One: Teaching:
The learning content of this semester is more difficult for students as a whole, especially the computing ability will be deepened and strengthened in this semester, so the requirements for teachers will be higher. In the teaching content, we should mainly follow the characteristics of students, suit the remedy to the case, clarify the basic questions, straighten out the intermediate questions and supplement the questions appropriately; Ordinary classes do not pursue partiality and difficulty, especially some key and difficult calculation problems of conic curves, which must be explained to students in detail. Some problems even need to be explained several times before most students can really put them in place. Every teacher needs to think about three questions after class: How did I do in this class? Whose class is better than mine? How to take this course better and best? And make a good record in the lesson preparation notes to provide reference for future education and teaching. In class exercises, we should focus on the basics and focus on the intermediate level. We should pay attention to our mistakes, never give up any students and never let go of any problems. In class, every teacher should pay attention to writing on the blackboard, because the irregular part of students' writing comes from the teacher's writing on the blackboard, and there are at least 1 ~ 2 questions in each class to try to standardize students' writing.
Second, the construction of teaching staff:
According to the specific deployment of the school, we should conscientiously implement: ① Actively listen to the lectures of experienced teachers, and actively listen to the opinions of instructors, and seriously improve the weak links in classroom teaching. (2) actively participate in the construction of teaching resources in the preparation group, actively participate in the drafting of handouts and exercises, strive to explore the application of information technology in teaching, and learn the use and influence of new courses on our teachers. (3) For teachers with certain experience, in addition to conscientiously implementing the main points of the work of the Academic Affairs Office, we should also regularly organize the rest of the teachers to listen to the new teacher's class you brought, and ask other teachers to help improve the teaching and education level of teachers. At the same time, I hope that all teachers in the group will often listen to each other's lectures and evaluate them in time. Encourage each teacher to sum up his own teaching experience, experience or lessons on the basis of participating in the theoretical knowledge of mathematics education, and form his own ideas, hoping to write a paper and share it with other teachers in the group at last.
Three: collective lesson preparation:
The implementation of collective lesson preparation should unify the time and place and determine the main contents.
(1) According to the pre-determined lesson preparation chapters in last week's collective lesson preparation, teachers will take turns to speak and point out the ideas, key points and difficulties of lesson preparation.
(2) Then, invite all the members of the lesson preparation team to discuss the relevant outlines in the teaching tasks, dredge the teaching materials, point out the important and difficult points, list some typical examples, and select exercises. , and please have teachers with teaching experience to make necessary explanations, explanations and supplements. The lesson preparation team leader will carefully record and discuss some places with great differences in understanding, so as to achieve * * * knowledge.
(3) Discuss the specific matters of compiling the lesson plan for next week, and determine individual teaching objectives, key and difficult points, example selection and the allocation of four to five class hours.
(4) Finally, regarding the current teaching and work situation, all members of the lesson preparation group are invited to communicate with each other, make suggestions, tell the shortcomings, and the leader of the lesson preparation group will record and sort them out, so as to provide first-hand valuable information for the appropriate adjustment of the teaching plan or collective lesson preparation in the future.