(Trial draft)
Routine for teachers to prepare lessons:
Preparing lessons is the initial stage of all routine teaching activities, which mainly includes making a teaching plan for a semester and designing a teaching plan. In order to further standardize the teaching behavior of primary school mathematics teachers, prepare lessons for teaching, improve teachers' teaching level, and promote the transformation of schools from "extensive" management to "refined" management, these rules are formulated.
First, the semester teaching plan
Seriously understand the concept of Mathematics Curriculum Standard, browse the whole textbook, and make a practical semester teaching plan according to the school work plan and the students' reality. The main contents of the teaching plan include:
1. Analysis of students in teaching classes. Analyze the students' knowledge and skills, problem-solving ability, study habits, emotions, attitudes and values.
2. teaching material analysis. Grasp the connection between this textbook and the previous textbooks, and clarify the knowledge context of this textbook; On the basis of clarifying the position and function of each unit in the whole textbook, the teaching objectives, key points and difficulties are determined.
3. Specific teaching measures. Teachers should write down specific, clear and feasible measures according to the subject teaching, students' learning situation and existing practical problems, which reflects certain pertinence, effectiveness and operability.
4. Teaching schedule. Presented in the form of a table, it is necessary to write out the teaching hours and class hours of the unit, the class hours distribution and time arrangement of each part of the teaching content.
Second, design the teaching plan.
When preparing lessons, we should prepare textbooks, students, teaching methods and learning methods. According to the new curriculum concept, the following aspects should be paid attention to in the process of preparing lessons:
1, on teaching material processing
Textbooks are important resources for students' learning and teachers' teaching. On the basis of fully understanding and profoundly grasping the connotation of teaching materials, teachers can handle teaching materials flexibly-they can choose, adjust the order or reorganize them; There are abundant teaching resources in real life, and teachers can choose learning materials appropriately.
2. On the setting of teaching objectives
Seriously study the new curriculum standards, set clear, concrete and operable teaching objectives according to the teaching materials and students' reality, and position the teaching objectives as knowledge and skills, processes and methods, emotional attitudes and values. This three-dimensional goal is a whole. When preparing lessons, we should consider the integration of the three-dimensional goal and achieve the trinity in practice.
3. Selection of teaching methods and learning methods.
According to the teaching materials and students' reality, we should choose teaching methods and learning methods flexibly and reasonably, pay special attention to how to learn, actively advocate independent, cooperative and inquiry learning methods, and give full play to the role of organizers, guides and collaborators.
4. Teaching process design
In the classroom, students must be allowed to study independently, practice and explore cooperatively, and the design of teaching process should completely change the traditional rigid and single structural form. A good teaching process design should be a framework, a direction and a strong sense of optimization. It should be atmospheric, extensive, mobile and changeable, so as to fully display the teaching personality, leave enough space for teaching wit and effectively handle the relationship between presupposition and generation. When writing, the process design can be brief, but the reference to some learning contents and the choice of learning methods should be recorded in detail.
① Import the link. The lead-in link is mainly through the clever "guidance" of teachers, so that students can "enter" wholeheartedly, and stimulate students' interest in learning and desire for knowledge through appropriate content or short language.
② Problem design. The design of the question should be specific, clear and appropriate, inspiring, hierarchical, organized and exploratory, with certain thinking value and breadth (that is, divergence and openness).
③ Acquisition process. Teaching design should focus on guiding students to participate in the learning process, highlighting the content, form, time and space arrangement and handling of important and difficult points of teacher-student activities, and paying attention to teaching methods and learning methods.
④ Practical design. Carefully designed around the teaching focus should be interesting, targeted, hierarchical, open and applied, which is conducive to mastering knowledge, forming ability and embodying the value of mathematics learning.
⑤ Assign homework. Choose exercises with appropriate difficulty and weight, and pay attention to reducing students' excessive academic burden.
5. Writing about after-class reflection
Preparing lessons and teaching with new curriculum ideas and new teaching methods will certainly cause us a lot of confusion, incomprehension and problems, and there may be successful experiences or more failed lessons. We should record these experiences and understandings, as well as the self-evaluation and cause analysis of teaching effect in time, and form reflection after teaching, which is the most valuable first-hand teaching research data.
It is necessary to stimulate students' interest in learning and desire for knowledge through appropriate content or short language.
② Problem design. The design of the question should be specific, clear and appropriate, inspiring, hierarchical, organized and exploratory, with certain thinking value and breadth (that is, divergence and openness).
③ Acquisition process. Teaching design should focus on guiding students to participate in the learning process, highlighting the content, form, time and space arrangement and handling of important and difficult points of teacher-student activities, and paying attention to teaching methods and learning methods.
④ Practical design. Carefully designed around the teaching focus should be interesting, targeted, hierarchical, open and applied, which is conducive to mastering knowledge, forming ability and embodying the value of mathematics learning.
⑤ Assign homework. Choose exercises with appropriate difficulty and weight, and pay attention to reducing students' excessive academic burden.
5. Writing about after-class reflection
Preparing lessons and teaching with new curriculum ideas and new teaching methods will certainly cause us a lot of confusion, incomprehension and problems, and there may be successful experiences or more failed lessons. We should record these experiences and understandings, as well as the self-evaluation and cause analysis of teaching effect in time, and form reflection after teaching, which is the most valuable first-hand teaching research data.
Teachers' classroom routine:
Classroom is the main place for students to learn mathematics. Teachers must make full preparations before class, enter the classroom on time, don't leave the class empty, and don't delay. In the course of class, we will strive to meet the following requirements:
(A) Teaching objectives
1, pay attention to the "four basics" (basic knowledge, basic skills, basic ideas, basic activity experience), and carry out classroom teaching in a solid and effective way. Pay attention to contact with students' real life, guide them to think by using mathematical thinking mode, pay attention to the cultivation of problem-solving ability, understand the value of mathematics, improve their interest in learning mathematics and develop good study habits.
(B) Teaching content
2. According to the characteristics of mathematics subject and students' reality, grasp the teaching materials as a whole, reasonably select and adjust the teaching content, make full use of local resources, and carry out teaching activities according to local conditions.
(3) Teaching process
3. Energetically participate in teaching activities, with a cordial and natural teaching attitude and clear, vivid and accurate language. The blackboard writing is neat, the layout is reasonable, and the key points are prominent.
4. Teaching should highlight students' dominant position and ensure that students have sufficient opportunities and time to start, talk and think. For all students, the organization of learning activities takes into account students of different levels. Pay attention to students' mutual learning and establish a good learning style.
5. Effectively organize students' learning activities. It is necessary to highlight key points and break through difficulties. The arrangement of hands-on practice, group discussion and other links should have a clear purpose of mathematics teaching and pay attention to practical results. Questions should be concise and thoughtful, and students are encouraged to ask questions and express their opinions.
6. Pay attention to the cultivation of students' mathematical habits. From the aspects of "listening, speaking, thinking and practicing", we should cultivate good habits such as learning to listen, expressing mathematical thinking completely in mathematical language, being good at independent thinking from multiple angles, and standardizing writing.
7. The classroom teaching time is reasonably allocated and scientifically structured. Leave time for students to think independently and do basic exercises. Carefully organize classroom exercises and feedback, adjust in time, practice should be gradient and hierarchical, adapt to most students, and take targeted measures and methods for students with learning difficulties.
8. Deal with the relationship between presupposition and generation in teaching. Give full play to the initiative and creativity of teachers and students in teaching, and adjust teaching methods, teaching rhythm and teaching design in time according to the learning situation. Advocate after-class reflection and summarize and improve in time.
Operating procedures:
I. Transfer
1, homework assignment should adhere to the combination of in-class and out-of-class, the combination of quantity and quality, pay attention to diversity and hierarchy, meet the needs of students at different levels, and advocate hierarchical assignment. Selecting exercises from exercise books and textbooks or designing exercises by yourself should embody the principle of "appropriate amount, flexibility and strong pertinence". Besides written exercises, some practical exercises can be designed to make students speak, do and think.
2. Pay attention to reducing the burden and improving the quality, and strictly control the operation time. 1-2 grade math homework is generally required to be completed in class, with 20 minutes for grades 3-4 and 30 minutes for grades 5-6. No written homework will be assigned at noon.
3, homework should be unified format, unified pen, neat handwriting, neat lines, no graffiti, educate students to love homework, basically no dead ends. Pencils are used in the first and second grades, and pens or ballpoint pens are used in the third grade.
Second, homework correction
1, homework correction should be serious, timely, accurate and meticulous, so as to receive whatever you send and change whatever you receive.
2. Grading evaluation should be adopted for the quality of homework, giving priority to motivation, and writing motivational comments appropriately and pertinently according to the students' situation.
3. Encourage teachers to collect and sort out the wrong questions in students' homework, establish students' wrong question books, pay attention to the analysis of typical and universal problems in students' homework, make records, and guide students to learn to reflect and improve themselves.
Third, homework guidance and evaluation.
1, counseling should be patient and comments should be timely. According to the students' level, teaching students in accordance with their aptitude, counseling and evaluation are varied, with special emphasis on individual counseling for the last 20% of students.
2. Counseling should run through the whole teaching process, including before, during and after class. Guide students to finish their homework on time, seriously and independently, and cultivate students' good habits.
Teaching evaluation:
1. The compilation of quality evaluation questions should be based on the curriculum standards, focusing on the examination of basic mathematics knowledge, basic skills, basic thinking methods and basic life experience. Pay attention to the examination of six core problems in students' study and the cultivation of students' independent thinking, innovative thinking and practical ability. The proposition should be scientific, the difficulty should be appropriate, the amount of questions should be appropriate, and attention should be paid to hierarchy and openness. Propositions should be closely related to specific and measurable teaching objectives to prevent randomness.
2. The content of mathematical evaluation should be comprehensive. Including knowledge and ability, process and method, emotional attitude and values. Evaluation should not only pay attention to students' learning results, but also pay attention to students' learning process; We should proceed from the reality of students and teaching, pay attention to moderate difficulty and scientific content, and help students understand themselves correctly and build up confidence.
3. The evaluation forms should be flexible and diverse. According to different needs, flexible use of closed or open book, unified or layered, prescribed or optional, oral or written test and other evaluation methods. Innovative ways, pay attention to the comprehensive examination of students' oral calculation, estimation, hands-on operation, practical application and emotional attitude.
4. Do a good job in proposition, invigilation and marking. Conduct systematic analysis, reflection and feedback on the detection situation in time. Make students understand the shortcomings in the learning process, make teachers reflect on the problems in the teaching process and put forward corresponding measures to further improve the teaching quality. It is not allowed to rank students according to their exam results.
Ningbo education bureau teaching and research section
65438+February 2008