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

1. Lesson preparation is out of touch with class, which is useless in name only. Some teachers are completely confined to the teaching staff, have no own understanding of the text, and only play the role of a mouthpiece between the teaching staff and the students; Some teachers regard preparing lessons as a tool to cope with leaders' inspections. When preparing lessons, they didn't take advantage of the textbook, nor did they carefully conceive it themselves, forming a set of well-thought-out and well-organized teaching ideas. Most of the lessons are copied from the teaching reference, which is simple 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 waiting for the surprise completion before the inspection, and the role of preparing lessons has never been brought into play. 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 in turn, or "shared lessons for collective use", and the phenomenon of copying and downloading from the Internet is very serious.

2. Preparing lessons only pays attention to the part and ignores the whole, 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 teachers' teaching ideas, but ignore students' classroom activities, ignore students' various development States and needs, ignore students' possible reactions, only pay attention to the unified goals and requirements for all students, but ignore students' differences and flexible design research on "specific individuals", resulting in a lack of planning, foresight and creativity in teaching design.

3. Only attach importance to classroom teaching and ignore teaching postscript. Postscript should be teachers' timely reflection on the teaching situation of a class, and should be reflective notes that integrate theoretical thinking and teaching practice, which can effectively promote teachers' professional growth. But most teachers don't pay attention to it, and often deal with it in a few words, failing to really play its role.

4. The teaching plan lacks completeness and effectiveness.

(1) The project of the lesson plan is incomplete, and a few teachers have no preparation before writing, homework assignment and teaching reflection.

(2) A few teachers' teaching plans are too simple, only writing big teaching links, and there are few optimization measures on how to highlight key points, break through difficulties and achieve teaching goals.

(3) There is a phenomenon that a few 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 academic burden and a large amount of homework correction, and most of them are class teachers. The daily teaching is complicated, the Chinese preparation time is too long, the Chinese teaching materials are revised frequently, and the teachers are under great pressure to prepare lessons. Second, many teachers don't correctly understand the importance of preparing lessons, and they don't realize that preparing lessons well is the premise of a good class. Therefore, they have serious coping psychology and inertia psychology in preparing lessons, fail to enter the text in a down-to-earth manner, fail to combine the new curriculum concept with the actual teaching material processing and link design of students, and there is a phenomenon that preparing lessons is out of touch with listening to lectures. Third, the school lacks perfect rules and regulations, generally only looks at the results, and does not take effective measures to eliminate the problems in preparing lessons, which leads to a "vicious circle" in preparing lessons.

Classroom teaching

1. The teaching objectives are unclear, inaccurate and incomplete.

Looking at the primary school Chinese classroom in our city, some teachers don't understand their teaching objectives and what problems to solve in this class. Some teachers' class capacity is too large and the pace is too fast, which aggravates the task and raises the requirements, which is divorced from the reality of students; Some teachers talk nonstop in class, ask questions quickly and continuously, and demonstrate in a hurry. Students answer questions in a hurry and watch quickly. There is no time to study quietly, chew aftertaste, communicate with each other and stir up feelings. Knowledge is like passing clouds, training is like dragonflies, and reading is like chanting scriptures by a young monk.

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

(1) Teaching objectives are not accurate. "Not allowed" means that it is either too high or too low, that is, it does not meet the cognitive characteristics and existing level of students, and there is a gap with the requirements of teaching materials, resulting in "offside" and "not in place" phenomena. For example, reading teaching in lower grades is mainly to stimulate students' interest in reading, learn literacy in reading texts, and learn to read texts with emotion in Putonghua. However, many teachers tend to raise the requirements and guide students to analyze sentence by sentence. When the first-grade teacher taught the crow to drink water, he asked the students to think: Why can't crows drink water? How do crows drink water? Obviously, such teaching requirements are not accurate in grasping the objectives and textbook requirements of the year. In the teaching of "accumulation", there are more similar phenomena. Students are only required to read and recite famous sayings, but they are required to recite the meaning of sentences. Children's poetry only needs familiar reading and general understanding of poetry, and must be interpreted word by word by students.

There are also some phenomena that teachers underestimate the current level of students and set their goals too low. For example, the recognition of new words in the third grade teaching is still the same as that in the first grade. Teachers lead 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", which require mutual infiltration and integration to improve students' Chinese literacy. However, from the teaching process of teachers, three-dimensional goals can not be organically integrated, and one thing is lost. Most teachers pay attention to the explanation and indoctrination of knowledge, taking the exam as the ultimate goal, ignoring the attention to students' learning process, the guidance to the application of acquired methods, and the guidance and cultivation of emotions, attitudes and values; Or the goals of the three dimensions are completely separated and evenly exerted. A class tries to achieve 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 thinking class.

③ The teaching objectives are unclear. Some teachers' goals are very random, and they say wherever they think, and the 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.

Reason analysis: First, the stereotype of traditional classroom teaching and the influence of exam-oriented thinking. Due to the emphasis on the 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. Secondly, teachers' understanding of the three-dimensional goals is still vague, and the internal relationship among them is unclear. In the process of dealing with them, they pay attention to one thing and ignore another. The three-dimensional goal should be hierarchical in the implementation process, and Chinese knowledge and ability are still the main body. On the basis of achieving this basic goal, it has a subtle influence on students' emotional attitude, and pays attention to autonomy, cooperation and exploration in the learning process. In addition, three-dimensional targets should penetrate each other and blend organically, rather than simply three-dimensional superposition.

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: (1) the choice of strategies is unclear and arbitrary. Teachers are not fully prepared before class, so they can't "eat" textbooks and "analyze" students, and their strategies are not fully prepared, which leads to confusion in classroom teaching. (2) The teaching strategy is monotonous and lacks flexibility. Faced with the new curriculum standards and new textbooks, many teachers still use one or two old teaching strategies, and the classroom lacks vitality and the atmosphere is dull. (3) improper use of strategy, not deep enough. There are "emptiness" (which weakens the instrumentality of Chinese, and the training is not solid enough), "noisy" (deliberately pursuing the excitement of the classroom to reflect the subjectivity of students), "miscellaneous" (over-emphasizing the humanity of Chinese, and non-Chinese things are taking its place), "broken" (piecemeal, ignoring the integrity) and "biased"

Reason analysis: 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, accurately grasped the combination of words, and the thoughts, feelings and values contained in them, and didn't have their own unique understanding and thinking. Second, students are not thorough in "analysis". Without fully considering students' factors and analyzing students' individual differences, it is impossible to make targeted teaching presuppositions. Third, the default is not "finished". 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 the randomness of teachers' classes. 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 actual effect.

Ways and means of teaching and learning: Teachers impart new knowledge by listening to students, consolidate what they have learned by reciting and copying, apply new knowledge by doing more exercises, and check the learning effect by exams. Teachers are the controllers of the teaching process, the organizers of teaching activities, and the makers of teaching contents. They have absolute authority and lack communication and interaction between teachers and students. As the imparting of knowledge, the basic function of teachers is to follow the book, ignoring the main body of learning, unable to teach students in accordance with their aptitude, let alone cultivate 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. Specifically: (65,438+0) Teachers still occupy the dominant position, and indoctrination teaching occupies the mainstream. In class, it's still "I'll tell you" and "I'll teach you to learn". Some teachers will ask students to copy down the answers to the so-called questions and memorize them. All the steps of classroom teaching revolve around the teacher's pre-design. Students are just an audience, they have no autonomy in learning, no time and space at their own disposal, and they can't even express their views. (2) Teachers teach for grades and students learn for grades. Many teachers still attach importance to knowledge, standard answers, results and urgent marching in classroom teaching. Students lack direction, methods and motivation in learning, which leads to students' rigid thinking and reading only dead books. (3) Try new teaching methods and means. In the new form, some teachers began to try some new teaching methods, such as independent inquiry, cooperative communication and practical operation. However, due to teachers' inadequate research and improper use, 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 the effect is not good.

Reason analysis: First, influenced by traditional teaching concepts, teachers have not broken the traditional concepts of "teacher-centered" and "classroom protagonist", and cannot guide students to express freely and explore independently in an atmosphere of democracy and equality; Did not come out from the shelf of "respecting teachers and valuing morality", 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 effect, based on achievements, as long as students can firmly grasp the knowledge points, teachers would rather adopt the form of "full house irrigation", which affects the choice and application of diversified teaching methods. Third, some teachers have certain ideological inertia, are used to sticking to the 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 "China Double Bases"? 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 handle a large amount of information. Curriculum standards downplay "double-base training", and some teachers think that double-base training is not necessary, 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 to give "double basics" a new connotation.