What measures should be taken to increase the enthusiasm of teachers in the subject group to prepare

Summary. 1. The main problems in collective lesson preparation.

1) Teachers lack resources and have a weak sense of collective lesson preparation.

Collective lesson preparation is a research activity that optimizes the whole process of teaching and learning, and embodies the concept of preparation for learning and student-oriented. The implementation of collective lesson preparation can improve school-based teaching and research, achieve complementary advantages, resource sharing, and better build a basic platform for efficient classrooms. However, some teachers have a wait-and-see mentality of only approaching and not entering the collective lesson preparation, and the relative shortage of teacher resources makes it difficult to implement the collective lesson preparation.

99.Please talk about the outstanding problems faced by teachers in carrying out collective lesson preparation in light of the actual situation, and put forward corresponding countermeasures + measures.

1. The main problems of collective lesson preparation (1) Lack of teachers' resources, weak awareness of collective lesson preparation, collective lesson preparation is a research activity to optimize the whole process of teaching work, which embodies the concept of preparation for learning and student-oriented. The implementation of Jifeng Rotten Lesson Preparation can improve school-based teaching and research, realize complementary advantages, resource sharing, and better build a basic platform for efficient classrooms. However, some teachers have a wait-and-see mentality of only approaching and not taking a wait-and-see mentality for collective lesson preparation, and coupled with the relative shortage of teacher resources, it is difficult to implement collective lesson preparation.

2) It is a mere formality, emphasizing guidance and ignoring the collective preparation of each lesson, and each lesson has a clear main and backup person, and the main and backup people pay one-sided attention to the "guiding case" and ignore the "learning case" when preparing for the lesson, and do not seriously drill the stool study of the learning situation, so it violates the principle of promoting teaching by learning. Similarly, the teaching and research group only pays attention to the discussion of the "tutorial case", but ignores the connection between the "study case" and the "tutorial case", which leads to the separation of the "tutorial case" and the "study case".

Collective lesson preparation, cooperation is the key to the new curriculum advocates independent, cooperative, and first-class learning methods, of course, teachers are also encouraged to cooperate, and collective lesson preparation is a good way for teachers to cooperate.

1. The improvement of the overall teaching quality of a discipline is inseparable from the cooperation and wisdom sharing of teachers in the subject group.

2. Collective lesson preparation as a cooperative discussion of teachers has increasingly become the "highlight" and "highlight" of the school's teaching and research activities, but the key to the efficiency of collective lesson preparation depends on whether the group members have a good sense of cooperation and spirit of cooperation.

This requires teachers of the same subject or related disciplines to formulate a unified teaching plan and plan through mutual discussion, collective research, cooperation in tackling key problems, and wisdom collision in order to achieve the common teaching goal and complete the common teaching task. With the goal of breaking through difficulties and doubts, cooperation and exchange as a means, and common growth as the purpose, it allows everyone to tell their confusion, raise questions, show cases, explain ideas on the basis of self-reflection, and generate inspiration and expand ideas on the basis of expressing their opinions and analyzing and discussing together.

Collective lesson preparation is an effective form of school-based teaching and research and cooperative discussion for teachers, which requires teachers of the same discipline or related disciplines to formulate teaching plans through collective discussion, joint research, cooperative research, and wisdom collision in order to achieve the same teaching goals and complete common teaching tasks.

Mathematics teaching activities must stimulate students' interest, mobilize students' enthusiasm, and arouse students' thinking. It is necessary to pay attention to cultivating students' good study habits and mastering effective study methods. In addition to receiving learning, hands-on practice, independent exploration and cooperative communication are also important ways of mathematics learning, and students should have enough time and space to experience the process of observation, experiment, guess, verification, reasoning, calculation, proof and other activities.

Observe, experiment, practice.

In the primary school mathematics activity class, we must highlight concrete image thinking, give students the key to ability, not give the burden of knowledge, and promote the transition from concrete image thinking to abstract logical thinking. Before the fourth grade, the thinking of primary school students is mainly based on the understanding of "concrete examples" and "intuitive features". After the fourth grade, students transition to abstract logical thinking marked by the mastery of "main attributes", "species relationship", and "practical function", but this abstract logical thinking is still based on concrete images.