Teaching is an art. Whether preparing lessons individually or collectively, we should think carefully, carefully design the teaching process and make good preparations, so as to better improve the teaching efficiency of 40 minutes. Some teachers are not clear about the purpose of class, the focus is not prominent, and the language is inaccurate, all of which are caused by not preparing lessons. So how to prepare for math class? I think we should start with the following three aspects first.
First of all, prepare teaching materials.
1, carefully study the syllabus and clarify the teaching purpose.
Teaching purpose is the starting point and destination of all teaching work, the soul of teaching work and the basis of teaching evaluation. To evaluate a class, we should first look at whether the curriculum is appropriate, whether the teaching measures taken to complete the purpose are appropriate, and how the teaching purpose is completed. In other words, when preparing lessons, a math teacher must first determine the teaching purpose, and then consider what measures should be taken to complete the teaching purpose. To clarify the teaching purpose, it is necessary to study and study the syllabus.
2. Proceed from the whole, systematically analyze and study the teaching materials.
Mathematics is a highly systematic subject, and mathematics teachers should prepare lessons carefully and thoroughly according to the principle of "whole-part-whole". This requires teachers to master the overall structure and arrangement system of primary school mathematics textbooks, and master the position and role of "part" in the "whole". Study the relationship between different parts of knowledge, thoroughly understand the key points, difficulties and keys, and carefully design teaching plans. If you prepare and teach a section in teaching and don't understand the relationship between this section and other sections, it will be difficult to talk about thoroughly understanding the teaching materials and achieving mastery through a comprehensive study.
Teachers should not only have a comprehensive understanding of the teaching materials, but also deeply understand the editors' intentions. Whether the editor's intention can be understood is an important sign to measure the depth of teachers' understanding of textbooks.
3. Grasp the key points and identify the difficulties.
Whether to evaluate a math class with traditional views or new teaching concepts, whether to highlight key points, break through difficulties and achieve teaching objectives is a very important factor to measure the success of a class. Therefore, when preparing lessons, we must pay attention to the key points and identify the difficulties.
Emphasis is often the starting point and main part of new knowledge. Give prominence to the key points when preparing lessons. In a class, first of all, we should ensure that the key contents are focused in time, closely focus on the key points, focus on the key points, guide and inspire students to strengthen their understanding of the key contents, and focus on the classroom, so that the whole classroom can have a soul.
4. Creative use of teaching materials
Creative use of teaching materials is the basic quality that an excellent teacher should possess. Only by creatively using teaching materials can we achieve the perfect unity of teaching content and teaching methods and means, organically combine the universality of teaching materials with the particularity of teaching practice in our region and unit, meet students' needs for learning content and teaching methods to the maximum extent, fully mobilize the enthusiasm of both teaching parties and improve teaching efficiency.
Second, we should prepare teaching procedures.
1, according to students' cognitive rules, carefully design teaching links.
The process of students learning new knowledge is a step-by-step process from known to unknown, from easy to difficult, from shallow to deep, from concrete to abstract, from perceptual knowledge to rational knowledge. When preparing lessons, we should carefully design teaching links according to this law, and flexibly arrange the order and primary and secondary positions of each link according to the teaching content and students' foundation.
2. Inspire students' thinking and carefully design questions.
Inspired thinking is the soul of classroom teaching, while mathematical thinking comes from problems. Therefore, we should pay attention to creating problem situations when preparing lessons. "Learning begins with thinking, and thinking begins with doubt." We should consciously set some confusing questions, subtle questions and difficult questions to inspire students' thinking. The process of students learning new knowledge is designed as a process of "re-creation".
3. Appropriate choice of teaching methods
In recent years, many teachers have been clearly aware of the changes in the teaching purpose of mathematics in primary schools in China, from focusing on results to focusing on teaching process, and have made corresponding reforms in teaching methods, changing the traditional teaching methods that focused on imparting knowledge in the past. Some new teaching methods have emerged one after another, focusing on the use of enlightening teaching methods such as discovery, exploration and discussion, which are helpful to developing students' intelligence, and have achieved good results.
It is often said that there are laws in teaching, but there are no fixed laws. It is important to get the correct laws. There are many methods of mathematics teaching in primary schools, and each method has its own characteristics and scope of application. As long as it can stimulate students' interest in learning and improve their enthusiasm for learning, it will help to cultivate students' thinking ability and help them master and use what they have learned. This is a good teaching method.
4. Pay attention to the formation training of basic mathematics knowledge and thinking methods.
Basic knowledge of mathematics and mathematical thinking methods are two powerful pillars of the overall structure of primary school mathematics textbooks. The basic knowledge of mathematics stands in the light, while the mathematical thinking method is hidden in the dark. Therefore, when the teacher is preparing lessons, don't catch one and throw one. This requires that when preparing lessons, we should use the idea of two pillars to clarify the knowledge structure and thinking method system. Especially mathematical thoughts and methods, like mathematical knowledge, should be summarized into the teaching purpose and teaching material analysis's requirements, so as to find out which mathematical thoughts and methods are mainly embodied in each chapter. And deeply explore the functions and functions of these thinking methods.
Mathematical thinking method is taught to students through the teaching process, which is a subtle process, such as the formation of concepts, the discovery of problems, the revelation of laws, the derivation of conclusions and so on. All of them embody some mathematical ideas and take them as guidance. If these processes are ignored, it means that the opportunity to teach students mathematical thinking methods is lost.
Third, students should be prepared.
Students are the object of teaching. To teach students, teachers should first understand students, so as to arouse their enthusiasm for learning and effectively help them solve problems and difficulties in learning. The purpose of preparing lessons is to carry out targeted teaching according to the specific needs of students' actual level and complete teaching tasks with high quality, that is, to implement the principle of teaching students in accordance with their aptitude. Understanding students includes students' thoughts, emotions, knowledge and ability foundation, thinking characteristics and level, learning methods, hobbies and expectations for teaching. On the basis of in-depth understanding of students, according to the requirements of the syllabus and the principle of taking care of the majority, the starting point and difficulties of teaching are determined, and corresponding teaching measures are considered.
When preparing lessons, we can also consider how to consciously combine each teaching to solve one or two students' problems and help them further improve their learning effect. Solving one or two problems at a time can solve many problems in one semester. This is of great benefit to improve teaching quality and close the relationship between teachers and students.
In short, we must extensively study, seriously study and actively practice, constantly sum up our own experiences and lessons, seriously improve and perfect our own teaching methods, and strive to improve the level of using mathematical methods in order to prepare high-quality courses suitable for our own teaching.