有好多同行听了我校初、高中语文课后,常问及执教老师备课的情况:有的同志觉得堂内读议活动轻松活跃,教师讲解极少,又无板书,事前备课,谅不费时;有的认为学生活动时,提出问题较多,教师当堂选题答复,引导点拨,对教师要求颇高,看来,备课面较广……种种猜测不一而足。现在,就此问题,谈谈我们的备课,借以作答。我们的备课过程,一般分五个步骤。即:(1)掌握教材,(2)下班级摸底,(3)确立重点,(4)研究教法,(5)准备答疑。现以高二年级组备贾谊的《过秦论》为例,略作说明。《过秦论》一文,篇幅较长。作者从秦国之盛 Many colleagues listened to the beginning of my school and high school language classes and often asked teachers to prepare for classes: Some comrades felt that the reading activities in the church were light and active, the teachers explained very little, there was no board, preparation for the lesson beforehand, and it was not time-consuming. Some people think that when students are active, they put forward more questions. Teachers answer questions in the form of lectures in the same hall, guide them, and demand teachers. It seems that there is a wide range of preparations for classes... all sorts of speculations. Now, on this issue, talk about our lesson preparation in order to answer. Our preparation process is generally divided into five steps. That is: (1) master the teaching materials, (2) touch the bottom of class, (3) establish key points, (4) study teaching methods, and (5) prepare questions. The second-grade high school group prepares Jia Yi’s “After Qin Theory” as an example to explain briefly. The article “After Qin Qin” is longer. Author’s Sheng from Qin Guosheng