First, the difference between simulated fragment teaching and lecture 1. Lecture: teaching materials, teaching objectives, teaching methods and teaching procedures. Case: The Preliminary Understanding of Fractions and Numbering with Letters are simulated by sections: On the teaching procedures. 2. The "teaching procedure" of the lecture: review and preview, Protestantism, consolidation, comprehensive application, extension, summary, etc. "Talking about teaching procedures" in the simulation teaching: generally speaking, it is the "Protestant" part. 3. The lecture mainly focuses on "Why to teach like this", and the simulation section focuses on "How to teach". Second, the aspects that should be paid attention to in simulated classroom fragment teaching: 1. The classroom situation of teacher-student interaction and student-student interaction should be reflected; Teachers' language expression: pay attention to the transformation of teaching language; Teachers' teaching language; Students' reporting communication: direct narration and retelling. 2. Pay attention to the change of students' learning style; Such as: hands-on operation, group cooperation, deskmate dialogue, self-study teaching materials, etc. 3. Reflect the diversity of classroom evaluation; Teachers' evaluation and students' evaluation are timely and appropriate. 4. Reflect the scientificity and rationality of blackboard writing; Synchronize with classroom teaching (timely); Have a choice; Font specifications; Reasonable layout. 5. There can be no scientific mistakes; Such as: parallelism and verticality, knowing a score, abdicating and subtracting one by one. 6. Pay attention to cultivating students' ability to collect, sort out and exchange mathematical information; 7. Demonstrate students' ability to ask mathematical questions; 8. Pay attention to the diversity of students' methods and reflect their different ways of thinking; Students should be able to write on the blackboard with different solutions, different theoretical solutions and different expressions in time. Third, the teaching content in different fields should be 1. Ability to calculate specific situations and ask mathematical questions; Pay attention to the guidance and expression of arithmetic (such as: 9 plus a few, make up ten methods); Clever design of blackboard writing: colored pen, horizontal line, position 2. Demonstration of space and graphics teacher; Students operate by hand; Case: the area of parallelogram 3. The ability of statistics and probability students to find mathematical information, ask mathematical questions and solve mathematical problems; Writing on the blackboard is essential; Case: Composite Bar Chart 4. The ability of problem-solving students to find mathematical information, ask mathematical questions and solve mathematical problems; Diversification of students' problem-solving methods. Fourth, some other issues 1. How to start? 2. Do you want to talk about the teaching objectives? 3. How long is it appropriate to review? Law of Business Change 4. How to sum it up? 5. Make full use of resources-there is no triangle.