final report

I background and definition of the project

As the saying goes, "A good beginning is half the battle", and classroom teaching should pay attention to the art of lead-in. A wonderful lead-in can not only make students full of interest, but also arouse a strong desire for knowledge, so that classroom teaching can receive good results. It can be seen how important a good beginning of a class is! Indeed, classroom teaching lead-in is a prelude for teachers to compose beautiful teaching music, the first note of teachers' and students' feelings, and an important part of classroom teaching art. A good classroom lead-in can quickly cause students' cognitive conflicts, stimulate students' interest in learning, and let students naturally enter the best learning state. At the same time, a good classroom lead-in is a "window" to show teachers' teaching art, a concentrated expression of teachers' overall consideration and careful arrangement of the teaching process, which casts teachers' far-sighted wisdom and flashes teachers' teaching style. Therefore, the reasonable and novel introduction of new courses can effectively open the "gate" of students' thinking, stimulate association and exploration, and lay the foundation for the success of a class.

According to the survey of rural schools, many primary school teachers design the lead-in language of the new curriculum unreasonably. They don't pay attention to the introduction link, but only pay attention to classroom practice. Although some teachers also care about the imported design, they just pass by and become a mere formality. For example, in order to improve the quality of teaching, many teachers do not attach importance to the "lead-in" link in teaching, and think that lead-in is a waste of time. It is better to spend time teaching this knowledge or strengthening practice; Although some teachers also pay attention to lead-in, the form is too simple and inflexible, such as: reviewing the relevant knowledge and content learned and transferring it from these preparatory knowledge to this class; Some teachers have always attached great importance to classroom lead-in, but the phenomenon of "getting twice the result with half the effort" is not uncommon. because

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Therefore, in order to explore new teaching design to meet the needs of curriculum reform, improve classroom teaching efficiency and promote students' all-round and healthy development, how to design classroom lead-in reasonably and creatively to better serve the new curriculum teaching and achieve twice the result with half the effort has become an urgent problem for our rural teachers to study and solve. Second, the theoretical basis and significance.

1, cognitive theory holds that the development of everything has to go through the primary to advanced stages. From the beginning to the end of a class, the most attractive place for students is the beginning of a class.

2. Under the guidance of the new educational concept, teachers actively provide learning strategies and change the traditional learning methods and teachers' roles. Advocating autonomous learning, cooperative learning and inquiry learning is to make students truly become the main body of learning, face all, teach students in accordance with their aptitude, and strive to create a relaxed and pleasant teaching environment, so that students can learn vividly and develop harmoniously as a whole, strive to improve teaching quality and students' quality, and cultivate a large number of qualified cross-century talents. 3. In teaching methods, we should highlight the position of emotion, attitude and values. Focus on the goals of emotion, attitude and values, and give consideration to the goals of ability and knowledge. Teachers guide students to establish a correct value judgment on their own lives.

Ability goal, knowledge goal. Teachers guide students to establish a correct value judgment on their own lives.

Three. Research objectives, contents, methods, steps and processes 1. Research objectives

In order to change the previous teaching mode, we advocate autonomous learning, cooperative learning and inquiry learning, so that students can truly become the main body of learning, and change teaching without paying attention to the lead-in link, which is just one of them.

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Grasp this phenomenon in classroom practice. Make students stimulate riding in interesting, effective and beneficial classroom lead-in, and improve their interest in learning mathematics. The design of mathematics classroom lead-in is specially studied as their own topic. 2. Research content

Flexible design and clever use of lead-in; Stimulate students' interest in knowledge and optimize classroom teaching by creating classroom teaching lead-in scenarios that meet the requirements of teaching content; Through the introduction of various forms of new courses, students can learn clearly, stimulate their interest in learning, help them form their learning motivation and improve their learning efficiency. 3. Research methods

Literature method: consult and collect monographs, papers and materials related to this research topic. By consulting books and searching online, we can learn about imported designs and related articles, understand the research work done by predecessors or others, clarify the scientific value of research topics, find the breakthrough point, and obtain newer and more valuable research results.

② Content analysis method: Collect a large number of typical primary school import cases and make an all-round analysis.

③ Action research method: Through the reflection and analysis of the teachers of the research group and other classroom teaching examples, comparative teaching is implemented, and carefully designed lead-in cases are applied to practical teaching. Promote the improvement of import.

④ Experience summary method: On the basis of reflective case studies, carefully summarize and sort out the experience formed in the research of the subject, and write valuable monographs and research reports, so that the subject can be popularized. 4. Research process