In the teaching process, preparing lessons is a very important link, so what are the misunderstandings of teachers in preparing lessons? The following is the misunderstanding that I prepared lessons online for everyone to learn.

As a teacher, everyone knows that the most important link before classroom teaching is preparing lessons. But in fact, many of our teachers unconsciously went astray when preparing lessons, which made the important lesson preparation too simple and boring, so that it lost its due significance. Only when teachers get out of the misunderstanding of "preparing lessons" can they really prepare lessons well.

First, "preparing lessons is not just writing lesson plans".

Talking with teachers about preparing lessons, they all say that it is boring and futile to copy lesson plans, but is preparing lessons really as simple as they say? All teachers who have graduated from education major should know the true meaning of "preparing lessons". Lesson preparation is a preparation process for teachers to choose the most appropriate expression and order according to the curriculum standards and the knowledge characteristics of the curriculum, combined with the specific situation of students, so as to ensure students' effective learning. Preparing lessons includes preparing textbooks, students, teaching methods, teachers, teaching AIDS and teaching plans. "Writing lesson plans" is only a sub-content of "preparing lessons", which is an inclusive relationship. Therefore, teachers should be clear about the unequal relationship between "preparing lessons" and "writing lesson plans", either writing lesson plans or preparing lessons. What's more, more teachers don't write lesson plans, but copy them, let alone prepare lessons.

Second, "preparing lessons is not for leaders."

The direct cause of this misunderstanding lies in the leaders of the school. Originally, preparing lessons was a prelude to classroom teaching. However, as lesson preparation is an important part of the "six consciousnesses" in teaching, all schools regard it as an "important inspection" object and take it as an important indicator to evaluate teachers' working attitude. And every time I check the lesson preparation, the leader only has a lesson preparation book. As long as the lesson plan is written neatly, rich in content and novel in style, it is "preparing lessons carefully" Why do leaders check and prepare lessons like this? The reason is that other work is almost invisible in lesson preparation activities, so the lesson plan is the most intuitive, both visible and detailed; It doesn't matter if the leaders check and prepare lessons, which leads to some strange phenomena. First, as long as they hear that the school is going to check and prepare lessons, teachers will "surprise" all classes all night; Second, as long as the leaders come to class, they will copy the lesson plans in advance and enter the classroom with the lesson preparation book in their arms.

In order to leave a good impression on leaders in preparing lessons, many teachers will go to bookstores to carefully select good lesson plans as "copies" of their own lessons. In this way, the concept of preparing lessons has been transformed into a narrow sense of preparing lessons, which has been veiled with utilitarianism and coping. Preparing lessons has naturally evolved into a mental burden for many teachers, and can no longer serve teaching. To this end, I hope that teachers will keep a clear head, don't look at the leader's face to prepare lessons, and insist that I prepare lessons myself and let the leader say! I also hope that leaders will carefully review the meaning of "preparing lessons" before understanding the situation of teachers preparing lessons, and don't lead teachers astray.

Third, "old teachers should prepare lessons."

According to the survey, many schools have issued such a policy in preparing lessons: young and middle-aged teachers must write detailed lesson plans when preparing lessons, and elderly teachers can not write lesson plans when preparing lessons. Education is a "educating people" project. Although the teaching materials haven't changed much in recent years, with the change of educational objects, our teachers' teaching concepts and teaching tools have to change accordingly, which requires our teachers to carefully check whether they are ready for class before class. Just because you are old, you can not prepare lessons. Since teachers choose to teach, they can't simplify the process that shouldn't be simplified because of their age, let alone write detailed teaching plans. At the very least, they should write a plan to teach students in accordance with their aptitude, record the progress of students and record some important knowledge points, either in the lesson preparation book or in the teaching materials, to avoid the phenomenon of "senile" in teaching. Therefore, it is suggested that when schools take care of the elderly in other work arrangements and treatment, they should not give any special "benevolent imperial edict" to the old teachers, otherwise it will be beneficial to the old teachers and may hurt their "disciples".

Fourth, "preparing lessons can't just be a teacher's unilateral activity".

Teaching is a bilateral activity. As a lesson preparation, teachers should not only move, but also actively mobilize and guide students to prepare lessons. At present, most of the "students preparing lessons" in the teacher's lesson preparation simply understand the students' knowledge level, and some also pay attention to some students' personalities, hobbies and specialties. But these are almost all "learning methods" that teachers unilaterally analyze students as "bystanders" in class. Teachers' "wishful thinking" presupposed classrooms are often different from those generated in reality. The reason is that students did not participate in the teacher's lesson preparation activities and did not interact with the teacher to prepare lessons. Teachers should prepare textbooks first, and then invite students to join them, so that they can "prepare lessons", preview texts and "prepare questions". Teachers should prepare "keys to unlock" according to students' questions. As long as teachers and students prepare carefully before class, will the class be wonderful?

Fifth, "you can't close the door when preparing lessons."

At present, "preparing lessons" is still a teacher "driving a bicycle" in the office alone, or several teachers in the grade group get together, holding each other's words and working as a team, which is euphemistically called collective preparing lessons. In fact, these classes, to put it bluntly, are "lesson preparation teaching methods." In particular, Zhuge Liang's big lesson preparation seems lively and brings together everyone's wisdom, but this centralized and unified "high-quality lesson plan" can't adapt to every student's taste at all, nor can it adapt to every teacher's operation. Without a fixed teaching method, teachers' teaching methods should be slightly different because of the different needs of different students. For teachers with different abilities, the teaching methods should be as close as possible to him, so as to achieve "I am the master in my classroom". If you blindly take the teacher's class "painting a gourd ladle", it must be that there is no "life" in the classroom.

Such a "car" behind closed doors can be regarded as a "safety hazard" set before class, both for students and teachers. Therefore, when preparing lessons, one or several teachers should not "stay away from the classroom", "stay away from students", "stay away from teachers' personal ability" and "stay away from educational theory", and "belittle themselves" to do research on "great teaching method" and "great wisdom" and do experiments with students in a big way.

Sixth, "not every lesson has a detailed case."

The school requires young and middle-aged teachers to do so. However, in a QQ group where teachers from all over the country joined, after investigation, 85% of the teachers did not agree to do so. Reason one: the lesson plan itself is just a lesson plan, and it is hard to say how feasible it is. Instead of spending time writing lesson plans, it is better to study more textbooks and students. Reason 2: There are two kinds of lesson plans: detailed cases and sketchy cases. In addition, the text of a unit also has primary and secondary points. Therefore, it is also very important to write lesson plans. You can't "grab your eyebrows and beard" in class and make detailed cases. When compiling detailed cases, we should not blindly pursue the "preset" course of "teacher theory, student theory and student theory", nor should we frequently return to the routine of traditional teaching plans, and present all teaching processes such as classroom teaching objectives, key difficulties and reorganization of new textbooks in written form, let alone mechanically put students' situations and textbooks on paper one by one.

Seven, "you can't engage in' takenism' on the Internet".

The current network is an infinite resource pool. Our teacher wants teaching plans, from primary school to high school, from Chinese to art, everything. Just use the search engine tool, type the name or keyword of the text and select it gently, and they will "net" out the required teaching plan. In this regard, many teachers began to use online "* * * to enjoy resources" instead of preparing lessons in the past. What is "preparing lessons online"? In fact, most of them directly downloaded lesson plans and used them directly in their own classrooms, without "adding" or "subtracting". This method of "taking it and using it" is not conducive to the growth of teachers themselves. On the road of teachers' professional growth, preparing lessons is also a "big classroom for learning and research". Simple "takenism" will not only improve their teaching skills, but also increase their work inertia; Second, we often use other people's ideas to educate students, and often we can't do the right medicine. Over time, students will lose the good impression that their teachers are "knowledgeable".

Therefore, teachers should learn to "add one plus" their own ideas and methods, "subtract one minus" other people's irrelevant teaching methods, replant other people's advanced ideas into their own brains, and graft other people's advanced teaching methods into their own teaching methods, thus enriching their own classrooms.

Recommend lesson preparation articles;

In the teaching process, preparing lessons is a very important link. Whether the quality of classroom teaching can be effectively improved depends largely on the seriousness of preparing lessons. However, many teachers' understanding of lesson preparation is biased, and even go into misunderstanding, which leads to poor teaching quality. If classroom teaching is compared to playing a beautiful piece of music, then preparing lessons is composing music, which shows the importance of preparing lessons for classroom teaching. We believe that lesson preparation should go through three basic links: careful conception, preparation of lesson plans and preparation of media tools, which all reflect the creativity of teachers' thinking activities. However, due to various reasons, many of our teachers regard lesson preparation as a "routine", and even regard the preparation of lesson plans as a "chore" to cope with the inspection, which leads them into misunderstandings to varying degrees.

1. Consciously or unconsciously, lesson preparation is regarded as the preparation stage of classroom teaching, which makes the teaching process become a score "production line" of "materials → lesson plans → blackboards → students → notes → test papers", ignoring the whole outline and teaching materials and treating students as knowledge containers. Therefore, teachers who have been teaching for more than a few years do not need to prepare lessons carefully, as long as they are good operators on this "production line". It can be seen that the "exam-oriented mode" directly obliterates the characteristics of teachers' creative work in the process of preparing lessons. The direct consequence is that the more teachers teach, the poorer they become, the more students learn, the more boring they become, and even the sharp contradiction between teaching and learning appears.

2. In the past, teachers only "taught books well", and "taught books well" was only limited to the traditional "teaching" level. They just transmit knowledge, regardless of the ways and means of transmitting information and how to collect feedback information. As a result, the overall teaching goal is limited to a single knowledge point, the factors of ability training are ignored, and the changes of educational objects are not considered. The teaching method is simple and single, which eventually leads to the abnormal development of students' thinking.

3. The lesson plan is just a form. There is no need to write lesson plans when preparing lessons. Just tick the book. First, write lesson plans as the whole content of preparing lessons. Writing a lesson plan is to copy the teaching reference and the class will be ready. The former ignores the main position of writing lesson plans in preparing lessons and falls into the mire of empiricism; The latter, due to the inertia of the lesson preparers, did not enter the real state of lesson preparation, which led to the blindness and randomness of teaching. Obviously, we have gone into a misunderstanding in preparing lessons. First, because of the bias in understanding, the awareness of "bilateral" activities has not been reflected, and teaching activities have become more and more bubbly from the beginning; Second, due to the lack of self-motivation, I dabbled in it, even perfunctory, self-indulged, and fell into the traditional single teaching form.