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备好课是上好课的前提。在备课的全过程中,编写教案(即课时计划)是最关键的一步。教案是备课的记录,上课的依据,是教师在学习大纲,钻研教材和了解学生的基础上为实现教学目的,完成教学任务而设计编写的每一节课的具体实施方案。编写教案要以新大纲的精神为指导。无论是对教材的分析理解,还是教学目的要求的确定,以及教法的选择,都必须符合新大纲的要求。一般来说,编写教案应解决好以下几个问题。一、恰当划分课时。要认真研究教材和教学参考书,领会教材的编排意图,根据全班大多数学生的接受能力,确定好一堂课的教学内容。内容安排要适量,如果过多,多数学生接受不了,会影响教学效果,如果过少,会影响教学进度,导致课堂教学松散。这两种情况都不利于教学任务的完成。二、明确教学要求。一堂课的教学要求就是教师本节课要努力实现的教学目标。一堂课如果事前不确定好教学要求,就无法制定教学过程,也无法评估课堂教学的有效程度。确定教学要求时,一要明确,
Preparing a lesson is a prerequisite for a good lesson. In the preparation of the whole process, the preparation of lesson plans (that is, lesson plans) is the most crucial step. The lesson plan is a record of lesson preparation and the basis of class. It is a specific implementation plan for each lesson designed and written by teachers for learning purposes and teaching tasks on the basis of learning outline, studying teaching materials and understanding students. Writing lesson plans should be guided by the spirit of the new outline. Whether it is the analysis and understanding of teaching materials, the determination of the requirements of teaching purposes, and the choice of teaching methods, the requirements of the new outline must be met. In general, the preparation of lesson plans should solve the following problems. First, the appropriate division of hours. We should conscientiously study teaching materials and teaching reference books, comprehend the teaching intent of teaching materials, and determine the teaching content of a lesson based on the acceptability of most of the students in the class. The content arrangement should be modest. If too many students can not accept it, it will affect the teaching effect. If it is too small, it will affect the teaching progress and result in loose teaching in the classroom. Both situations are not conducive to the completion of teaching tasks. Second, a clear teaching requirements. The teaching requirement of a lesson is the teaching goal that teachers should strive to achieve in this lesson. If a class is not sure of the teaching requirements in advance, it will not be able to formulate the teaching process and assess the effectiveness of the class teaching. To determine the teaching requirements, one must be clear,