How to write teaching material analysis in lesson plans?

Question 1: How to write the lesson plan? 1. Teaching purpose. The so-called teaching purpose refers to the final effect that teachers should achieve in teaching. Only by clarifying the teaching purpose can teachers make "teaching" targeted and "learning" have goals to follow. The teaching purpose in the teaching plan should be clear, specific and concise. Generally, choose 1 ~ 3 teaching purpose.

2. Teaching emphases and difficulties. Teaching emphases and difficulties are the core of the whole teaching and the key to complete the teaching task. The key points are prominent and the difficulties are clear, which is helpful for students to master the overall thinking of teaching and facilitate students to cooperate with teachers to complete teaching tasks.

3. Teaching methods and teaching process design. Although there are various teaching methods, the teaching methods of each class must be determined according to the teaching content and students' acceptance ability. How the teaching art of teachers is, it is very important to see whether the teaching methods are skillfully used. Teaching process is also called teaching steps or teaching procedures, which are steps used to guide and standardize teachers' classroom activities. Only by arranging the teaching process well can teachers successfully complete every teaching link in the classroom in an orderly way.

4. Introduction of teaching content. The introduction of teaching content is the classroom introduction. Classroom lead-in is an art, a link between teaching and learning, and a bridge for students to enter and master teaching materials. Therefore, teachers should carefully design classroom guidance according to the determined teaching purpose and content, and aim at students' psychology, introduce new lessons skillfully, stimulate students' interest, and make students devote themselves to classroom learning.

5. Teaching content. Teaching content is the core of classroom teaching, because other links in preparing lessons serve it. When compiling a lesson plan, we must clearly write the teaching contents step by step and at different levels, and indicate the required time after each part when necessary. In this way, the content of the professor can be carried out steadily according to the expected time, and there will be no loose front and tight back.

6. Training content. Practice is the link to transform the knowledge structure of teaching materials into students' cognitive structure, the way for students to combine their theoretical knowledge with practice, and a good way to feedback the classroom teaching effect in time. Therefore, no matter what the nature of knowledge is, practice time should be arranged in class, not cramming.

7. Summary and homework. A good lesson plan should have a beginning and an end. Summary is not only a summary of classroom teaching, but also an indispensable means to strengthen teaching focus. A good summary can make the finishing point. Homework is an after-class exercise arranged by teachers according to the teaching content, which allows students to review, understand and digest the teaching content and lay a solid foundation for learning the content of the next class well.

I. Pre-class System Part (1) teaching material analysis Writing Requirements teaching material analysis Part: Three Operational Requirements: (1) Analysis of Curriculum Standards Requirements. (2) Analyze the content of each lesson in the whole curriculum standard.

How to write a good teacher's teaching plan

The first part of the article "How to write a good teacher's lesson plan" >>-

-

-

First, the pre-class system part

(1) teaching material analysis

Teaching material analysis's writing requirements: three operational requirements: (1) Analysis of curriculum standards. (2) Analyze the position and function of each textbook content in the whole curriculum standard and each module (textbook). (3) Analyze the differences and connections between the content of each class in senior high school and the related content in junior high school textbooks.

(B) student analysis

Writing requirements for students' analysis part: three operational requirements: (1) analyzing students' existing cognitive level and ability. (2) Analysis of students' learning problems. (3) Analyze students' learning needs and learning behaviors.

(3) Teaching objectives

Teaching goal writing requirements: three operational requirements: (1) Determine knowledge goals. (2) Determine the training objectives of abilities and methods and their teaching implementation strategies. (3) Determine teaching points and teaching implementation strategies to guide students' emotions, attitudes and values.

First, the four basic elements that must be possessed:

The subject of behavior must be the student, not the teacher. The direct basis for people to judge whether teaching is effective is whether students have made concrete progress, not whether teachers have completed their tasks. Generally speaking, when writing teaching objectives, actors can omit them, but the format must pay attention to the following expressions: "apply what they have learned …" and "apply what they have learned", not "make students master …" and "teach students …".

Behavioral conditions Behavioral conditions refer to specific restrictions or ranges that affect students' learning results. For example, "by collecting materials", "by watching movies …" and "by learning this lesson"

Action verbs >>

Question 2: Analysis of teaching environment in teaching plan How to write teaching ideas and goals?

Create a simulated recording scene of "Open the Door" program, * * * has five doors. Behind every door is the knowledge of this lesson, and at the same time, every door is interrelated and interlocking. Let students learn knowledge in the process of "opening the door" and entertain and educate.

Knowledge and skills: 1) Master the topographical features of Asia.

2) Grasp the characteristics of Asian rivers.

3) The map can be used to analyze the influence of topography on the river flow direction.

Process and method: 1) By reading the topographic map of Asia, we can summarize the topographic characteristics and river flow direction of Asia.

2) Master the general method of summarizing the characteristics of topography and river flow direction in an area.

Emotion, attitude and values: through the study of this course, students' understanding of Asia will be increased and their self-awareness as Asians will be stimulated.

Pride.

Textbook analysis

This lesson is the second section of Chapter 6 "The continent we live in-Asia" in the seventh grade geography book published by People's Education Press, including two parts: undulating terrain, numerous rivers and complex climate. The inherent requirement of the course is that students can migrate to other continents by learning the characteristics of topography, rivers and climate in Asia. Students have a certain understanding of topographic maps, but their understanding is not deep and they can't use them freely. Therefore, in order to make students draw inferences from others, students' topographic map interpretation guidance is specially set up. The study of this lesson is of great significance to the topographic analysis of other continents. The study of this course is very important and necessary.

Analysis of learning situation

Grade seven students have been in real contact with geography for one semester, and they know something about the learning methods of geography, but they can't fully understand it. In the process of reading, many students will still read words instead of pictures. The ability to comprehensively analyze geographical things and geographical phenomena is still developing. Therefore, we must pay attention to guiding students in the teaching process, enhance their interest in learning geography, actively guide them to read and understand maps, make them find that many problems can be solved by reading their own maps, and enhance their confidence in learning geography and their ability to actively analyze and think about problems.

The theme and content of natural environment selected in this course meet the needs of psychological characteristics and knowledge structure of students of this age.

The teaching of this course attempts to stimulate students' interest and motivation through group discussion and improve their application ability of finding, analyzing and solving problems. Cultivate good autonomous learning habits, and then consolidate the basic knowledge and gradually form a relatively perfect knowledge system.

Teaching focus

1. Read the topographic map of Asia to understand the topographic features of Asia.

2. The influence of topography on river flow direction

Teaching difficulties

Through the interpretation of topographic map, the topographic characteristics of Asia are obtained.

Question 3: Does the lesson plan include teaching material analysis and academic situation analysis? In fact, there are several points in the lesson plan. 5 sub-themes:

Teaching material analysis:

Teaching objectives:

Key points and difficulties:

Teaching process:

Teaching reflection:

Learning situation analysis needs to be done, but not necessarily written.

Question 4: How to write the teaching objectives in teaching design? The current teaching goal should be a three-dimensional goal:

Knowledge and skill goals, and formulate the content and degree of knowledge that students should learn in this class;

The goal of process and method, and what abilities can be improved and mastered by students in this course;

Emotion, attitude, values, formulate the learning content of this lesson to train and cultivate students' will and quality.

Teaching objectives refer to the direction and expected results of teaching activities, and are the starting point and final destination of all teaching activities. It is not only related to educational goals and training goals, but also different from them.

Teaching objectives can be divided into three levels: first, curriculum objectives; The second is the goal of classroom teaching; The third is the goal of education. This is also the ultimate goal of teaching.

Teaching subjects (disciplines) are the basic categories of teaching content.

Curriculum refers to the integration of various teaching subjects and extracurricular activities.

The so-called curriculum goal is actually the content that every teacher who participates in basic education should pay serious attention to in the teaching process in the curriculum standards of various disciplines of the Ministry of Education.

For example, in the "Information Technology Curriculum Standard" for information technology senior high schools, the description of the curriculum goal is: "The general goal of information technology curriculum in senior high schools is to improve students' information literacy. Students' information literacy is manifested in: the ability to obtain, process, manage, express and exchange information; Ability to evaluate the process, methods and results of information and information activities; The ability to express opinions, exchange ideas and cooperate to solve practical problems in study and life; Abide by relevant ethics, laws and regulations, and form values and sense of responsibility suitable for the information society. Can be summarized as the following three aspects ... "

The curriculum objectives of ordinary senior high schools 14 subjects mostly refer to the following three aspects:

(1) Knowledge and skills. ② Processes and methods. ③ Emotional attitude and values.

Note: this is by no means the teaching goal in the classroom teaching plan and teaching design!

teaching program

Teaching plan is the outline scheme of classroom teaching concept.

What does it mean to have a lesson plan? What do you mean, there is no lesson plan?

An old teacher with real teaching experience, when he got the topic of a class, immediately formed a teaching idea plan in his mind, even if he couldn't write it at that time, it was also called a teaching plan!

A teacher who exists in name only, even a famous teacher, does not have a complete and correct teaching plan, even if it takes a long time to piece together various twenty or thirty pages of teaching plans or any teaching design. This is also called no lesson plan!

The teaching plan is designed and used in regular teaching, and it is a written teaching idea scheme. Not in class, the teacher saw it himself, let alone for the students! It is also not used for teaching exchanges. The lesson plans written are mainly for teaching leaders to check.

Teaching design

Teaching design is just a more detailed and strengthened teaching plan.

In fact, the teaching design is based on the teaching plan, adding columns such as "guiding ideology and analysis of learning situation". Among them, the contents of some projects need not be written in the lesson plan.

Such as: analysis of academic situation. Your own student, you should be very clear. You don't have to write every lesson plan. It's written in one word-wordy.

Instructional design is usually used for district-level research classes and teaching exchanges. Write out the items that the teacher doesn't need to write in the usual teaching plan.

Such as: "guiding ideology, learning situation analysis" and so on. For teachers, experts and leaders who don't understand your ideas. Because they won't get into your head like the Monkey King got into Princess Iron Fan's belly and understand your thoughts.

The goal of classroom teaching is the interactive goal of teaching and learning in the process of classroom teaching.

The classroom teaching objectives advocated by the new curriculum have three dimensions: knowledge and skills objectives, process and method objectives, and emotional attitude and values objectives.

Classroom teaching objectives are a small part of the decomposition and refinement of curriculum objectives. When each small teaching goal is completed and implemented, the big goal that the course needs to pay attention to will be realized.

The goal of classroom teaching can be achieved within 45 minutes. Not as far away and out of reach as the ideal goal.

The teaching objectives that people often say at ordinary times actually refer to the classroom teaching objectives without special instructions. The goal of classroom teaching is often simplified as "teaching goal".

The main content of classroom teaching goal is what people often call "double basics". That is to say: basic knowledge, basic skills. Later, I reluctantly added a subjective emotion. This is one of the teaching objectives of today's teaching plan and teaching design ...

Question 5: How to analyze the academic situation and the academic situation in teaching material analysis: 1. The analysis of students' age characteristics includes: are students of this age better at thinking in images or abstract thinking; Be willing to talk or start to be shy and conservative; Do you like to cooperate with the teacher or start to contradict the teacher? The depth, breadth and persistence of attention of students of different ages are also different. These characteristics can be analyzed by learning some simple developmental psychology knowledge, and can also be mastered flexibly through experience and observation. There are also different topics that students of different ages are interested in. On the one hand, teachers should try to combine students' interests in teaching, and at the same time, they should give appropriate guidance, not condescending, and accommodate students' bad interests. 2。 Analyze students' existing knowledge and experience According to the teaching content of this lesson or this unit, determine what knowledge students need to master and what life experience they have, and then analyze whether students have these knowledge and experience. You can use more formal methods, such as unit tests, thorough surveys and questionnaires, or informal methods, such as spot checks or questions. If students are found to lack knowledge and experience, on the one hand, necessary remedial measures can be taken, on the other hand, the teaching difficulty and teaching methods can be appropriately adjusted. 3。 Analysis of students' learning ability and learning style Analysis of students' ability to understand and master new knowledge and learn new operational skills in different classes. On this basis, design the depth, difficulty and breadth of teaching tasks. Experienced and capable teachers can further analyze the top students with outstanding learning ability and the students with learning difficulties with weak learning ability in this class, teach students in accordance with their aptitude and adopt flexible teaching strategies. 4。 Analysis of students' learning style The overall learning style of a class: Children in a class will form a "class character" if they stay together for a long time. Some classes are active in thinking and quick in response, but they often lack the depth and accuracy of thinking. Some classes are boring, but there may be some depth of thinking. So do different students. Teachers should combine teaching experience and classroom observation, keenly capture relevant information, and try their best to learn from students' strengths and make up for their shortcomings by asking challenging questions and cooperation. Of course, it is forbidden to analyze students simply for the sake of learning situation analysis or to isolate learning situation analysis from teaching design. Learning situation analysis is an organic part of systematic instructional design, which has a very close interactive relationship with other parts of instructional design. Learning situation analysis is the basis of teaching-learning goal setting, and the teaching goal without learning situation analysis is often a castle in the air; Because only by truly understanding students' existing knowledge, experience and psychological cognitive characteristics can we determine their nearest development areas in different fields, disciplines and learning activities, and expound that the nearest development area is the teaching goal from the aspects of knowledge, skills and ability. Learning situation analysis is the basis of teaching-learning content analysis (including teaching material analysis), and content analysis without learning situation analysis is often fragmented or aimless; Because only for specific students can we make clear the key points, difficulties and emphases of the content. Learning situation analysis is the foothold of teaching strategy selection and teaching activity design, and teaching strategies without learning situation analysis are often teachers' wishful self-expression; Without students' knowledge and experience, any explanation, operation, practice and cooperation are likely to be difficult to implement. In short, the analysis of learning situation is the concrete implementation of the student-centered teaching concept. Analysis of learning situation refers to the characteristics, learning methods, habits, interests and achievements of students in learning. The design concept includes the guidance of teaching methods and learning methods, as well as teaching assumptions that can be combined with their current teaching materials and knowledge points to analyze students' mastery. For example, for the teaching content, we can comprehensively analyze the students' situation from five aspects: known, unknown, able to know, wanting to know and how to know. /kloc-0 "known" for each student. What is known here refers to the level of knowledge, experience and ability that students already have related to this section. It is very important to clarify this point, which determines the positioning of the starting point of learning. For example, analyze students' existing knowledge and experience, determine what knowledge and life experience students need to master according to the teaching content of this lesson or this unit, and then analyze whether students have these knowledge and experience. You can use more formal methods, such as unit tests, thorough surveys and questionnaires, or informal methods, such as spot checks or questions. If students are found to lack knowledge and experience, on the one hand, necessary remedial measures can be taken, on the other hand, the teaching difficulty and teaching methods can be appropriately adjusted. 2 students' "unknown". "Unknown" is relative to "known", which includes the unknown knowledge contained in the ultimate goal of learning and the knowledge that students have not mastered before reaching the ultimate goal. Three students' "... >>

Question 6: How to write the analysis of the teaching environment in the teaching plan Objective To understand the sanitary condition of the teaching environment and living facilities in Wufeng County. Methods 99 classrooms in 32 primary and secondary schools were randomly selected for testing, and students' dormitories and school toilets were inspected on the spot. Results The configuration of school desks and chairs, the lighting settings of classrooms and blackboards, and the per capita area of students' dormitories were far from up to standard. Conclusion Health supervision departments should strengthen daily health supervision and technical guidance to schools. Take effective measures to improve students' learning and living environment. [Keywords:] Xue

Question 7: How does teaching material analysis write a new teacher? Similar to the lesson plan, emphasis, difficulty and emphasis, the position and role of this lesson in this chapter; Teaching objectives and their theoretical basis; What are the key questions in this class? It is best to integrate with the college entrance examination. There is no specific format, so look online more.

Question 8: Music for teaching activities-Hello, friends. Teaching material analysis how to write teaching material analysis: This theme is more suitable for small classes. The biggest feature of the song is the combination of rap and singing, which always revolves around "little towel loves to play with water;" Wash your eyes, nose and mouth; Love with ears, love with neck, love with eyes, love with kisses "keeps turning." Strong sense of rhythm, very suitable for children to feel, you can feel the characteristics of two beats with various body movements. There are three pauses in the tune: love and ears, love and neck, love and eyes, and two beats, which can be used as the focus of teaching.

It is very important to use atlas in music teaching. In this activity, you can combine the five senses into a rhythm diagram, which is vivid and convenient for children to understand. It is also important to listen to music repeatedly. In the process of repeatedly beating the beat with body movements, in fact, children are already understanding the characteristics of double beat, which is just in line with the characteristics of small class children. They like to do what they like repeatedly or listen to what they like to listen to. In addition, teachers need to enlighten the key points and difficulties in the teaching process, so as to grasp the key points and have a clear aim.

Teaching objectives:

1. Feel the rhythm of music on the basis of knowing the five senses.

2. Understand the characteristics of rest in music and be able to express music rhythmically.

Emphasis and difficulty: try to show the pause of two beats with exaggerated movements.

Teaching preparation: music tape, small towel, simple rhythm card (painted with five senses)

Teaching process:

Design intent:

First of all, perceive the five senses

1, show me the five senses rhythm card. What's on the observation card?

2. The teacher recites the names of various parts (such as eyes, nose and mouth) rhythmically according to the rhythm, so that children can not only perceive the rhythm but also know the five senses.

3. Children play some facial games according to the map cards.

Second, feel the music "Little Towel"

1, show the cartoon image of the small towel. What skills does the small towel have? Little towel loves five senses.

2. Play music for children to enjoy. What is the little towel doing? Feel the rap characteristics of songs.

3. Listen to the music repeatedly, and feel the rhythm of the music with various body movements, such as tapping with your feet or using other parts of your body.

4. Guide children to feel the pause phenomenon in three places: love and ears, love and neck, love and eyes.

(1) The music stopped suddenly here. What do you think the little towel is doing secretly? (Guide children to imagine kissing, dancing and making faces with small towels ...)

(2) Show two beat rest cards and put them behind the ear, neck and eyes of the rhythm chart.

(3) According to the children's imaginary answers, do exaggerated stop movements rhythmically with two beats.

5. Listen to the music completely and express it with body movements.

Third, perform music.

1, everyone takes out a small towel from under the chair and washes their faces rhythmically while listening to music. When singing the five senses, you can point out the five senses with a towel.

2. Remind the child to make two shots in the rest of another exaggerated action.

It is very important to design a five-sense rhythm chart that is easy for children to understand and suitable for their age characteristics.

Drawing rhythm cards with five senses can be convenient for children to understand.

Imagine a towel. It will be loved by children in small classes.

Feel the music repeatedly with body movements, listen while moving, and feel the happiness of two beats.

Guide children to do other actions secretly with small towels in difficult places and feel the rest vividly. Then try to use exaggerated movements to show two beats to stop.

Be familiar with the whole song before using the small towel, so that the child will not be ignored because of the existence of the towel. The teacher needs to remind the child to make two more exaggerations during the break.

(I found it online)

Question 9: How to write the teaching design of teaching plan effect analysis? I. Pre-class System Part (1) teaching material analysis Writing Requirements teaching material analysis Part: Three Operational Requirements: (1) Analysis of Curriculum Standards Requirements. (2) Analyze the position and function of each textbook content in the whole curriculum standard and each module (textbook). (3) Analyze the differences and connections between the content of each class in senior high school and the related content in junior high school textbooks. (2) Students analyze the writing requirements of the students' analysis part: three operational requirements: (1) Analyze the students' existing cognitive level and ability. (2) Analysis of students' learning problems. (3) Analyze students' learning needs and learning behaviors. (3) Writing requirements for teaching objectives: Three operational requirements: (1) Determining knowledge objectives. (2) Determine the training objectives of abilities and methods and their teaching implementation strategies. (3) Determine teaching points and teaching implementation strategies to guide students' emotions, attitudes and values. A, describe the four basic elements that must be possessed: the subject of behavior must be a student rather than a teacher. The direct basis for people to judge whether teaching is effective is whether students have made concrete progress, not whether teachers have completed their tasks. Generally speaking, when writing teaching objectives, the subject of behavior can be omitted, but the following expressions must be noted in the format: "Learn through ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Behavioral conditions refer to specific restrictions or ranges that affect students' learning results. For example, action verbs such as "by collecting information", "by watching movies …" and "by learning this lesson" must be concrete, measurable and evaluable. Such as cognition, summary, enumeration, feeling, participation, etc., refers to the minimum performance level of students' behavior changes after learning, which is used to evaluate the degree of learning performance or learning results. For example, the teaching goal I wrote before: By studying the third item (behavioral conditions) in the textbook, I can recite the starting and ending time (expressive degree) of the Opium War (behavioral verbs) and understand the progress of the war (behavioral verbs) and the anti-aggression spirit (expressive degree) of the people of China. B, it is best to according to the standard, combined with students' cognitive rules and differences, according to the teaching content, from low to high, from easy to difficult, there are different levels of narrative. For example, Mr. Zhou, a teacher in the teaching and research section of Lishui County, Nanjing, designed the teaching objectives of the course "The Prosperity of Chinese Culture (II)" as follows: (1) Knowledge and ability: a. Through learning, students can master the theory of "benevolence" of Confucius, a great thinker and educator, and his contribution to education and culture; Students can understand the thinker Laozi and his dialectical thought; Students can understand the main viewpoints of "a hundred schools of thought contend" and "a hundred schools of thought contend". B. Through study, students can list and summarize the representative figures of a hundred schools of thought contending during the Spring and Autumn Period and the Warring States Period and their main viewpoints, and form the ability to express historical issues with charts; Students can use the main viewpoint of a hundred schools of thought to explain historical phenomena, analyze the politics, economy, ideology and culture in the Spring and Autumn Period and the Warring States Period, and cultivate the ability to solve historical problems by using historical knowledge. (2) Process and methods: A. Students can compile historical stories or short plays to reproduce historical scenes and generate a sense of historical identity by collecting relevant information about "a hundred schools of thought contend" and "a hundred schools of thought contend" during the Spring and Autumn Period and the Warring States Period. B Students can learn, understand and apply the main points of contention of a hundred schools of thought in the Spring and Autumn Period and the Warring States Period through list induction and group discussion, analyze and solve historical problems, and cultivate cooperative consciousness and creative thinking ability. (3) Emotional attitudes and values: A. By studying Confucius' educational remarks, students can treat learning correctly, develop good study habits and find effective learning methods. B. By studying the thought of a hundred schools of thought contending, students can feel that "a hundred schools of thought contending" promoted the development of academic thought in the Warring States period and had a far-reaching impact on later generations. C. What are the processes and methods? There is really a big misunderstanding about the process and method. Previous processes and methods are often written as: discussion, cooperative inquiry, data collection, etc. In fact, these are only the teaching means and methods adopted by teachers, and cannot be regarded as the goal of students' ability. The process and method in the three-dimensional goal refers to the specific internal process of learning and thinking, such as the process and method of collecting information, exploring problems and discriminating historical materials. The goal that students should achieve through teaching is to "learn to be a man". & gt

Question 10: How do teachers conduct teaching material analysis? Teaching material analysis is an important part of teachers' work. It is related to teachers' curriculum design, curriculum organization and implementation; It is more related to the realization of teaching goals and educational goals. The new curriculum reform has established the concept of teachers' development and students' development, which requires us to establish teachers' dominant position in teaching material analysis from the educational reality and improve teachers' consciousness and ability of actively analyzing teaching materials. Especially in today's new textbook reform, teachers need to have a new understanding of textbooks. So, how should teachers conduct teaching material analysis? First, the significance of teaching material analysis teaching material analysis is not a narrow analysis of the content of teaching materials, but an overall analysis of students' development and school social background, so as to grasp the logic and direction of teaching design. Modern teaching material analysis should start from the following five aspects: analysis of teaching environment, setting of curriculum objectives, organization of curriculum content, curriculum implementation and curriculum evaluation. In teaching material analysis under the new curriculum concept, the analysis of teaching environment is particularly important. Teaching environment analysis refers to the internal and external environment analysis of the school. Among them, the analysis of the internal environment of the school mainly includes the analysis of students, teachers and school conditions; The analysis of the external environment of the school mainly includes the analysis of society, knowledge and information, and the development of science and technology. Teaching is aimed at specific groups of students in schools, grades and classes, and the environment of each school is different. When conducting teaching material analysis, we should not simply start with the teaching materials, but first analyze the internal and external environment of the school. The more objective and accurate the analysis of the environment inside and outside the school, the more helpful it will be to our teaching material analysis. This can not only accurately grasp the teaching background, but also make full use of the resources inside and outside the school, laying a solid foundation for the integration of teaching materials. Under the new curriculum concept, the starting point of setting curriculum objectives, organizing curriculum content, implementing curriculum and evaluating curriculum in teaching material analysis is different from the past. In the past, the construction of discipline system was emphasized, and the teaching materials were analyzed from the logical procedure of discipline system. Now it is based on the development of students, emphasizing the starting point of students' experience, following students' cognitive laws, and helping students to carry out effective and meaningful construction. Second, the steps of teaching material analysis 1. Seriously study curriculum standards: curriculum standards are the guiding documents of subject teaching and the basis for compiling teaching materials and teaching. It specifies the nature, task and teaching purpose of the course in detail. Therefore, the analysis of teaching materials should be based on the curriculum standards and aim at the requirements of the curriculum standards. Seriously studying curriculum standards is the premise of correctly carrying out teaching material analysis. 2. Read through the textbook and integrate the content. Read through the textbook and have an overall understanding of the system structure, status, text content and language expression of the textbook. Only by being fully familiar with and thoroughly understanding the teaching materials can we master the skill system and knowledge system of the teaching materials and understand the goals to be achieved by the teaching materials, which is conducive to the analysis and processing of the teaching materials. Teachers are familiar with the system structure and target orientation of teaching materials. When designing teaching, they can take care of the teaching materials before and after, integrate the contents and penetrate them repeatedly, and can easily string together the clues of the teaching materials. ① Analyze the teaching content from a scientific point of view. ② Analyze the teaching content from the angle of thought and intelligence. The ideological content of teaching content contains two meanings. First, the practical significance and scientific spirit of subject knowledge. Practical significance, such as the connection between a specific subject knowledge and society and nature, what realistic background can be abstracted from and what practical problems can be solved; Scientific spirit, such as the attitude of seeking truth from facts, the consciousness of speculation and questioning. The second is the humanistic connotation of subject knowledge and the significance of general education. Humanistic connotation, such as some historical materials of human understanding of this subject; General educational significance, such as combining specific teaching content, which ideological and moral education can be organically infiltrated and which good study habits can be consciously cultivated. ③ Analyze the teaching content from the teaching emphases, difficulties and key points. The so-called teaching focus refers to the most important content or the most basic and essential part of a certain range (such as a book, a unit or a class). Now, with the diversification of teaching objectives, the focus of teaching is no longer limited to "double basics", and some basic thinking methods and some experiences and feelings in the inquiry process of this subject may also become the focus of teaching and learning. The so-called teaching difficulties refer to those contents that are difficult for students to understand, master or easily cause confusion and mistakes. Obviously, the teaching difficulties are mainly relative to students. The so-called teaching focus refers to those contents that play a decisive role in students' smooth understanding of knowledge and mastery of skills. The emphases, difficulties and emphases of teaching are sometimes the same, and they may all overlap or partially overlap ... >>