Under the background of the new curriculum, the new curriculum requires our teachers to accumulate teaching contents extensively with the attitude of scientific research, study the teaching contents assiduously, fully understand the teaching objects, carefully arrange teaching steps, and seriously explore teaching methods and learning methods. Only in this way can we get the class ready and do every class well. Preparing lessons is the premise of a good class. Previous textbooks were written on the basis of textbooks, emphasizing how teachers "teach" and how students "learn". The teacher's "explanation" mostly affects or replaces the student's "explanation", which can be said that students are willing to accept learning. The new curriculum concept points out that classroom teaching is a process of joint construction between teachers and students, emphasizing learning in cooperation and mutual assistance, paying special attention to students' subjective requirements, respecting students' original knowledge and experience, conforming to students' self-development, encouraging students' personality development, and cultivating students' innovative consciousness and independent inquiry learning ability. Under this concept, teachers' roles and teaching methods have changed, so how do teachers prepare lessons in the face of the new curriculum? Because most primary school courses are relatively simple and easy to teach, many teachers never prepare lessons and say whatever they want in class. Students have no enthusiasm and purpose, and their learning effect is poor. This is of course caused by some objective conditions, but in order to improve the quality of teaching, I think teachers need to do the following in the process of preparing lessons.

1, prepare textbooks according to the new curriculum standard.

Textbooks are the important basis for teachers to carry out teaching activities, the main source for students to acquire knowledge, and the basic conditions for successfully completing teaching tasks. It is also an important resource for students to learn and an intermediary for communication between teachers and students. Making full use of teaching materials and implementing creative teaching are the basic ideas of the new curriculum. We say that teachers are the developers of courses, and it is an unshirkable responsibility to study the value of teaching materials, and the value of teaching materials lies in its generation. Research textbooks should be considered from two aspects: knowledge and humanity. Knowledge includes the knowledge contained in it and the knowledge extended after class. Humanism is about cultivating students' information literacy, and preparing teaching materials should understand the main ideas of the new curriculum; Learn the new teaching curriculum standard, understand the characteristics of teaching materials as a whole, grasp the system structure of books, analyze the new curriculum standard, master the basic content and teaching requirements of teaching materials, take a holistic view and grasp the main line through learning the new curriculum standard.

2. Prepare teaching materials for each class.

One of the characteristics of the new textbook is "basic, rich and open", that is, the teaching content is basic and rich, and the presentation form is rich and open. Therefore, when preparing lessons, we should carefully explore the resources of each lesson in the textbook, present rich and colorful perceptual materials as far as possible, and leave some room for students of different levels to think. The specific methods are as follows: when preparing the teaching materials for each class, we must determine the teaching objectives, understand the key points and difficulties of teaching, read newspapers and magazines with relevant information extensively, browse online information, and understand which knowledge points need to be supplemented and the materials and resources needed in teaching.

3. Let students "for the development of every student" is the purpose of this new curriculum reform. Under the guidance of this educational concept, it is urgent for our teachers to change their previous educational concepts and behaviors. In the classroom, we should respect students' individuality, pay attention to individual differences and meet the learning needs of different students. Second, we should truly be "student-oriented" in the classroom, so that the concept of the new curriculum can be truly implemented in the classroom every day. When preparing lessons, we should understand the age characteristics, learning foundation, learning interest and learning attitude of students, as well as the overall situation and individual differences. We can analyze which knowledge points are easy for students to master according to the previous students' level and ability, so such knowledge points only need to be contacted, otherwise detailed introduction and guidance exercises are needed. By analyzing students' differences, students are divided into groups, and students with good acceptance ability are specially arranged in groups to enhance each student's sense of cooperation.

4. Prepare teaching methods

The teaching method is to teach purposefully, take activities that conform to the teaching rules, and complete certain teaching tasks. Teaching methods themselves include both teachers' teaching methods and students' learning methods. The commonly used methods in teaching are: lecture, task-driven, visit, demonstration, practice, practice, classroom discussion, appreciation, review and so on. Teachers must design appropriate teaching methods according to teaching materials and students' needs, and use modern teaching methods to stimulate students' interest in learning, so that they can learn learning methods and improve their ability to acquire knowledge through learning. Constructivism theory holds that learning is not a one-way transfer of knowledge from teachers to students, but a process in which students construct their own knowledge. Learners are not passive information absorbers, on the contrary, they should actively select and process external information. Teachers should change procedural classroom teaching into constructive classroom teaching. This kind of classroom teaching is based on respecting, understanding and trusting students. Teachers are instructors, organizers and strategists. Teachers should make a reasonable analysis of each teaching link, study the characteristics of teaching materials and study students' psychology. Follow the principle of "there is no fixed law for teaching, and there must be laws for teaching". This requires teachers to understand a variety of teaching strategies and use them flexibly. Generally speaking, the teaching procedure that teachers should predict is well thought out and should conform to the development of students. The key is how to guide teachers artistically in the process of implementation, and the guidance of teachers is more important. Taking students as the main body, not everything is decided by students, but also on the basis of democracy, otherwise it will be another look (chaos and disorder). To construct the teaching process, we must first establish modern teaching concepts, advocate people-oriented, give full play to students' subjective spirit and innovative consciousness, and take the principle of "students try themselves first, then teachers guide them".

5. Prepare the teaching organization form.

Primary school curriculum is both theoretical and practical, which requires students not only to master theoretical knowledge, but also to apply what they have learned to operational practice, in which they constantly discover, analyze and solve problems. When organizing the teaching form, teachers' teaching time and students' practice time should be allocated according to the characteristics of the class and the hardware facilities of the school, and teachers' teaching should be combined with students' group independent discussion and study and students' consolidation practice. "The process of learning to cooperate and communicate with others" is one of the goals of curriculum standards. Therefore, when designing teaching plans, we should attach great importance to cultivating students' sense of cooperation and guide them how to cooperate with their peers. We believe that students' most convenient partner is the deskmate, from caring for themselves to caring for the deskmate, from autonomous learning to helping each other at the deskmate. The deskmate is both a collaborator and an evaluator in learning. It is worth noting that we should not let cooperation become a mere formality, but pursue the unity of form and effect of cooperative learning. As the choice of class teaching organization, teachers must seriously answer the following questions when using group cooperative learning: 1. Why does this course need group cooperation? No, is that okay? 2. If yes, when will it be ready? How to ask questions? How long will it take? What might happen? How should teachers guide? 3. How to combine the three specific teaching forms of class teaching, group teaching and individual self-study to realize complementary advantages? I think, only when preparing lessons, seriously thinking about these issues, group cooperative learning can be effective, and can really play a role in the classroom of the new curriculum, rather than going through the motions.

6. Prepare teaching evaluation.

Curriculum evaluation plays the role of incentive orientation and quality control in the curriculum system, and studying the curriculum evaluation system is the need to promote curriculum reform and development. Therefore, to establish an evaluation system that embodies the idea of quality education, promotes the all-round development of students, encourages teachers to make continuous progress and promotes the continuous improvement of courses, and embodies the diversification of evaluation contents, subjects and methods, we should not only pay attention to the evaluation results, but also pay attention to the whole teaching and learning process of courses. Evaluation must pay attention to the comprehensive evaluation of students' information consciousness, emotional morality, scientific literacy and ability. In the process of teaching, teachers' teaching quality and students' learning quality must be evaluated. Through evaluation, we can understand the information of teaching and learning, adjust teaching methods or learning methods in time when problems are found, and continuously improve teaching quality. According to the requirements of the new curriculum standards, teaching evaluation can be carried out from two aspects: cognition and operation, specifically, the evaluation of basic concepts, basic skills, innovation ability and comprehensive application ability. When preparing lessons, we should determine which one should be the focus of after-class evaluation, so as to arrange students' written or practice requirements.

7. Write down your own experience

It is difficult to carry out the actual classroom teaching completely according to the lesson preparation plan, so we can summarize the valuable experience and lessons in classroom teaching practice in the form of writing experiences for reference in the next lesson preparation. This is also an important aspect of improving teachers' preparation level. We must constantly explore new teaching modes and methods in the new environment. But to do a good job in the classroom, we must first prepare lessons. Unfamiliar textbooks need to prepare lessons, and familiar textbooks also need to prepare lessons. Young teachers must prepare lessons, and so must old teachers. Teachers should set a commandment for themselves: "Don't take unprepared classes".