在新课程理念下,有必要对教学的首要环节——传统的备课进行重新审视,一方面看到它的弊端:整个的设计思想重知轻能,重智商轻情商,重接受轻探索,重划一轻个性;另一方面看到它的合理性:目标明确,教程清晰,问题主导,节奏紧凑。因此,对传统意义上的备课,正确的态度是有所扬弃,扬弃的结合点是让备课“动”起来。目标“动”起来。传统备课中的目标确定是一种知识的预设。新课堂的特征具有开放性,目标设计上要做到保底目标和开放目标并重。看见的知识与技能为显性目标,看不见的方法、情感、态度、价值观为隐性目标。开放的教学目标也可分为短期目标和长期目 Under the concept of the new curriculum, it is necessary to re-examine the primary link of teaching—traditional preparation for lessons. On the one hand, we must see its drawbacks: the entire design ideology relies on lightness, emphasis on IQ, ignorance of intelligence, and acceptance of light exploration. To draw a light personality; on the other hand to see its rationality: clear goals, clear tutorials, problem-driven, and tight rhythm. Therefore, in the traditional sense of preparing lessons, the correct attitude is abandoning. The combination of discarding is to allow preparation for classes to “move”. The goal “moves” up. The target determination in traditional lesson preparation is a preset of knowledge. The features of the new classroom are open, and goal design must be based on both bottom-keeping goals and open goals. The knowledge and skills that are seen are explicit goals. Invisible methods, emotions, attitudes, and values ​​are hidden goals. Open teaching goals can also be divided into short-term goals and long-term goals.