Academic lesson preparation refers to the systematic and specialized preparation of lessons by studying the teaching content and teaching objects with an academic and rigorous attitude, and scientifically and reasonably determining "what to teach" and "how to teach". The value of academic lesson preparation in the current process of deepening teaching reform lies in the fact that it can guide teachers to improve their teaching methods and improve their ability to teach and educate people. At the same time, it also prompts the school to innovate the way of teaching and research work, improve the pertinence, effectiveness, attractiveness and creativity of teaching and research work, and provide strong professional support for cultivating new talents who are responsible for national rejuvenation. Academic course preparation relies on the teaching journal database, and on the premise of reading relevant literature, read the textbooks again, and read the textbooks deeply. Vertical and horizontal comparison, learn from the strengths of hundreds of schools, and propose teaching methods suitable for the students of the school. With systematic and specialized knowledge, we can integrate forces from multiple angles and aspects to create a good environment for lesson preparation, so that teachers can achieve professional development through expert guidance, peer support, and individual reflection and practice, and promote the improvement of the school's academic quality. We take the "Sum of the Inner and Outer Angles of Polygons" in the second volume of the seventh grade of the Suke edition of mathematics as an example to illustrate the path strategy of academic lesson preparation.
Academical" prepares resources, and spits out the old and absorbs the new in the process of learning and studying.
Academical" preparation of resources, that is, the preparation of academic resources, starting from the curriculum standards, with textbooks as the carrier, combined with literature and materials to prepare lessons, and strive to find changes and commonalities in the study and study.
Curriculum standards are based. Curriculum standards are the basis for national management and evaluation of the curriculum, which reflect the basic requirements of the state for students at different stages in terms of knowledge and skills, process and methods, emotional attitudes and values, etc., and also stipulate the nature, objectives and content framework of each course, and put forward teaching suggestions and evaluation suggestions. The course standards require: to explore and prove the inner angles and theorems of triangles;Grasp its corollary that the outer angles of a triangle are equal to the sum of the two inner angles that are not adjacent to it;Explore and master the polygon inner and outer angles and formulas.
Compare the textbooks and take their strengths. In the process of the eighth curriculum reform, the construction of textbooks has changed from "one program and one book" to "one program and multiple books". Nowadays, in the context of "one outline and multiple books", each version of junior high school mathematics textbooks has its own unique writing style and advantages, and the compilation intention and characteristics of each version of the textbook are worthy of our serious study. We compare them in terms of the arrangement system, teaching content, etc. From the perspective of the arrangement system, the Sujiao version and the Renjiao version studied the sum of the inner and outer angles of the polygon immediately after learning the triangle, and adopted a linear knowledge arrangement structureThe "sum of the inner angles of the triangle" of the Beijing Normal University version and the Xiangjiao version is arranged in the first volume of the eighth grade, while the second volume of the eighth grade only learns the "sum of the inner angles and the outer angles of the polygon", which adopts a spiraling knowledge arrangement structure. From the perspective of chapter position, there are differences in the arrangement of different textbooks, the same knowledge point is arranged in different grade semesters, and students' thinking styles and cognitive levels are also different, so the textbooks are different in the arrangement of specific teaching content.
Literature learning is new. Looking at the teaching content from an academic perspective, the educational formalized knowledge is raised to the academic formalized design, and the teaching thinking based on various teaching propositions can be seen by searching the literature, which makes the preparation of lessons more flavorful of a hundred schools of thought. In the process of lesson preparation, we searched the literature of related topics to form a resource library, and learned to compare case studies under popular teaching theories and interpret the value of teaching materials from the perspective of experts. In this lesson, we have compiled three related ** articles for communication in the three lessons of "the inner angle and the outer angle of the polygon". Focusing on the introduction of the history of mathematics, the penetration of mathematical ideas, and the correlation of mathematical methods, specific requirements are put forward for lesson preparation.
Academic" preparation method, in the sharing of speculation to bring forth the new.
The "academic" teaching method mainly compares the teaching methods of different teachers in the form of simulated teaching and lectures, and its essence is cooperation and sharing.
This session is the core part of the lesson preparation activity. The lesson preparation team first breaks down the content of each lesson to be held next week in advance and prepares the lesson carefully. When preparing for class, do not talk about class, and the main preparer should prepare corresponding preparation materials. The main and backup personnel take the form of simulated classes or lectures. Adhere to the principle of learning and teaching, provide classified guidance to students, improve teaching efficiency, and effectively build a teaching quality improvement project.
The quality of lesson preparation has been continuously improved from chatting, lecturing, simulated teaching to acting. As a means of teaching, teaching and research reform, simulated teaching is one of the efficient ways to improve the quality of teachers and cultivate young teachers who are research-oriented scholars. From the discussion of academic resources to the simulation of teaching, it is also the test and implementation from theory to practice that has changed the past experience-based approach, and achieved the purpose of bringing forth the new and promoting professional development in the process of sharing and thinking.
Academic" prepares students, and keeps integrity and innovation in teaching students according to their aptitude.
Academic" prepares students, that is, to exchange and discuss the teaching method in the process of simulated teaching according to the learning situation, and the core of this link is to be student-oriented, respect differences, and learn to teach. First, it is necessary to obtain information from the actual state of the students, and design the teaching process according to the characteristics of the students' thinkingSecond, it is necessary to obtain information from the differences in students' personalities, and then design different learning goals, adopt hierarchical teaching, and teach by category. Teachers should form "three lesson plans" after the exchange of learning conditions:
Teachers study the teaching materials and teaching references for the first time, and form the first lesson plan with self-reflection - individual cases. It is necessary to clarify the status, role, and difficulties of the content of lesson preparation, the learning objectives of students, and the core issues and core tasks of each link. Through the above thinking, a teaching case with its own ideas is initially formed.
In the exchange and collision, teachers form a collective lesson plan that condenses the group's thoughts. With the protection of self-thinking cases, collective lesson preparation has the foundation of "life". The spokesperson of the center gave a lecture, and then the group members expressed supplementary opinions, and proposed corresponding solutions to the existing problems. The spokesperson of the center synthesized the collective opinions, determined the best teaching plan for each link and revised it, and formed a collective teaching plan with group wisdom.
Teachers reflect on the effect of co-cases in teaching practice and revise co-cases - special cases. According to the actual situation of classroom teaching, the teacher verifies the operability of each link, modifies, reflects, writes the after-teaching feelings, communicates, summarizes and sorts out in the same group to form a special case for the learning situation of the students in the class and integrates the teaching characteristics of the teacher.
In this way, the organic integration of individuality and commonality has been achieved in the sharing and speculation again and again, and the integrity and innovation have been truly achieved.
Academical" for evaluation, and adjust the classroom in a hierarchical design.
Academic" preparation evaluation is to improve the design of classroom exercises and hierarchical homework after class according to the content of lesson preparation. The specific requirement is to grind out a teaching design scheme that is suitable for students' learning conditions, in line with learning rules, and has ingenuity - academic cases.
This lesson preparation follows the guiding ideology of "letting students experience the whole learning process", teachers have carefully designed the teaching activities of each lesson after reading the literature and comparing the teaching materials, based on the students' recent development area, respecting the cognitive laws of students, integrating abstract knowledge points into student activities, and designing exercises for hierarchical testing and feedback for knowledge points: instant feedback exercises are used for classwork detected in the classroom, which is convenient for teachers to answer questions and adjust teaching strategies in timeDelayed detection exercises are used for students' self-examination and self-examination after class, which improves students' self-learning ability and facilitates teachers to make classroom adjustments.
All in all, cooperation is the core of academic lesson preparation, sharing is the essential requirement of academic lesson preparation, and improving the professional level of teachers is the goal of academic lesson preparation. Academic lesson preparation not only follows the standards, but also practices the operating concept of "preparation every time, division of labor, ideas everywhere, and development for everyone", so as to improve teachers' academic ability and cast teachers' academic thoughts.
Author: Xu Tianshu's unit is the branch of Ninghai Middle School in Nanjing, Jiangsu Province).