First of all, the teaching purpose should be clear
Before preparing lessons or teaching, teachers should have a clear goal. This lesson will guide students to do and what the expected effect should be. Therefore, 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, ability goals, quality goals, moral education goals and so on. 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 truly achieve some freedom. The key points and difficulties should be highlighted and determined. First, teachers should carefully guess the intention of editing and arranging textbooks; Secondly, teachers should be determined according to the learning requirements of articles with the same theme or genre in the standard. Thirdly, teachers should also determine according to their own understanding of teaching materials and students' existing knowledge level.
All these are very important, and they are the key for teachers to successfully complete their teaching tasks and achieve good results. The methods should be flexible and diverse. A successful Chinese teacher should not only be good at using teaching methods, but also learn to create and summarize methods. There are many teaching methods, such as reading aloud, reading silently, reciting, retelling, trying to figure out, extracting, summarizing, decomposing, synthesizing, exploring, questioning method, questioning training and so on.
Faced with so many teaching methods, how to choose flexibly? This mainly depends on the theme of the article, genre classroom organization and so on. For example, the application of prose teaching, reading aloud, space-time expansion and other methods, while narrative is applied to retelling and generalization. Of course, each article does not necessarily use one method, nor can there be a fixed teaching method. Instead, teachers should determine the appropriate teaching method according to the theme, genre and teaching practice, and strive to achieve the best teaching effect.
Second, determine the unit teaching objectives
How to determine the goal of unit teaching? On the one hand, the author's emphasis is more important than the editor's. Specifically, the editor compiles several texts containing the same knowledge point into a unit, with the purpose of making students more impressed, so as to master and use this knowledge point more quickly. For example, in the eighth grade (Volume II), the first unit used the method of "expressing things" and the fourth unit used the method of "comparison".
Teachers must pay attention to unit teaching in teaching practice, and cannot artificially separate several articles in the unit. However, most Chinese teachers have this experience and find it difficult to prepare a text, let alone a unit. At this time, collective lesson preparation has played a great role. It makes full use of the collective ability, wisdom and means to help the teachers in the lesson preparation group get rid of this fatigue, make lesson preparation easier and more effective, and let students enjoy the knowledge and wisdom of all the teachers in the lesson preparation group. Therefore, collective lesson preparation must first determine a clear unit teaching goal. Although there are ready-made unit teaching objectives in the teaching staff, they are too complicated. It is difficult for teachers to achieve so many goals, let alone for students to master them. In this way, the connection between the texts in the research unit is very important. Find out the similarities between the texts, discuss and determine the goals. Don't stick to teaching reference, and don't have too many goals. You can set one from the perspective of humanity and instrumentality.
Third, interpret and surpass the teaching materials.
The new curriculum concept emphasizes that the teaching process is the process of teachers "teaching with textbooks", not the process of "teaching textbooks". This explains two problems: on the one hand, teachers are the comprehenders, participants and practitioners of textbooks. When preparing lessons, teachers should get into textbooks and have their own research, interpretation and thinking. Otherwise, if you blindly accept and copy, the teacher will only act as a "megaphone" for textbooks and a "seller" of knowledge. Without your own thinking, it is difficult to bring new ideas and profound meanings to the classroom. In the long run, teachers' thoughts will become rigid and students will get tired of learning.
Four, to participate in teaching and research activities, especially scientific research.
For example, I usually attend more classes, especially the classes of excellent teachers; Actively participate in collective lesson preparation activities, be brave in exercising yourself, reflect more, and accept others' opinions with an open mind, even if they are unpleasant suggestions. When many people talk about research, they talk about the color change of "tiger". Project research is really hard, and it is not as terrible as we thought. If we can take it seriously and actively participate, our efforts will have fruitful results. Many experts have done a lot of research, and these teaching and research activities have benefited me a lot, which is of great help to effectively improve our lesson preparation level.
Five, pay attention to the following points when preparing lessons.
First, let students become the masters of learning. The protagonist in the classroom is the student. Teachers should consider students' dominant position when designing teaching, and arrange more training for students in listening, speaking, reading and writing. Turning the classroom into a platform for teachers' speeches is the most taboo. Students don't need to think, do nothing, are in a passive state, their learning potential is suppressed, and they can't have the enthusiasm to learn. The second is to attach importance to feelings. Language is not heartless. Poetry and prose are made of love. When preparing lessons, teachers should have feelings for Wei Wen, be edified and infected, and have real experience. Words are not inanimate symbols, but flesh and blood, which can give people inspiration, encouragement and strength. Only when teachers are moved by the text, comprehend and taste the profound thoughts, incisive opinions and noble sentiments in the text, can they read, think, chew and experience with emotion, their hearts will be nourished, and their enthusiasm for actively learning Chinese will be multiplied. The third is exciting.
Learning is a very hard thing, especially Chinese learning, which can't be immediate, but depends on persistent accumulation. Therefore, we should constantly stimulate students' interest in learning Chinese. Young students are curious and competitive, especially interested in novelty and excitement. Teachers should fully consider their psychological characteristics when preparing lessons, do everything possible to stimulate their curiosity, and carefully arrange the overall layout of the class and the contents of each teaching link. We should carefully design the language introduced into the text, attract students with knowledge, find the breakthrough point of exploring problems, inspire students to think positively and train their Chinese ability. The same content, different organizations and different designs will have very different effects. If you have students in mind, you will find suitable teaching methods from the perspective of students' learning, and fully mobilize students' enthusiasm for learning Chinese.