Preparing lessons is an indispensable and important link in teaching work, and the teaching effect of a class depends largely on whether teachers prepare lessons adequately. However, for a long time, some teachers have great coping psychology with preparing lessons. The specific problems are as follows:

1. Preparing lessons is out of touch with class, which is ineffective. Some teachers are completely confined to the teaching staff, without their own understanding of the text, and only play the role of a mouthpiece between the teaching staff and the students; Some teachers regard lesson preparation as a tool to cope with the inspection of leaders. When preparing lessons, they have neither drilled into the teaching materials nor made their own careful ideas, forming a well-thought-out and well-organized teaching idea. Most lesson preparation is copying teaching reference, which is simplistic and serious, and is basically "two skins" with class, which has no practical value; There are also teachers who basically don't prepare lessons at ordinary times, just wait for the surprise completion before the inspection, and the role of preparing lessons has not been brought into play at all. With the deepening of curriculum reform, many schools advocate collective lesson preparation, in order to let everyone enjoy resources. However, many teachers "invented" the system of preparing lessons by turns, or "sharing lessons and using them collectively", and the phenomenon of copying and downloading from the Internet is very serious.

2. The lesson preparation only pays attention to the part and ignores the whole, and only pays attention to the content of teaching materials and ignores the "people" in teaching. Teachers usually only pay attention to the teaching design of a class, but ignore the research and planning of a unit plate or the whole book teaching; Even in the teaching design of a class, teachers often only pay attention to the key points and difficulties of the teaching content, only pay attention to the teachers' teaching ideas, but ignore the students' classroom activities, ignore the students' various development States and needs, ignore the students' possible reactions, only pay attention to the unified goals and requirements for all students, but ignore the differences between students and the flexible design research for "specific individuals", resulting in the lack of planning, foresight and creativity in teaching design.

3. Only pay attention to classroom teaching, ignoring teaching postscript. Postscript should be a teacher's timely reflection on the teaching situation of a class, and it should be a reflective note that integrates theoretical thinking and teaching practice, which can effectively promote the professional growth of teachers. However, most teachers do not pay attention to it, and often cope with it in a few words and fail to really play its role.

4. The teaching plan lacks completeness and effectiveness.

(1) The teaching plan items are not complete enough, and a few teachers have not prepared before writing, assigned homework, and reflected on teaching.

(2) A small number of teachers' teaching plans are too simple, and they only write big teaching links, which shows little about how to highlight key points, break through difficulties and achieve teaching goals.

(3) There is a phenomenon that a small number of teachers mechanically copy other teachers' lesson plans and ready-made book lesson plans issued by publishing houses, and the lesson plans lack original teaching design.

Cause analysis:

First, Chinese teachers have a heavy class burden, a large amount of homework correction, and most of them are also class teachers. The daily teaching is complicated. In addition, there are too many hours of Chinese lesson preparation, and Chinese textbooks are frequently revised, which puts great pressure on teachers to prepare lessons. Second, many teachers fail to correctly understand the importance of preparing lessons, and fail to realize that preparing lessons well is the premise of good lessons. Therefore, they have serious coping psychology and inertia psychology in preparing lessons, fail to walk into the text in a down-to-earth manner, fail to combine the new curriculum concept with students' actual teaching material processing and link design, and there is a phenomenon that preparing lessons and attending classes are out of touch. Third, the school lacks perfect rules and regulations, generally only depends on the results, and fails to take effective measures to eliminate the problems in preparing lessons, which leads to a "vicious circle" in preparing lessons.

(2) classroom teaching

1. The teaching objectives are unclear, inaccurate and incomplete

Looking at the Chinese classroom in primary schools in our city, some teachers don't understand their teaching objectives and don't know what problems they want to solve in this class; Some teachers' class capacity is too large and the pace is too fast, which aggravates the task, raises the requirements and is divorced from the students' reality; Some teachers keep talking in class, ask questions in rapid succession, and demonstrate in a hurry. Students answer questions in a hurry and watch them quickly. There is no time to study quietly, chew aftertaste, communicate with each other, and stir up feelings. Knowledge is like a fleeting glimpse, training is like a dragonfly, and reading is like a young monk chanting.

all these problems can be attributed to the lack of scientificity in the formulation of teaching objectives. Lack of scientificity is mainly manifested in three aspects:

① Inaccurate teaching objectives. "Not allowed" means that it is either too high or too low, that is, it is inconsistent with students' cognitive characteristics and existing level, and there is a gap with the requirements of teaching materials, resulting in the phenomenon of "offside" and "not in place". For example, reading teaching in lower grades is mainly to stimulate students' interest in reading, to learn literacy in reading texts, and to learn to read texts with emotion in Mandarin. However, many teachers tend to raise their demands and guide students to analyze sentence by sentence. When a first-grade teacher teaches "Crow Drinking Water", let students think: Why can't crows drink water? How do crows drink water? Obviously, such teaching requirements are not accurate in grasping the objectives of the year and the requirements of teaching materials. There are more phenomena like this in the teaching of "accumulation". Students are only required to read and recite famous sayings, but they are required to recite the meaning of sentences. Children's poems, which only require familiar reading and a general understanding of poetry, must be explained word by word by students.

There are also some phenomena that teachers underestimate the current level of students and aim too low. For example, the recognition of new words in the third grade teaching is still the same as that in the first grade, and the teacher leads the students to "spell separately", and the goal is not "learning" but "teaching".

② The teaching objectives are incomplete. The new curriculum standard requires designing from three dimensions: "knowledge and ability, process and method, emotional attitude and values", and three aspects require mutual infiltration and integration to improve students' Chinese literacy. However, from the perspective of teachers' teaching process, three-dimensional goals cannot be organically integrated, and one thing is lost. Most teachers pay attention to the explanation and indoctrination of knowledge, regard examination as the ultimate goal, ignore the attention to students' learning process, ignore the guidance on the application of acquired methods, and ignore the guidance and cultivation of emotions, attitudes and values; Or the goals of the three dimensions are completely separated, and the average effort is exerted. One class tries to achieve the three goals at the same time, which leads to the Chinese class becoming "four unlike"; Or pay too much attention to the goal of emotional attitude and values, deviate from the main channel of Chinese teaching, and turn Chinese class into a thinking class.

③ The teaching objectives are unclear. Some teachers' goals are very arbitrary, and they say wherever they think, and their goals are not systematic and coherent; Some teachers don't even know what the teaching goal is and how to implement it, and the goal setting is extremely vague, so it is impossible to talk about the guidance of the teaching goal.

Analysis of reasons: First, the stereotype of traditional classroom teaching and the influence of exam-oriented thinking. Due to the emphasis on knowledge system in the examination content, teachers pay too much attention to students' academic performance in pursuit of high scores, which leads to teachers paying too much attention to knowledge transmission in classroom teaching. Second, teachers' understanding of the three-dimensional goals is still vague, and the internal relationship among them is not clear, so they pay attention to one thing and lose sight of another in the process of dealing with it. Three-dimensional goal should be hierarchical in the process of implementation, and Chinese knowledge and ability are still the main body. On the basis of the realization of this basic goal, it will exert a subtle influence on students' emotional attitude and pay attention to autonomy, cooperation and exploration in the learning process. In addition, three-dimensional goals should be mutually infiltrated and organically integrated, rather than simply superimposing three dimensions.

2. The choice of teaching strategies is unclear, inflexible and inappropriate.

Teaching strategy is the life of teaching. The so-called teaching strategy refers to the behavior of teachers to solve a series of specific teaching problems in order to achieve teaching goals or teaching intentions. In the current classroom teaching, the main problems in the choice of teaching strategies are as follows: (1) The choice of strategies is unclear and arbitrary. Teachers are not fully prepared before class, so they can't "eat" the textbooks and "analyze" the students, and their strategies are not fully prepared, so the classroom teaching is chaotic. (2) The teaching strategy is monotonous and lacks flexibility. Facing the new curriculum standards and new teaching materials, many teachers still use one or two old teaching strategies, and the classroom lacks vitality and the atmosphere is dull. (3) The strategy is not used properly and deeply. There are "emptiness" (weakening the instrumentality of Chinese, and the training is not solid and in place), "noisy" (deliberately pursuing the excitement of the classroom in order to reflect the students' main body), "miscellaneous" (over-emphasizing the humanity of Chinese, and non-Chinese things are replacing them), "broken" (piecemeal, ignoring the integrity) and "partial"

Analysis of the reasons: First, the textbook is not "eaten" thoroughly. Teachers didn't dig deep into the teaching materials before class, lacked the overall understanding of the text, didn't have an accurate grasp of the combination of words, the thoughts, feelings and values contained in them, and didn't have their own unique understanding and thinking. Second, students have not "analyzed" thoroughly. The factors of students are not fully considered, and the individual differences of students are not analyzed, so it is impossible to make targeted teaching presuppositions. Third, the default is not "done". Teachers lack pre-design of teaching process, pre-preparation of majors and knowledge, and pre-thinking of classroom dynamic variables before class. The above reasons lead to teachers' arbitrariness in class. Either the teaching strategies are monotonous and can't arouse students' enthusiasm for learning, or they use several teaching strategies at will and go through a "lively" process, but there is no practical effect.

methods of teaching and learning: teachers tell students to listen to impart new knowledge, memorize and copy to consolidate what they have learned, do more exercises to apply new knowledge, and check the learning effect with exams. Teachers are the controllers of the teaching process, the organizers of teaching activities, and the makers of teaching contents, with absolute authority, and there is a lack of communication and interaction between teachers and students. As the imparting of knowledge, teachers' basic function is to follow the book, ignoring the main body of learning, and can't teach students in accordance with their aptitude, let alone develop students' interests, specialties and hobbies, and promote the development of every student. However, as a container for passively accepting knowledge, students' thinking is stifled, their subjectivity, initiative and independence are constantly eroded, their learning enthusiasm and interest are consumed, and their personal development is seriously hindered. The concrete manifestations are as follows: (1) Teachers still occupy the dominant position, and indoctrination teaching occupies the mainstream. In the classroom, it is still "I tell you to listen" and "I teach you to learn", and some teachers will let students copy the so-called answers to questions and memorize them. All the steps of classroom teaching are carried out around the teacher's pre-design. Students are just an audience, have no autonomy in learning, have no time and space for their own independent control, and can't even express their opinions and opinions. (2) Teachers teach for grades and students study for grades. Many teachers still attach importance to knowledge, standard answers, results and quick march in classroom teaching. Students lack direction, methods and motivation in learning, resulting in students' rigid thinking and reading only dead books. (3) The new teaching methods and methods are tasted. In the new form, some teachers began to try some new teaching methods, such as independent exploration, cooperative communication and practical operation. However, due to teachers' poor research and improper use, the new teaching methods have been adopted to a certain extent, but many times they are only for the pursuit of superficial glitz and excitement, and their effectiveness is poor.

Analysis of the reasons: First, influenced by the traditional teaching concept, teachers have not broken the traditional ideas of "teacher-centered" and "classroom protagonist" and cannot guide students to express freely and explore independently in a democratic and equal atmosphere; Did not come out from the shelf of "dignity as a teacher", did not move from a condescending authority to "the chief in equality". Second, the idea of "grade first" has not been fundamentally changed. One-sided pursuit of teaching results and taking grades as the foothold, as long as students can firmly grasp the knowledge points, teachers would rather adopt the form of "full-house irrigation", which has affected the choice and application of diversified teaching methods. Third, some teachers have certain ideological inertia, are used to sticking to old rules and are unwilling to try new teaching methods.

3. Chinese double-base teaching is not pragmatic, practical and solid

What is the era connotation of "Chinese double-base"? The so-called double basics, in the traditional sense, refer to Chinese knowledge: words, phrases, sentences and articles; Chinese ability: listening, speaking, reading and writing. Now, accurate and efficient oral expression ability is a double base, as is the ability to collect, process and process a large amount of information. Curriculum standards downplay "double-base training", and some teachers think that double-base training is not needed, which is a misunderstanding of curriculum standards. Chinese teaching in primary and secondary schools must lay a good foundation and carry out double-base training, which is a conscience. What we need to think about is that we should give new meaning to "double basics".

In the past, we conducted a simple quiz on the teaching content of each class ten minutes before the end of each class, and did some exercises related to the explanation in class. During the test, it was found that a considerable number of students' handwriting was irregular and untidy, and some students could not write or had many typos. A small practice pen, students can't move the pen for a long time, even if they move the pen, they can't write well.

The reason is that some teachers go through the motions in class, seriously engage in forms, and "talk" and "ask questions" in a down-to-earth manner, paying no attention to "two basics" teaching, and failing to implement and reach the designated position in language training. Don't read the difficult words a few times, don't write the difficult words a few times, don't distinguish the glyphs, don't recognize the recognized words, and don't write the written words; The explained words are not explained, the discriminated words are not discriminated, the sentences of this taste are not repeatedly tasted, and words are not picked in class; If you don't accumulate, you don't summarize the paragraph meaning. As for the most basic sentences, chapter knowledge and punctuation knowledge, you slip away ... which leads to a decline in writing quality, an increase in typos, a decline in vocabulary, a lack of language, improper use of words and unsatisfactory words. "Chinese Curriculum Standard" clearly stipulates that literacy and writing "is the teaching focus of grades 1-2". The main reason for the problems in literacy teaching in lower grades is that our Chinese teachers do not put literacy and writing teaching in a prominent position, and lack time guarantee, guidance guarantee and practice guarantee. Every grade of primary school should attach importance to literacy and writing, and should attach importance to the teaching of words and expressions. This is the basic project and task of Chinese learning-knowing 3, commonly used words, writing 2,5 words and using 6, words, and we must not be careless. Otherwise, the focus will not be heavy, the foundation will be weak, and long-term consequences will be endless.

4. Teaching in five fields is time-consuming, burdensome and inefficient

(1) Problems in the teaching of literacy and writing

① The teaching method of literacy emphasizes the classroom as the center, ignoring students' independent literacy, usually focusing on memorizing, reading, memorizing and writing, and rarely guiding students to practice and accumulate Chinese characters after class. Students learn Chinese characters with a high recurrence rate, and literacy is far from life.

② The words "knowing" and "writing" are treated equally, which increases students' learning difficulty and learning burden, makes students feel that learning Chinese characters is very difficult, boring and lacking in interest, and students are not interested in participating in teaching.

"Chinese Curriculum Standard" appropriately increases the amount of literacy in the first learning period, reduces the amount of writing, establishes two goals of "knowing" and "learning", and embodies the guiding ideology of "read more and write less, and enter reading ahead of time". The textbook of Changchun edition embodies the idea of "Chinese curriculum standard" well, and adopts the arrangement strategy of "knowing more and writing less, dividing knowledge and writing into different streams, and converging attack", which provides resources and creates conditions for us to innovate literacy and writing teaching and improve the quality of literacy and writing teaching in a large area.