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提起备课,作为教师的没有哪个不懂。在平时学校的教学和校本教研的当中,通过集体备课、同课异构等多种形式的教研活动,来提升教师对教材的把握。但课堂上经常看到教师滔滔不绝,而学生昏昏欲睡,回答也是脱离老师的预设。诚然,在数学教学中由于学生的个体差异,学生对所学知识的掌握程度是不尽相同的,难免会有错误的认知。当学生有错误的理解时,作为教师的我们是一味地责怪学生不聪明,还是从自身的教学行为着手,分析教学中的细节,探寻细节背后的种种呢?这正是反映了教师的学术态度和教学艺术,睿智的教师能
Mentioning lesson preparation, as a teacher who do not understand. In the usual school teaching and school-based teaching and research, through the collective lesson preparation, heterogeneity and other forms of teaching and research activities to enhance teachers’ grasp of the teaching materials. However, teachers often see the classroom endless, and students drowsy, the answer is out of the teacher’s default. Admittedly, due to the individual differences of students in mathematics teaching, the degree of mastery of students’ knowledge is not the same, which inevitably leads to wrong cognition. When students have a wrong understanding, as teachers, we blindly blame the students are not smart, or from their own teaching behavior, analyze the details of teaching, to explore the details behind it? This is precisely reflects the academic attitude of teachers And teaching art, wise teachers can