During class, there are many teachers who do not read the lesson plan and talk endlessly, which is both clear and lively. On the contrary, some teachers are holding the lectern with their hands on their desks, their heads drooping, and their eyes are looking directly at the big lesson plan, like a monk chanting scriptures, rigid, dry, ugly and ridiculous, the taste is like chewing wax, who is interested in listening to what he preaches according to the book!

I don't mean not to have a lesson plan, but to have a lesson plan, the question is what kind of lesson plan is there and how to use it. My personal humble opinion is: live lesson plans, not dead lesson plans; Use lesson plans, not dead ones.

Below, the classification is explained.

1. Invisible lesson plans

"Teachers should integrate their lesson preparation with the teaching materials. It is necessary to control the teaching materials to achieve understanding, thoroughness, and transformation", and "internalize the things of the teaching materials into the teachers' own psychological qualities, and the teachers are the teaching materials". If this can be achieved, teachers can completely imprint every link, every content, and every procedure in the lesson plan in their minds and make it clear, and this kind of lesson plan that is printed in the mind but does not see its form is the so-called "invisible lesson plan". This intangible lesson plan is skillful and easy to use, which can enable teachers to explain the knowledge vividly and thoroughly, and can firmly engage students. This way, teachers will have more energy to pay attention to their students. Huo Maozheng, a national special-grade teacher, believes that teachers must leave the lesson plan during class and focus on observing students to better impart knowledge.

In this case, if you still look at the tangible lesson plan according to the textbook, the intangible lesson plan (the lesson plan in the mind) is enough.

2. Tangible lesson plans

The intangible lesson plan mentioned above does not exclude the tangible lesson plan written on paper.

It is too irresponsible and ridiculous for teachers to go to class without a design arrangement for the entire lesson plan, or even for a unit, a text, or a semester to be detailed into a unit, a text, or a lesson, and to go to class without a systematic and organized blueprint, which is also not allowed by teaching conventions. It can be seen that the lesson plan has a role that cannot be ignored, and the key lies in how the lesson plan is prepared, how to write, and how to use.

The teaching plan should "achieve the goal of closely following the teaching goal and grasping the main line of thinking." It is necessary to carefully design the teaching structure so that the classroom teaching priorities are clear and the depth is appropriate; Rigidity and softness are combined, and the clouds are scattered and the mountains gather; The structure is reasonable, the rhythm is harmonious", and it should also be written clearly and neatly.

The above are the general principles for preparing lesson plans, and teachers can flexibly apply them according to these principles.

Another point worth adding is that there has been no change in the teaching materials within a few years, the original lesson plans cannot be completely discarded, and some good content must be retained, these things should be reused, and some new things should be added to enrich them, which is to inherit, invent, and create. On the other hand, saving paper and time is the best of both worlds!

When teachers write lesson plans, they have printed the contents, methods, and procedures of the lesson plans according to a certain molecule (unit, class time, etc.) in their minds, but the subtleties may not be remembered so clearly and coherently, because the content of the entire lesson plan is more, and people's memory is limited, so it is impossible to remember word for word. Therefore, in the course of teaching, when the teacher does not remember a certain content clearly, he can look through the lesson plan to avoid mistakes, which is the memo function of the lesson plan. You don't have to look at the lesson plan for what you remember, so why bother staring at the lesson plan?

3. Loose-leaf lesson plans

This refers to the form of lesson plans. Within a few years, we had written a lot of lesson plans. During class, it is really inconvenient to take this thick lesson plan and look for it page by page. It is better to take apart the lesson plan and write a separate small lesson plan for each lesson hour, which is the "loose-leaf lesson plan", which is very flexible and convenient to use. Wouldn't it be nice if you had a new insight and add it on an additional page, or fill in the blanks on the original page? When it is used up, it is collected page by page, and it still does not lose the role of information.

Therefore, the lesson plan is the design before the class, the memo during the class, and the database after the class.

In short, the above view may not be appropriate, it is just a humble opinion, but there is one thing that can be tried: let the three lesson plans complement each other and serve the teaching together.

(July 1995)