In the process of helping them prepare the lecture, I summed up the following points: First, pay attention to expression. The speaker's language expression must be clear and in place. Specifically, it is to make every word clear and convey important information and exciting content to the listener's ears to the greatest extent possible. In addition to fluency, you must also pay attention to stress, pauses, and the effect of expression. On the whole, the lecturer must be well aware of the content of the lecture, clearly understand the rhythm and key points of the entire lecture session, and grasp it effectively. ——The problem of expression is an issue that must be paid attention to when teaching in all disciplines. Second, we must pay attention to the organization and selection of lecture content, that is, the writing of lecture materials. Lectures generally include analysis of teaching materials, determination of teaching objectives and key and difficult points, selection of teaching methods, and design of the teaching process. In the design of these links, first of all, the analysis of teaching materials should be precise and accurate. From the status and function of textbooks to the purpose of writing textbooks, we strive to be precise and accurate, and not too vague or general. Secondly, the explanation of teaching objectives should be appropriate and relevant. Among the three-dimensional goals, it is easier to describe the knowledge and skill goals. The process and method goals need to start from the perspective of "experience", "experience" and "feeling", focusing on describing the teaching goals to be achieved in the process, which also include mathematical thinking methods. penetration, etc. The goal of emotions, attitudes and values ??is to allow students to experience the joy of learning mathematics and the sense of success brought by inquiry, thereby cultivating confidence and interest in learning mathematics, etc. Of course, these goals should be implemented throughout the teaching process and should not just be reflected in a certain class. But it needs to be mentioned during the lecture. Third, the description of teaching methods should be accurate and concise. Teaching methods include two aspects: teaching method and learning method. Practice has proved that "teaching" and "learning" are a coordinated and unified whole, and teaching and learning methods are mostly intertwined. Therefore, it is recommended that teaching methods and learning methods be explained together. Commonly used teaching methods in mathematics classes mainly include: explanation method, conversation method, visual demonstration method, practice method, operational experiment method, inquiry and discovery method, etc. Teachers should properly describe the teaching methods used in conjunction with the design of the teaching process, and avoid being exhaustive or meaningless. Fourth, the design of the teaching process must be “new”. The first is new content, the second is new methods, and the third is new theoretical perspectives. New content means that the selected teaching content should be close to the students' life reality and mathematical reality, and be creative and attractive. New methods refer to being able to express ideas that others cannot think of and inspire others. For example, today when a candidate talked about the lesson "Area of ??Parallelograms", the main process was divided into three links: "Guess", "Do" and "Push". The wording was concise, appropriate, unconventional and effective. very good. The idea of ??another candidate's design was roughly the same as hers, but the perspective of expression was far less unique. Theoretical language needs to be new, which means that lecturers should be good at using educational famous quotes or new concepts in curriculum standards, using them to embellish lecture materials and clarify their own design concepts and ideas. For example, at the beginning of the class, one candidate said: Bruner once said... (the specific content has been forgotten), which left a deep impression on the listeners. Quotes like these or core concepts in curriculum standards can be used in course materials to support practice and explain design intentions. In addition to the above points, the lecture materials must also maintain a sense of coherence and integrity. Many lecturers have this phenomenon in their lectures: the first half of the lecture is very well explained, but the second half ends hastily, giving people a feeling of beginning and ending. The writing of the material is either thorough or careless. Therefore, it is recommended that teachers who are competing for positions should prioritize each link according to the needs of the teaching content, and "explain" it in detail. In short, in just a few dozen minutes, if you want to prepare a good lecture manuscript and present it comprehensively and concretely, you need to have a certain ability to grasp the teaching materials and design teaching, and you also need a certain language. Expression skills, the ability to organize written materials, etc. are also required. One minute on stage, ten years of hard work off stage. If you want to succeed in giving a lecture for a few minutes, you must work hard in the audience.