5 reflections on the teaching of open classes in junior high school mathematics

As a new people’s teacher, we need strong teaching ability. When writing teaching reflections, we can reflect on ourselves. Teaching mistakes, how should we write teaching reflections? Below are the reflections on the open class teaching of junior high school mathematics that I compiled for you. It is for reference only. Let’s take a look.

Reflection on the teaching of open mathematics courses in junior high schools 1

1. Mathematics teaching cannot only rely on experience

Learning from experience is what everyone does every day and should However, the limitations of experience itself are also very obvious. As far as mathematics teaching activities are concerned, relying solely on experience teaching is actually just treating teaching as an operational activity, that is, relying on existing experience or applying learning theories but lacking in The simple repetitive activity of teaching analysis; treating teaching as a technology and automating it according to established procedures and certain exercises. It makes teachers' teaching decisions reactive rather than reflective, intuitive rather than rational, and routine rather than conscious.

When engaging in teaching activities in this way, we can call it "experience-based". We think that the information conveyed by our teaching behavior has the same meaning as that understood by the students. In fact, this is often inaccurate because teachers Differences between students in mathematical knowledge, experience in mathematical activities, and social experience make such a feeling usually unreliable or even wrong.

2. Intellectual teaching requires reflection

A fundamental feature of intellectual teaching is “professionalization”. It is a rational approach that takes professional ethics and professional knowledge as the basic starting point for teaching activities and strives to pursue the rationality of teaching practice. The key step from experiential teaching to intellectual teaching is "teaching reflection".

For a mathematics teacher, teaching reflection can be carried out from the following aspects: reflection on mathematical concepts, reflection on learning mathematics, and reflection on teaching mathematics.

1. Reflection on mathematical concepts - learning to think mathematically

For students, an important purpose of learning mathematics is to learn to think mathematically and to use a mathematical perspective to See the world. For teachers, they also need to look at mathematics from the perspective of "teaching". Not only should they be able to "do", but they should also be able to teach others to "do". Therefore, teachers' reflections on teaching concepts should be based on logic and history. to expand on aspects such as relationships and relationships.

In short, when faced with mathematical concepts, teachers should learn to think mathematically - to prepare students for mathematics, that is, to understand the process of the emergence, development and formation of mathematics; to use different methods in new situations Explain concepts.

2. Reflection on learning mathematics

When students enter the mathematics classroom, their minds are not a blank sheet of paper - they have their own understanding and feelings about mathematics. Teachers cannot look at them as "empty containers" and "instill mathematics" into these "empty containers" according to their own wishes. This often leads to misunderstandings, because there is a gap between teachers and students in mathematical knowledge, mathematical activity experience, interests, and hobbies. There are great differences in social life experience and other aspects, and these differences often make them have different feelings about the same teaching activity. In order to "produce" more mathematics learning materials for post-class reflection, a more effective way is to "squeeze" as many problems out of students' minds as possible during the teaching process, so that their thinking processes for solving problems are exposed.

3. Reflections on teaching mathematics

Teaching well is essentially to promote learning well. But can it meet our wishes in the actual teaching process?

When we are in class, marking papers, answering questions and solving problems, we think that we have made it clear and the students have been inspired to a certain extent, but after reflection I found that my explanations did not target the students' original knowledge level and fundamentally solve the students' problems. I just wanted them to solve a certain type of problem according to a fixed procedure. The students may have understood at the time , but did not understand the essence of the problem. Reflection on the Teaching of Open Classes in Junior High School Mathematics 2

Every semester, our school will conduct a round of open classes, and every young teacher must participate. After several semesters, a considerable number of teachers taught their classes quite well. Even a few male teachers who were not good at showing off themselves have made great progress and won the first prize in the municipal high-quality course competition!

The competition class is a reflection of the comprehensive quality of the teachers. The teachers who teach will prepare carefully and present wonderfully. I am no exception!

According to the order of advance grades, it was my turn to go to class. I prepared the courseware and tutorials one day in advance. I reviewed the courseware again before class. I didn’t make a final decision until no problems were found. .

Thanks to Teacher Wang who taught the first period. She knew that I was taking an open class in the second period, so she finished the class five minutes early and asked the class representative to call me. The purpose was to give students the best class in advance. Prepare and bring stools for the teachers who are attending the class. I understand the good intentions of my colleagues, so I should take this class carefully and not let down their good intentions.

In this lesson we are going to learn the second lesson of "The Perpendicular Bisector Theorem of Line Segments".

This lesson has two learning objectives, one is to prove the theorem, and the other is to use the theorem to construct an isosceles triangle. To be honest, this class is not suitable for public classes at all. Normally, no teacher would choose a class on proving theorems as a public class, but this is the time to teach it, so go ahead and take it!

Actually, I also have some thoughts and want to challenge myself to see what the effect will be if I take such a class.

As soon as the first period ended, the teachers who were attending the class entered our classroom, especially the leaders, especially the leaders who knew the business, all of them were present! I'm not worried, not worried at all. Sister, I've been scared out of my guts!

I’m going all out for this class. I can’t put on a show anyway, so I might as well show my true face to others!

As expected, quite a few children could not clearly explain the title and conclusion of the proposition, and I chose those whose concepts were vague and unclear, ignoring those who raised their hands high. If the answer to the question is not comprehensive, I will patiently correct and add to it little by little. It can be seen that the children are very nervous. There is a teacher attending the class, and they are afraid of bringing disgrace on the face of my old classmate! I simply made it clear and said: "Students, even if there is a teacher listening to the class, don't be afraid. If you know it, you will know it, and if you don't know it, you won't. If you have any problems, we will solve them together. You come to school to learn the knowledge you don't know." , If you know everything, there is no need to follow me around." The children's expressions relaxed slightly!

I finally figured out the conditions and conclusions of the theorem, but got stuck again when I came to prove it. It seems that the preset time for this link is not enough, and I can't hurry up. Otherwise, I will make up for the loss in class and make up for it later. I don't want to make up for it after a missed opportunity. I walked around and found that most of the children had no ideas, so I reminded the children: "There is a sentence in the textbook that is the best way to prove this theorem. You will find it if you search carefully." The children quickly flipped through the book. Looking for it, most children find it right away and start writing the proof immediately. After waiting for a few more minutes, I asked the students who could do it to raise their hands, and a small number of students who couldn't do it. I asked the students to communicate in groups. After the exchange, I found a student with a poor foundation to explain the proof process orally. The child stammered, but fortunately he finally finished. Although his use of geometric language was not accurate enough, he still made great progress. I praised him!

After the proof of the theorem is completed, let’s start drawing. Drawing with rulers and compasses is also a difficult point, and many children forget it. I first lead the students to analyze the graphics to be made and determine where to start. Then I teach them to draw pictures strictly in accordance with the basic drawing requirements and write down the methods. The writing method is of very high standards for students, and it must be clear and coherent. The language must be accurate, and in short, all the basic skills of mathematics must be practiced!

I just finished talking about the drawing questions and get out of class was over. I didn’t drag the class. I told the children that there were still some exercises to meet the standards in this class, so just treat them as homework after class!

I took an open class that was not perfect, and I have the following thoughts:

1. If I gave the students less time for independent exploration in this class, they would be confused. I can't guarantee that the preset content will be completed and the students will master it. It may give the audience a perfect impression, but it will lead to a situation of making up for it before it is too late.

2. When students were confused, I did not directly tell them the results. Instead, I asked the students to find solutions to the problems from the textbooks. Although it was a waste of time, it allowed the children to experience their achievements. It is better to teach a man to fish than to teach him to fish.

3. I don’t pursue completeness and perfection. I dare to break my traditional concepts and show others my shortcomings. This courage is still worthy of praise!

4. When the students' performance was not ideal, I did not get angry. Instead, I calmly encouraged the children and guided them to explore solutions to the problems. My mentality has changed a lot compared to before, which shows that I am becoming more and more mature, which is gratifying!

5. Failure to complete the preset indicates that your grasp of the academic situation is not accurate enough. It seems that when preparing for lessons, you must not only prepare teaching materials but also prepare students. Students are the masters of the classroom!

6. When the teachers evaluated my class, they spoke highly of it. I felt a little ashamed. In fact, I know that although teachers pursue perfection in open classes, they prefer real shortcomings. Only when problems are discovered will they urge everyone to improve.

One minute in class, ten years of hard work in class, we will never stop pursuing perfection in the classroom! Reflection on the Teaching of Open Courses in Junior High School Mathematics 3

Human beings have long had the reflective awareness of "careless thinking will lead to inappropriate actions". The wise sayings such as "Look to yourself instead, ask yourself", "I examine myself three times a day" are Evidence. In today's society, reflection has become people's conscious behavior. What's more, as a teacher, we should also reflect on the gains and losses of education in a timely manner to eliminate shortcomings and gain lessons.

This year, I am teaching junior high school mathematics. At present, the semester work has basically ended. In this regard, I have made the following reflections.

1. Problems in classroom teaching

1. Due to the particularity of the new textbook mathematics teaching. , my explanations are basically limited to the information in the textbooks, and the proportion of open classes that can stimulate students' imagination and creativity and diverge students' thinking is still relatively small.

In classroom teaching, there is sometimes a lack of active and effective teacher-student interaction. Some classes focus too much on teaching, and do not correctly handle the relationship between teaching and practice based on the requirements of concise teaching and refining. This results in teaching and learning being out of sync and neglecting students’ foundation and abilities. of attention.

2. Classroom teaching cannot be based on the actual situation of students, and lacks the necessary links of "preparing students" and "preparing study plans"; the processing and grasp of teaching materials are still limited to teaching materials, and there is no effective selection and combination. , expand and deepen; classroom teaching does not truly penetrate students' basic knowledge points, high school entrance examination hot spots and high school entrance examination difficult points, and students' original knowledge cannot be activated in a timely and timely manner; the classroom density requirements are insufficient, and students have few opportunities to participate. The classroom is small; the classroom leaves very limited time for students to doubt, realize, study, practice, and be complacent.

3. There is not enough research on the high school entrance examination, and the understanding of the test scope, requirements, format, characteristics and rules of the questions is not clear enough. Classroom teaching relies on review materials and lacks the precision of the materials. Selection and integration ignore the teacher's own active construction of the knowledge framework, so classroom teaching lacks methodological guidance and ability cultivation for students' English knowledge system.

4. The classroom design lacks appropriate and timely teaching evaluation, and it is impossible to know in time whether students have gained something in the classroom, how much they have gained, and other academic conditions; pre-class design "what do you want to teach students", classroom feedback "students The three links of "what have been learned" and post-class reflection "what do students still want to learn" have not been unified to the greatest extent.

2. Problems in students’ mathematics learning.

Due to the above problems in classroom teaching, many problems have arisen in students’ mathematics learning and review.

1. Students lack interest, self-confidence and learning motivation in mathematics learning; they do not actively participate in mathematics classes, lack the enthusiasm to take the initiative to speak, or are unwilling to speak at all; in addition, a considerable number of students are not willing to speak when listening to new lessons. Unable to keep up with the teacher's pace or understand the teacher's relatively fast instructions.

2. Students do not have a solid grasp and understanding of mathematics classroom knowledge, and spend a lot of wasted time outside class; most students do not pay enough attention to book knowledge and cannot find an effective carrier for mathematics review. Unable to effectively use textbooks and return to textbooks in a timely manner, mathematics review lacks systematicity, and mathematics learning lacks initiative.

3. Some students lack clear guidance from teachers, lack systematic arrangements and scientific plans during review, or have no personalized characteristics in learning and review, resulting in insignificant learning results.

4. Based on the above situation, I believe that as the gatekeepers of students’ high school entrance examinations, junior high school mathematics teachers must first have a correct awareness and fully realize that whether a lesson is beneficial does not mean whether the teacher has Whether the content has been taught or whether it was taught seriously or not, it refers to whether the students have learned anything or whether the students have learned well. If students do not want to learn or have gained nothing from learning, even if the teacher teaches very hard, it is ineffective teaching; or if students learn very hard but do not get the development they deserve, it is also ineffective or inefficient teaching.

In response to the above problems, we can improve from the following aspects:

1. Teachers must be aware of classroom effectiveness. Effective media tools help increase classroom capacity, density and speed. Especially in the review class, the appropriate use of multimedia means can not only activate the class, but also increase students' participation. The short, frequent, and fast large-capacity class rhythm can effectively attract and focus students' learning attention, thereby ultimately improving learning. Secondly, the awareness of classroom effectiveness is also reflected in the design of teaching, which must be fully taught for learning, and teaching should be designed based on the standards of how students can effectively acquire knowledge and improve their abilities. Classroom design should help students actively participate in class and help them effectively internalize knowledge and information. During the review process, attention should be paid to the guidance of learning methods, and information from the high school entrance examination should be appropriately incorporated into teaching to broaden teaching content.

2. Teachers in mathematics classes should obtain academic feedback in a timely and effective manner, and effectively conduct pre-class review, class summary and other links. In order to effectively improve the effectiveness of English classroom teaching, teachers can also develop a scientific, operational, and motivating English learning effect evaluation system, insist on tracking students' lectures, homework, notes, etc., and keep abreast of students' learning, Review status and conditions to make targeted adjustments during classroom teaching.

3. Pay attention to the improvement of classroom teaching efficiency, and pay close attention to the lesson preparation process, that is, the lesson preparation must be precise, the exercises must be precise, and the homework must be precise. At the same time, we must actively reflect on teaching, and teachers themselves must reflect, think, explore and solve problems in the teaching process in a timely manner, adjust teaching methods in a timely manner, and optimize the teaching process. Emphasize the learning of basic knowledge in classroom teaching. Teachers should break through the limitations of current teaching materials and provide systematic intensive training on key contents. In terms of syntax, we cannot stick to the traditional calculation level. We need to collect materials and broaden them appropriately.

4. It is necessary to strengthen hierarchical teaching and tutoring, and improve students' performance through hierarchical teaching and tutoring. In terms of methods, it is necessary to grasp the weak points of students' learning, differentiate between different situations, and provide targeted tutoring.

From a strategic point of view, we should strengthen the research on students' practical problems and make up for what is missing. From a target point of view, we should focus on students who are obviously weak in the subject, and use effective forms such as teacher-student selection, teacher-student pairing, and tutoring to ensure that students can get the best information at any time. Teacher guidance and help can effectively improve student performance.

3. Several principles that should be paid attention to during review:

First, grasp the textbook and review effectively. Textbooks and syllabus are the basis for pre-exam review and examination questions. Therefore, during review, teachers and students should study carefully and fully understand and accurately grasp the requirements for basic knowledge and abilities in the syllabus.

The second is to systematically summarize and clarify the context. During the general review, the word "general" should be highlighted. Faced with thousands of question types, through review, students should have an overall and general impression of junior high school mathematics learning. It ranges from calculation proofs to specific knowledge points, so that students have a clear framework and a "network diagram" with substantial content in their minds.

The third is special practice, targeted. For the problems exposed in the past general review, teachers should carry out special explanations and training in a purposeful and targeted manner, collect and accumulate students' usual mistakes in various aspects, and make breakthroughs one by one.

4. Review tips and suggestions.

During review, teachers should ask students to learn to sort out wrong questions, sort out the wrong questions in test papers and exercises they have done, copy them in a notebook, and provide timely correction and feedback. Teachers should make choices and require students to do basic knowledge exercises selectively so that students can get out of the sea of ??questions. Regarding reading comprehension, the content of the questions is getting closer and closer to life. Therefore, students should strengthen practice during review, be extensively exposed to various question types, expand their knowledge, and at the same time, they should consciously accumulate problem-solving methods and techniques for various question types. This can reduce answering errors during the high school entrance examination.

In short, the review stage of mathematics for high school entrance examination is very important. Review can check for omissions and fill in the gaps, and can make the knowledge systematic and comprehensive. Although we have gradually realized the importance of classroom teaching and the urgency of student guidance, there is still a certain gap between the goal of a relatively satisfactory mathematics classroom. Therefore, we need to constantly update our concepts, improve our theoretical level and practical ability, and make greater efforts for students' mathematical development and ease of facing the high school entrance examination. Reflection on the Teaching of Open Courses in Junior High School Mathematics 4

One semester of work has come to an end. It can be said that I was busy and busy but gained a lot. Looking back on the work of this semester, I taught the mathematics subjects of classes 701 and 702. There were gains and joys in the work, but there were also some unsatisfactory aspects. In order to better summarize the experience and learn lessons, so that future work can be effective and meaningful. Carry out in order, the teaching work of one semester is summarized as follows:

1. Love the work of teachers

Ideological progress, unite comrades, come not too early every day but leave very late , selfless dedication, strict demands on yourself, conscientiously complete the tasks and work assigned by the school, strictly abide by the school's rules and regulations, do not be late, do not leave early, do not ask for sick or personal leave, and implement the school's requirements in a down-to-earth manner.

2. Actively participate in various types of learning and training, and strive to improve my education and teaching level

I have developed a business learning plan based on my own characteristics. This semester, I strictly followed the learning plan, orderly and effective After studying on the spot, I feel that my professional level has reached a new level. Especially, I have carefully studied several education and teaching series. I feel that I have greatly improved. In normal times, I read books such as "Cai Linshen and Foreign Thoughts on Education", comprehended the teaching art, worked hard to improve my education and teaching level, and applied it well in daily teaching work.

3. Teaching work and scientific research work

In terms of teaching work, carefully study the teaching materials during the course preparation process, deeply understand the teaching materials, use the teaching materials flexibly, and according to the characteristics of the teaching materials and the actual situation of the students Design lesson plans according to the circumstances and teach each lesson carefully. The lesson preparation is in-depth and meticulous. I usually study the teaching materials carefully, refer to various materials from various sources, and strive to understand the teaching materials in depth and accurately grasp the difficult points. When formulating teaching purposes, pay great attention to the actual situation of students. The lesson plans are carefully written and lessons learned are constantly summarized. In teaching, I attach great importance to the cultivation of students' thinking ability and self-learning ability. While consciously learning advanced educational ideas and methods, excellent teaching methods, etc., I continue to conduct hierarchical teaching research on "classroom teaching", focusing on stimulating interest--- Teaching methods---developing habits---cultivating abilities---forming character, reforming teaching methods and methods, increasing classroom capacity, improving learning interest, and realizing "the transformation of underachieving students, the optimization of average students, and the improvement of outstanding students." All kinds of students get the development they deserve." Give special care to the students with learning difficulties in the class. Ask more questions in class, inspect more, and provide more guidance. Give them appropriate praise for their progress in class. Talk to them more after class so that they can build up their confidence. And stimulate their interest in learning mathematics, and mobilize the top students in the class to serve as tutors for the students with learning difficulties, forming a "one-two" group to set goals for the students with learning difficulties according to their respective situations, so that both of them can move towards That goal goes forward. "Always think, often research, often summarize, promote students' all-round development, lay a solid foundation, and cultivate students' innovative abilities." Focusing on the research and application of the "independent-innovative" classroom teaching model, we strive to achieve high quality teaching and high classroom efficiency. .

Continue to explore the application of mathematical ideas among mathematical knowledge and the thinking methods and analysis rules of mathematical problems; complete the knowledge tree of each chapter of junior high school mathematics and the classification knowledge tree of junior high school mathematics; write a number of papers on teaching experience.

4. Seriously participate in class management and strive to form a good class style

Through the ideological education of students in class meetings and morning meetings. Cultivate class cadres, actively communicate with parents, humbly accept parents' opinions, consider issues from the parents' perspective, and strive to reach agreement with parents' educational ideas. I not only pay attention to students' academic performance, but also pay more attention to learning attitudes, methods and habits; not only pay attention to students' moral development, but also pay more attention to the cultivation of students' thinking ability and self-learning ability. I study with humility, boldly innovate, follow closely and seriously. Be responsible and provide guidance in place, and give full play to students' independent management role, so that the class can truly form a good class atmosphere of "unity and progress, strict discipline, clean environment, and hard study".

5. Problems in the work

1. The teaching materials are not explored in depth.

2. The teaching method is not flexible, cannot attract students to learn, and provides insufficient guidance and inspiration to students.

3. The new teaching ideas under the new curriculum standards are not studied in depth. There is a lack of theoretical guidance for students' independent learning and cooperative learning.

4. The poor students will be caught at the end. Due to insufficient understanding of students, the students' learning attitudes and thinking abilities are not clear. Everything that needs to be said in class and review has been covered, and the teacher has a lot in mind as to how well the students have mastered it. This leads to blindness in teaching.

5. There is insufficient reflection on teaching.

6. Directions for future efforts

1. Strengthen learning and learn new teaching ideas under the new curriculum standards.

2. Study the new curriculum standards, explore teaching materials, and further grasp knowledge points and test points.

3. Listen to more classes and learn the teaching concepts of advanced teaching methods from teachers of the same subject.

4. Strengthen the training of transfer students.

5. Strengthen teaching reflection and increase teaching investment.

The work of a teacher starts over and over again. I will reflect on my experience and deficiencies in my work over the past semester, and do a good job in the future based on my position. I ask all leaders and teachers to give me help and criticism, so that I can The work is more impressive. A hard work, a harvest. Teaching brings joy and sorrow together. We will adhere to the principle of "study diligently, think well, and do hard work" and, as always, make persistent efforts to do a better job. Reflection on Open Class Teaching of Junior High School Mathematics 5

As teachers, everyone will face the problem of taking open classes. When it is time to teach, we will try our best to think through, analyze teaching materials, write lesson plans, and provide courseware and teaching aids. production, trial teaching time, even the clothes to wear in open classes, the seating arrangement of students, and the fact that you must go to the venue in advance to make various preparations before taking open classes, etc., but you usually have to attend classes every day What about the class, how did we do it? It cannot be ruled out that a considerable number of people do not pay that much attention to it. Open classes are like a banquet in a restaurant, and every effort must be made to have all the beauty, flavor, and beauty, while daily classes are like home-cooked meals, and they may even be treated with radish and pickles. I personally don’t like many of the bells and whistles in open classes, but I think the preparations done before the open classes are the most worthy of appreciation. If you think over and over again, the more people you take in the open classes, the better your teaching will be. , I rarely take public classes, and I don’t like to take them, but I like to take ordinary classes, and every class is a challenge for me. I treat every class as an open class. Specifically, I try to do the following:

1. Carefully design teaching

A class The teaching method design is determined by its teaching content. Concept classes must focus on students' understanding, calculation classes focus on developing calculation skills, application questions focus on analysis, and review classes focus on cultivating comprehensive abilities. No matter how the teaching content changes, when I handle the teaching materials, I first understand the key points, difficulties and teaching purposes of the course, so that I know what to do. Then pay attention to trying to explain the difficult points clearly from the shallower to the deeper during the lesson preparation process. At the same time, highlight the key points and use different methods to practice and apply the key contents. After students master the key points of knowledge, other problems will be easily solved. And a focused lesson will leave a very deep impression on the audience.

2. Choose the appropriate learning method

I always think from the student’s perspective first, what will happen to the students after listening to this lesson, where problems may arise, and what if I am a student, how will I solve it, etc. Then decide whether to focus on lectures or self-study. The approach of letting students work in groups to learn regardless of everything may seem clever, but in fact sometimes it may not work in reality. Let me ask, if everyone in the group What will be the consequences of continuing to discuss the issue when you don’t understand it? I think most students will turn to other activities that have nothing to do with the class.

Try to make good use of heuristics in the classroom, proceed from the shallower to the deeper, induce each level, and finally let the correct answer or conclusion come from the students' mouths.

It not only firmly attracts students' attention, but also turns the "one-word lecture" into a discussion or communication activity in which everyone participates, which invigorates the classroom atmosphere and makes students particularly impressed with knowledge and have stronger ability to apply it. , and received good teaching results.

Focus on the interaction between teachers and students. Teachers should pay attention to communication with students during the teaching process, discover their difficulties and confusions, and explain them clearly in a timely manner. At the same time, we also capture the activities or things that interest them and mobilize their enthusiasm. Teachers and students cooperated tacitly and jointly pushed the classroom activities to a climax.

When preparing lessons, students’ characteristics, interests and hobbies should be taken into consideration, try to connect with their real life, get closer to their lives, and often use things or topics that they are interested in to attract their attention. Motivate them. At the same time, taking into account the differences in performance status and understanding ability of different students, questions of different gradients are set for students at different levels to answer. When preparing for the lesson, I thought about it: this easier question should be answered by XX who has a slightly lower grade; this difficult question should be summarized by XX... This will allow every student to participate in the class and be able to participate in the class. Being able to experience the joy of success is of great help to invigorating the classroom atmosphere and improving students' enthusiasm.

3. Prepare for emergencies.

The teaching equipment in our school is very advanced, and I use it in almost every class, but sometimes there are some occasional small accidents that hinder the smooth progress of classroom teaching. In the process of preparing lessons, you must think very carefully and try to control the occurrence rate of these incidents to zero, or make mental preparations in advance: If an accident really happens, how to deal with it? For example: before class, check whether the audio-visual equipment to be used has been installed or debugged to avoid mistakes during class; whether the pictures, exercises or other teaching aids to be used in class are ready and put away; If you have plenty of time and have completed the teaching tasks but it is still not the end of get out of class, what activities should be added temporarily? What if time is tight and the prepared teaching content is almost over and the get out of class is over, what links should be deleted, etc. With various preparations, you can ensure that your class will proceed smoothly and in an orderly manner according to the steps you designed, and receive the expected results.

In fact, when computers, projectors, etc. become unusable due to power outages, malfunctions, etc., sometimes carefully crafted courseware is often abandoned. At this time, it will not affect my normal teaching at all, because since each class is regarded as an open class, I have considered these issues in advance, and the chalk and blackboard will continue as usual.

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