【编辑提示】“框架式备课”是在教师个体深钻教材的基础上,提出涵盖教学目标设计、重难点、教学模式、主要环节、作业布置等内容的备课框架,并经备课组讨论确认,形成可供每个教师使用的“校本教参”。在集体备课时,因为大家按照课标只备了教材,无法备学生和教法,“校本教参”仅仅是教师个体的备课参考,不能照搬。因此,教师在上课时要结合本班学生实际和自己的教学风格,以“校本教参”为蓝本进行“二次备课”,对自我潜能和智慧实施“二度开发”,最终形成自己上课使用的个性化教案。框架式备课的基本流程为：一是教师个体独立备课,每个教师事先要独立钻研教材、熟悉文本, 进行初步的备课；二是主讲人说课,阐述备课理念、文本分析、目标设置、重难点突破、课前准备、教学流程等教学设想；三是集体讨论,大家对主讲人的设计进行质疑、补充、修改和完善,形成日趋完善的教学共案；四是由主讲人根据大家的意见进行修订,把修订好的共案放在校园网或发到教师手中,实现资源共享,为教师的“二次备课”提供方向和借鉴；五是个人微调,教师要结合自己的教情、学情和教学风格对共案进行调整、补充、完善,使血肉更加充实,细节更加丰满。值得注意的是,经过集体碰撞所形成的共案是框架式的、粗略的、大方向的, 老师们要在此基础上丰厚、补充和完善。当然,老师们形成个性化的再授课方案也不能脱离这个框架进行。这样,集体的智慧才能得以彰显, 有效的集体备课才能为个体授课的有效性奠定良好的基础。下面所提供的是泸州实验小学《飞向蓝天的恐龙》框架式备课形成的共案以及备课组老师在共案的基础上形成的个性化授课方案。 [Editor’s note] “Frame-based lesson preparation” is based on the individual teachers deep drilling textbooks, proposed teaching framework design, heavy and difficult, teaching mode, the main link, homework layout and other content preparation framework, Form a “school-based teaching reference” that each teacher can use. In the collective lesson preparation, because everyone in accordance with the standard curriculum prepared only textbooks, students and teaching methods can not be prepared, “school-based teaching parameters” is only a reference for individual teachers, can not be copied. Therefore, teachers in class should be combined with the actual students and their own teaching style, “school-based teaching” as a blueprint for “secondary lesson preparation”, self-potential and wisdom of the implementation of “second development” and eventually form their own class Personalized lesson plans. The basic process of FRP is as follows: First, independent preparation for individual teachers, each teacher prior independent study of textbooks, familiar with the text, preliminary lesson preparation; Second, the preacher said class, elaborating the concept of lesson preparation, text analysis, goal setting, heavy and difficult Breakthrough, pre-class preparation, teaching process and other teaching ideas; third is the collective discussion, we challenged the speaker’s design, complement, modify and improve, forming a teaching case perfected; Fourth, the speaker according to the views of everyone Revised, the revised good case on the campus network or sent to the hands of teachers, sharing of resources for teachers, “second lesson preparation” to provide direction and reference; five personal tuning, teachers should combine their own teaching and learning, learning And teaching style to adjust the common case, supplement, perfect, make more flesh and blood, the details more plump. It is noteworthy that the common case formed by the collective collision is framed, rough and generalized, and the teachers should enrich, complement and improve on this basis. Of course, teachers can not form a personalized re-lecture program from this framework. In this way, collective wisdom can be demonstrated, and effective collective lesson preparation can lay a good foundation for the effectiveness of individual teaching. The following is a Luzhou Experimental Primary School “flying to the blue sky dinosaur” framework for the formation of a total of lesson preparation lesson preparation team teachers in the case based on the formation of personalized teaching programs.