On how to prepare lessons and improve the quality and efficiency of preparing lessons.

The so-called lesson preparation is the preparatory work done before class. If you want to have a good class and achieve the expected goal, of course, the preparatory work in the early stage should be done well and fully prepared, so as to achieve the expected teaching goal before class. This kind of lesson preparation is also an effective lesson preparation, which is my basic understanding of effective lesson preparation. There are many articles and books on how to prepare lessons effectively. We all know that preparing lessons is an important link in the process of classroom teaching, and how to prepare lessons directly affects the effect of classroom teaching. Many times, because we are busy with work and don't have enough time to think, we often turn lesson preparation into copying lesson plans, and class also becomes memorizing lesson plans. Over time, preparing lessons has been formalized. How to make lesson preparation a mere formality and more effective? That's what I've been thinking about. Personally, I think interest is more important than achievement. Method is more important than knowledge; Learning is more important than learning. Lesson preparation must proceed from reality, proceed from reality and prepare for use. So in preparing lessons, I think we should prepare more "interests", "methods" and "learning methods". Preparing lessons is a process of re-creation, and it is a process of constantly developing and enriching the content of teaching materials. In order to realize this process, we must be familiar with the teaching materials, put a series of materials such as teaching objects, teaching contents and teaching languages in our minds, keep them in mind and come out at once. Of course, when I say familiarity, I don't have to write lesson plans in detail and recite them skillfully. I think preparing lessons can be based on my own teaching experience, not necessarily in the form of preparing lessons. Even if there is only one word written in the book, this word is the main purpose and soul of teaching. More importantly, prepare lessons in your heart and mind.

On the basis of being familiar with the teaching materials, combined with the actual situation of their own students, add their own unique ideas. I believe the teaching effect will not be bad. Here, I will talk about my own practice in combination with my actual work experience.

First of all, the teaching purpose should be clear

Teachers should have clear goals before preparing lessons or teaching. What will students do in this class? What kind of expected effect should be achieved? It is necessary to study the teaching materials and determine the goals suitable for students' learning in this class, such as emotional goals, knowledge goals and ability goals. Teachers can be determined according to the actual needs of teaching and the study of the teaching materials themselves. What needs to be emphasized is that the establishment of goals must be consistent with classroom teaching in order to be truly targeted.

Second, we should highlight the key points and difficulties.

To determine the important and difficult points, teachers should determine them according to their own understanding of textbooks and students' existing knowledge level. This is very important, and it is the key for teachers to successfully complete their teaching tasks and achieve good results. The so-called teaching focus, "occupies a relatively important premise judgment on the specific level of the logical structure of teaching materials", that is, "the content that plays an important role in the whole knowledge system or discipline system". If a certain knowledge point is the core of a unit content, the basis of follow-up learning or widely used, it can be determined that it is the focus of teaching. That is, students must master basic knowledge and skills, such as meaning, law, nature, calculation methods, including quantitative relations, problem-solving strategies and so on. For example, the number comparison within Grade One 100. The teaching focus of this lesson is the method of comparing two numbers. The teaching emphasis of translation and rotation in grade two is to initially perceive translation and rotation phenomena; The focus of average teaching in grade three is to understand the meaning of average; The teaching focus of the 24-hour system is to know the meaning of the 24-hour system, which will be used to express time; The teaching emphasis of simple calculation of continuous reduction in grade four is to master the simple algorithm of continuous reduction; The focus of cuboid volume teaching in grade five is to use cuboid volume formula to solve practical problems; The key point of solving problems with proportional knowledge in sixth grade teaching is to solve problems with proportional knowledge.

Teaching difficulties generally refer to key knowledge points that are difficult for most students to understand and master, or problems that are easy to be confused and make mistakes. For example, the difficulty in thinking about the practical activity pendulum in Senior One is to find out the rules of different numbers and discs through observation; The difficulty of translation and rotation teaching in senior two is to draw a simple figure on the square paper after translation in horizontal and vertical directions; The difficulty of teaching year, month and day in grade three is to remember the number of days in each month and leap year in a normal year, and initially learn to judge whether a year is a normal year or a leap year.

Take the old knowledge as the growing point, break through the key and difficult points, and understand the students' original knowledge and skills; Guide students from the old to the new and train their thinking. That is, from the students' existing knowledge and experience. In order to acquire knowledge for students, I use the law of transfer in teaching to achieve breakthroughs in key and difficult points.

Third, the methods should be flexible and diverse.

There are methods in teaching, but there is no fixed method. The key is to be right. Teaching methods are flexible, not static. A class is often not only able to complete the teaching task with one method, but also the comprehensive application of various methods. There are many teaching methods. Faced with so many teaching methods, how to choose them flexibly? This requires teachers to determine the appropriate teaching methods according to the class structure and students' situation, and strive to achieve the best teaching effect.

1, problem-induced teaching method. This method can be used in theoretical teaching content. It is difficult to connect theoretical knowledge with real life examples, which requires in-depth thinking. "Learning begins with thinking, and thinking begins with doubt". Question-induced teaching method can cultivate students' habit of thinking. The process of students asking questions and solving problems is the process of thinking. For example, when teaching the content of plane rectangular coordinate system, I use this method to ask students what they want to master on the blackboard in the form of questions, so that students can use their brains to solve problems or ask questions in their hearts, which better exercises their minds.

2. Cooperative inquiry method. Suhomlinski said: "There is a deep-rooted need in people's hearts, that is, to be a discoverer, researcher and explorer." The application of inquiry discovery teaching method is conducive to guiding students to form the habit of inquiry. This method enables students to understand learning activities in the process of discovery, which is conducive to cultivating students' interest in learning mathematics, improving their observation ability and enhancing their thinking ability, and also conducive to cultivating students' independent scientific inquiry attitude and the spirit of communication and cooperation. For example, I used this method when I was teaching the sum of inner angles and outer angles of polygons, so that students can explore the solution of the sum of inner angles of polygons in groups. Therefore, students can explore various methods, which is far beyond my scope of preparing lessons.

3. hands-on practice. The purpose of learning lies in practice. Mathematics education should not only teach students mathematical knowledge, but also cultivate students' awareness of applying mathematics and improve their ability to solve practical problems. Therefore, we must proceed from reality, integrate theory with practice, provide students with vivid and intuitive application background of mathematical knowledge as much as possible, highlight the thinking method and guiding significance of mathematical knowledge in solving practical problems, strengthen example teaching, and make students really apply what they have learned. For example, when teaching "Solving Right Triangle", I didn't let students sit in the classroom to learn some boring mathematical theories, but took them to the playground to measure the height of flagpoles to complete the teaching.

Fourth, scientific and reasonable homework design.

Based on the purpose of examining and cultivating students' thinking ability and practical ability, when designing homework, teachers should be close to textbooks, students and the reality of life, and design appropriate, scientific and effective homework, so as to correctly evaluate students' learning.

5. When preparing lessons, we should fully consider the relationship between "presupposition" and "generation".

Preparing lessons is actually a preset, but reality tells us that "generation" is true, and the real situation will not be known until class, so "preset" and "generation" are biased. Therefore, when preparing lessons, we should fully consider what may happen in class and make corresponding countermeasures. In this way, in the classroom, under special circumstances, it can be handy.

Sixth, clarify the teaching ideas and the teaching process.

A class, from introduction to students' discussion and thinking, to teachers' summary, to students' practice. Process is very important. If the teaching idea is not clear and the teaching process is not clear, it will cause teaching confusion, waste classroom time, affect classroom order, and thus affect students' learning mood. Therefore, before the last class, we must clear our minds, go from shallow to deep, and choose different teaching modes according to the different themes of each class. Every step should be clear. Every link has a purpose, so the teacher must clearly set the purpose of this link, what work the students should do and what state they should achieve. When preparing lessons, you should have a prediction in advance, and at the same time, you should consider different situations and coping methods under different situations. Only in this way can a class be smooth and rhythmic, orderly and tense, so as to achieve effective goals.

Seven, adhere to after-class reflection, to achieve the goal of self-improvement.

Preparing lessons is actually a process of self-learning. Whether a class is successful or not, or whether something is good or not, can get a kind of feedback through students' exercises and homework after class. This feedback is very valuable and true. How to effectively use this most authentic feedback, after-class reflection is actually the best and most effective way. Therefore, I think it is necessary to record the success and shortcomings of this class in one class. If teachers want to make progress, of course, they should read books and stick to theoretical study. Experience is the mother of wisdom. What is practice? The real lesson is practice, and reflection is the only means to achieve true knowledge in practice. Therefore, in order to really prepare lessons effectively, after-class reflection is essential.

Teaching plan is the written embodiment of teachers' lesson preparation achievements, the crystallization of teachers' handling of teaching art based on subjective and objective conditions, the basis of teachers' classroom teaching and the concrete embodiment of teachers' comprehensive quality.

Summarizing the characteristics of excellent teachers' lesson plans, we can find that good lesson plans must conform to the teaching practice, students' cognitive rules, be clear-cut, logical, focused, difficult to break through, rigorous in structure and natural and smooth.