备课,对教师而言是一个“老生常谈”的话题,但不能是一个“一成不变”的话题,随着新课程教学改革的发展与深化,应该注入新的时代内涵,“常备常新”。首选,备课要有效转移关注点。备课关注的是“人”,教师在备课时研究的重点是学生,学生已有的生活经验、学习经验、知识起点、接受能力、可发展空间等,而对教材的研究、教法的研究、教学资源的研究等都是服从于学情研究,是为“这样的学生”的学习服务的。其次,备课应有多种“预案”。学生是个性鲜明的生命体,他们的思想是开放的,思维是活跃的,认识是多元的,因此,认真研究学生,充分估计课堂上可能出现的多种“可能性”,并对之进行“应对预设”,教师才能临“危”不乱,胸有成竹；对学生的引导才可能是深思熟虑的,充分而有效的。再次,备课必须服从教学实际。无论是备“详案”还是备“框架”,都要让教案服从、服务于教学实际,而不能让教学实际服从教案。也就是说,当“教学预设”与实际情况发生冲突时,教师要根据需要“调整预设”,而不能让教案“牵着鼻子走”。 Lesson preparation is a topic of “clichés” for teachers, but it can not be a “static” topic. With the development and deepening of the new curriculum teaching reform, it should inject new connotation of the times and “keep new.” Preferred, lesson preparation to effectively transfer attention. The preparation lesson focuses on “people”. The focus of the research on teachers in preparing lessons is the students ’and students’ existing life experience, learning experience, starting point of knowledge, acceptability and space for development. The research on teaching materials and teaching methods, Teaching resources are subject to the study of academic research is for “such students” learning services. Second, prepare lessons should be a variety of “plan.” Students are distinctive bodies of life. Their thinking is open, their thinking is active, and their understanding is pluralistic. Therefore, students should be carefully studied to fully assess the various “possibilities” that may arise in the classroom and to carry out “ Coping with presuppositions, ”teachers can come to“ endanger ”chaos, self-confidence; guidance to students may be well thought out, full and effective. Third, lesson preparation must obey the teaching practice. Whether prepared “details” or prepared “framework”, must make the lesson obey, serve the teaching reality, and can not let the teaching actually obey the lesson plans. In other words, when the “teaching default” conflicts with the actual situation, the teacher should “adjust the default” according to the need, and can not let the lesson plan “take the nose”.