We should insist on grinding every class, summarizing every week and taking excellent classes every month. Only when we get used to it can our teaching work be more artistic and our professional level be improved rapidly.
5. The theme of grinding class must be a difficult and hot issue in current teaching.
Computational teaching is the most content in all fields of primary school mathematics and occupies the longest space in teaching materials. However, the research on computing teaching is not deep enough. Many teachers usually read books and seldom think deeply in their usual teaching.
In open class teaching, most computing courses are difficult to excel compared with other types of courses, so few teachers choose computing courses because of the utility of evaluation.
For example, 32 classes in the 20 10 Taian Division were selected as excellent courses of mathematics in primary schools in Shandong Province, and only two teachers chose the content of calculation teaching. In the actual teaching effect, there is a clear gap compared with other classes, which invisibly gives the majority of front-line teachers a hint that there is no future in learning computing teaching, which is also an important reason why the majority of teachers have not studied computing teaching in depth.
The weaker our usual teaching research is, the more responsible we are to guide front-line teachers to conduct in-depth research on computing teaching.
6. Take students' pretest analysis as an important basis to determine the teaching process.
During the course polishing, Professor Zhang Dan suggested that students should take a pre-test to understand the students' foundation. Through investigation, it is found that using this method, students' starting ability can be understood and the gap can be made up in time; Understand the current level of students and adjust teaching strategies; Understand students' knowledge types and adjust learning tasks; Understand students' thinking state and adjust learning methods; Understand students' learning difficulties and set feasible goals.
7. Take the strengths of others and make up for their shortcomings.
Learning from others' strengths does not necessarily mean copying them completely. Take a little from them, turn them into themselves and integrate them into their own teaching design, which sometimes plays the role of finishing touch.