Preparing lessons is the first link in organizing classroom teaching and the prelude to teaching. Due to the heavy workload of teaching, some teachers think that preparing lessons is a burden. When preparing lessons, the lesson plans written are all carried out mechanically according to a certain pattern, which cannot be combined with students' learning and divorced from classroom teaching, just to cope with the examination and lack the actual effect of preparing lessons. Practice has proved that teachers who prepare lessons well have ideal classroom teaching effect and high learning efficiency for students. On the other hand, if we are not sure about the teaching materials and students, classroom teaching is blind and the effect is not ideal. Therefore, the first step for teachers to organize classroom teaching is to prepare lessons. Lesson preparation is based on the content of teaching materials, and knowledge is not an independent system, but interlocking, which requires us to thoroughly understand the teaching materials, think about the knowledge before and after, and form a series of lesson preparation related contents into a lesson plan. Teaching plan is the plan of teaching activities. The main purpose of compiling teaching plan is to record the teaching design in the form of words and symbols, and form an important basis for implementing teaching activities. So we advocate that math teachers should write detailed cases. The teaching plan should list the teaching objectives, key points, difficulties, teaching hours, teaching methods, teaching AIDS, blackboard writing and teaching process (including review, introduction, teaching new lessons, summary, homework design, etc.). ) Preparing lessons is for students to study better. Therefore, we should think about the direction of preparing lessons from the perspective of students, that is, analyze the current situation of students learning mathematics in this class, mainly from the aspects of knowledge and skills, problem-solving ability, learning methods, emotions, attitudes and values.
Organizing collective lesson preparation in schools can promote teachers' progress and improve their lesson preparation ability. Collective lesson preparation is the most familiar activity for teachers. They can learn from the advanced experience of excellent backbone teachers in preparing lessons and play their leading role. Teachers can learn from each other and explore each other, which is also an important place for teachers' wisdom to collide. I pay special attention to the process information of the school collective lesson preparation activities. The main and standby speeches are carefully prepared and valuable, and the participants are proactive, real and effective in interaction, in-depth in research and thorough in understanding. Every time a group prepares a lesson, the teacher can gain something and think. In the process of preparing lessons collectively, several points should be made clear. The time for preparing lessons should be clear. For example, once a week, each time the concentration time is not less than 2 class hours, and the amount of lesson preparation is 5- 10 class hours next week, which is the responsibility of the lesson preparation team leader. The activities of the preparation group must be "four fixed", that is, time, place, theme and subject, and the activities should be recorded in detail; Collective lesson preparation requires teachers to be fully prepared; The master lesson plan and the backup lesson plan are responsible for printing lesson plans and distributing them to each teacher. Other teachers must carefully study the teaching materials and teaching methods, prepare lessons according to the actual situation of the class, and form a personalized second lesson preparation.
Second, giving full play to the leading role of teachers and the main role of students is the key to organizing classroom teaching.
Quality education is the main theme of modern education reform, and "people-oriented, giving full play to teachers' leading role and reflecting students' dominant position" is the main axis of quality education. Our classroom teaching organization should focus on this idea. Teaching is essentially a unified activity process of teaching and learning. Teaching and learning are closely related, and they are the premise of each other's existence. They have their own independent activities and cannot replace each other. Therefore, in teaching, we should not only attach importance to the leading role of teachers, but also attach importance to the subjective position of students, and handle the relationship between leading and subjective. Some teachers still have some misunderstandings about this, exaggerating and absolutizing the leading role to some extent, thinking that the more knowledge they teach students, the stronger their positive role will be. It seems that the more teachers talk, the more students can learn. Teachers talk less and students can only learn less; If the teacher doesn't talk, the students can't learn. Therefore, no matter what kind of content is in teaching, teachers always deal with it in a way of talking to the end or focusing on it, which greatly limits the subjectivity of students. Students can only passively learn dogmatically according to the contents of teachers and books, lacking the enthusiasm and creativity of learning, and the cultivation of various qualities and abilities is equal to zero. In fact, the leading role of teachers should be reflected in students' learning, that is, to play the main role. If students' subjectivity is lost, the leading role of teachers will be impossible. Teachers are the organizers of classroom teaching, and whether students' subjectivity can be reflected depends on teachers. Therefore, teachers should change their teaching concepts and establish a subjective teaching concept, instead of taking all students' learning. They should inspire, guide and help students, create positive activity situations for students, let students actively explore, develop the autonomy of activities, and make learning their own independent activities to the maximum extent.
Thirdly, multimedia teaching is a means to organize classroom teaching.
With the rapid development of information technology, the unique characteristics of multimedia, such as illustrated pictures and excellent audio and video, have injected vitality into classroom teaching and become a teaching method. The traditional teaching methods are chalk, blackboard, textbooks, models and wall charts, which are relatively simple and boring for students to learn. Using multimedia can stimulate students' interest in learning and help them better understand learning. For example: ① Use multimedia to show knowledge. When students explain the perimeter of rectangles and squares, they are used to emphasizing the perimeter formulas of rectangles and squares, so students can't really understand the concept of perimeter. Using multimedia to draw lines has the effect of flashing and moving, which helps students understand and plays the role of making the finishing point. Turn abstraction into concrete and image, so that students can easily perceive it; ② Overcome thinking obstacles with multimedia. Psychological research shows that positive transfer can promote students' understanding, while negative transfer will hinder students' understanding. In teaching, teachers should understand the possible learning aspects of students' thinking, and use multimedia to show the process of knowledge formation, so as to simplify the problem, turn virtual reality into reality, and students' thinking can take fewer detours. For example, when teaching the size of the angle, put an animation demonstration, fix one side of the angle and rotate the other side to form various angles with different sizes, so that students can realize that the size of the angle is related to the size of both sides, but not to the length. Through the dynamic demonstration of turning static into dynamic, students are not easy to be confused and have clear ideas; ③ Using multimedia projection to learn geometry. Geometry is a logical science, which needs students' abstract thinking ability and imagination. Through the objects seen in multimedia, students can establish the concept of space, correctly understand the different shapes and characteristics of geometry and develop their thinking. Such as various buildings, household appliances, daily necessities, etc. Moved to the multimedia screen for students to compare and learn; When teaching "the sum of the internal angles of a triangle is equal to 180 degrees", the calculation result is different from 180 degrees due to the measurement error, so it is difficult for teachers to make it clear in words. Students can cut the three corners of the triangle and put them together. The result is obvious on the screen and easy to understand.
In a word, the above cases of teaching organization are only a part of my teaching, not the whole of classroom organization teaching. Because classroom teaching is a systematic and complicated project, teaching and learning are endless. Teachers will always face new problems on the way to teaching, and we should meet the challenges with an open mind. Actively explore in teaching, be brave in innovation and organize classroom teaching flexibly and scientifically.