Preparation of junior high school mathematics tutorial cases in efficient classrooms

1. The content and objectives of the tutorial.

3. In-class discussion (i.e., self-testing).

This link mainly includes pre-class feedback, goal proposal, cooperation**, classroom discussion, intensive explanation, and goal achievement. This link should reflect the main role of students, encourage students to cooperate and communicate, fully express their own opinions, pay attention to listen to the opinions of others, and ask group members or teachers for advice if they do not understand. The main task of the teacher is to help students understand and grasp the important and difficult points of teaching, appropriately tutor middle and lower class students, and focus on solving difficult problems raised by students.

4. Classroom training (i.e., consolidation exercises).

5. Homework and after-school development (i.e., extension and extension).

The first part of this link is to assign homework to consolidate the learning content of the day; Second, it can guide students to evaluate the learning effect of the content of this course, make some extensions, and come up with some practical and research thinking questions to deepen their understanding of what they have learned and expand their thinking.

6. Reflection after class.

Have students summarize the rules and methods of learning in this lesson. Of course, not every tutorial is the same, and it can be deleted and adjusted according to the different teaching contents, teaching methods, and students' actual conditions.

Knowledge review, example problem explanation, classroom learning, consolidation exercises.

The so-called tutorial case is a learning plan used to guide students to learn independently, actively participate, cooperate, and optimize their development. It will be problematic knowledge, ability process, emotion, attitude, and value cultivation subtly, its soul is "still learning in life", so that the "church" becomes a "school". Therefore, in the design, we must grasp the word "guidance", and we must focus on the "learning" of students to promote students' independent learning.

Although the design of the study plan emphasizes the main position of students, it is not laissez-faire, but effective learning under the leadership of teachers, especially focusing on the guidance and guidance of students with learning difficulties. When designing the study plan, the teacher should have the students in mind, fully understand the students' cognitive level and existing knowledge base, and fully consider how to guide the students to learn and how to teach them according to their aptitude; At the same time, it is also necessary to take the course standards as the outline, take the teaching materials as the basis, and achieve clear goals, prominent points, scattered difficulties, appropriate methods, and clear hierarchies. The design of the case must have a certain exploratory, scientific and dominant, can stimulate students' strong desire for knowledge, the design of the case design of the problem should be scientific, not only in line with the students' cognitive laws, there is a certain level and gradient, so that step by step, step by step, but also in line with the nature of the discipline and the requirements of the teaching objectives.

The writing process of the tutorial case should be generated in five steps, and the basic process is: first by the main backup person "individual preparation", and then return to the subject group "group discussion", combined with everyone's suggestions and then revised by the first main backup person, assigned to the teacher, by each person according to their own actual situation on this basis and then "individual preparation", and finally combined with the actual teaching experience, do post-class revision. When designing the tutorial case, the teacher is required to be able to understand in simple terms, and to achieve knowledge problematization and problem hierarchies.

Students should be able to enter and exit in and out, cross the river by feeling the "stones", and approach the goal step by step. The general tutorial plan should include learning objectives, presets of important and difficult points, guidance or knowledge links in learning methods, independent learning, cooperation**, assessment feedback, and after-class reflection. In line with the requirements of one lesson and one case, the weight of each tutorial case should be appropriate, not too simple, not too complicated, and should be in line with practical operation and effective.

In particular, it is necessary to select exercises and resolutely put an end to the "sea of questions" tactic. The capacity of the tutorial plan should not exceed 30 minutes for students.

Writing a high-quality tutorial is the foundation for the success or failure of a lesson, and it can reflect the teacher's role as a "scaffold". Teachers are required to be concise, straight to the point, and to the point. As a teacher, you should know when to dial and what content to click on (error-prone knowledge points, easy-to-mix knowledge points, methods, rules, knowledge structure, precautions, expansion, etc.).

When compiling the tutorial plan, teachers must grasp the "translation" of the textbooks, translate the rigorous, logical, and abstract knowledge of the textbooks into understandable, acceptable, popular, and specific knowledge, help students determine appropriate learning goals, and give the best way to achieve the goals. A good teacher should be able to understand in simple terms, and the design of the tutorial case should be problematized in knowledge, hierarchical, hierarchical and gradual.