First of all, effective teaching design should effectively locate teaching objectives.
Teaching goal is a subjective desire of teachers for the results of teaching activities, and it is a detailed and concrete description of the behavior state that learners should achieve in completing teaching activities. It is the change of quality and behavior caused by implementing the requirements of curriculum standards through teaching activities. It is the starting point and destination of classroom teaching, the core and soul of classroom teaching, which directly restricts the implementation of teaching content, teaching strategies, teaching media, teaching organization form and teaching evaluation and plays an important role. Effective teaching design must firmly establish three-dimensional goal consciousness, formulate practical course objectives for each class, and describe them accurately, so that each class has a clear and definite teaching direction, which is the premise of improving teaching effectiveness. If there is no clear goal in classroom teaching, it will lead to great arbitrariness in teaching. If we pay too much attention to the knowledge goal, ignore the ability goal and ignore the emotion, attitude and values goal in the formulation and selection of teaching goals, it will lead to the loss of teaching integrity. If you get used to the old methods and copy the teaching reference books, it will definitely affect the effectiveness of classroom teaching.
When designing teaching objectives, teachers should consider: what students can do before teaching; What changes should students' behavior have after teaching? Whether it adapts to students' characteristics, existing experience and development needs; Whether it conforms to the principle of teaching and learning and reflects a certain level; Whether it can arouse students' interest and enthusiasm in learning; Whether it can improve students' thinking level and skills; Whether it can reflect students' learning achievements. The determination of teaching objectives should be based on the curriculum objectives and content objectives given by the curriculum standards, follow the age and psychological characteristics of students, respect the existing knowledge and experience of students, and scientifically formulate on the basis of comprehensive and systematic thinking.
For example, in the course of rectangle and square characteristics, many teachers only pay attention to the knowledge and skill goal of "mastering the basic characteristics of rectangle and square and understanding the relationship between rectangle and square", while ignoring the process goal and emotional goal of "experience, experience and exploration". As a result of this teaching design, students get only knowledge instead of wisdom, knowing without feeling. In the formulation of the teaching objectives of this course, my focus is not only to let students learn these knowledge points, but also to highlight the "process objectives" and "emotional objectives": with the help of posing, spelling, folding, drawing and other activities, let students experience the process of exploring the characteristics of rectangles and squares, and initially master the basic characteristics of rectangles and squares; Cultivate the ability of independent learning and cooperative communication in operational activities.
Second, effective teaching design should deal with teaching materials effectively.
Traditional lesson preparation is often book-centered, teacher-centered, and classroom-centered, emphasizing the design of knowledge transfer and teaching textbooks to death. Textbooks, the product of many educational experts' in-depth thinking, have a scientific and thorough collation of classics and profound implications. However, the textbook is not the Bible, it is the carrier of curriculum ideas and an important curriculum resource, allowing teachers to adjust the textbook according to the actual situation. Effective teaching design is no longer a traditional lesson preparation. It needs to overcome the limitations of teachers' textbooks, deal with them scientifically, use them flexibly and creatively, change textbooks into textbooks, and guide students to acquire effective knowledge through their own independent thinking, life experience, sentiment and practice while learning text textbooks and various curriculum contents. For example, when learning the calculation method of rectangle perimeter, students have mastered the characteristics of each side of the rectangle and understood the meaning of perimeter, so it is completely possible to explore the calculation method of perimeter. When designing, we can't follow the traditional teaching methods, directly tell the students the ready-made calculation formulas and impose the problem-solving ideas of adult thinking on them. Instead, it is necessary to create an atmosphere of independent exploration, cooperation and exchange for students, so that students can rely on their own experience on the basis of full perception. Use your own strategy to solve the problem, and then exchange different methods to feel and experience which method is better for calculating the rectangular perimeter, and advocate the diversification of algorithms. Students explore independently in activities such as observation, thinking, calculation and discussion, learn from others in the process of comparison, correct and perfect their own ideas, and thus master the calculation method of rectangular perimeter. Students should not be consciously guided to explore the so-called "simplest" method. Students' favorite method is the best and the one they remember the most. This design is not only conducive to cultivating students' habit of active learning and exploration, but also conducive to promoting the transformation of students' learning methods, making the learning process an active, vivid and personalized process, and also conducive to students' optimization of algorithms and creation of mathematics.
Third, effective teaching design should effectively design student activities.
Students are the main body of learning. The purpose of mathematics teaching is to let people learn valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in mathematics. Traditional teaching design lacks attention to students, arouses their enthusiasm and publicizes their personality. Everything is teacher-centered, and the subjective initiative of the students in the teaching subject is restrained, and they are in a passive learning state, and their learning efficiency is low. Effective teaching design should effectively design students' activities, make students "move", actively cooperate in inquiry learning, change from "listening to mathematics" to "doing mathematics", mobilize and give full play to students' enthusiasm and initiative, and let students fully display their hands and feet and exercise their talents in this democratic and free world. For example, according to the teaching statistics and average, the teacher organized a "Hula Hoop" competition for students before class, with 4 boys and 5 girls, each with 15 sets. Which one is more accurate? This design allows students to learn mathematics knowledge in real situations and feel the close relationship between mathematics and life.
Effective teaching design should first pay full attention to students' independent inquiry learning activities, respect students' dominant position, create vivid and interesting situations from students' life experience and existing knowledge experience, and guide students to master basic knowledge and skills through observation, operation, practice, induction, analogy, thinking, speculation, communication and reflection, learn to observe and think from multiple angles, develop thinking ability, and then form correct emotions and reflections. Mathematics learning does not mean that children should blindly imitate the process of mathematicians discovering or creating mathematics, but that students should experience a real process of "rediscovery" and "re-creation".
Effective teaching design should pay attention to students' opportunities for cooperation and communication. When students encounter difficulties in autonomous learning activities, when students have different solutions and views on problems, and when dealing with key and difficult problems in teaching, they should choose cooperation and communication. Only by choosing suitable opportunities for cooperation and exchange can we avoid the formalization and inefficiency of group cooperative learning and effectively promote the smooth development of cooperative learning. For example, when learning the area of parallelogram, many students are at a loss when the teacher directly gives the teaching materials and asks students to find ways to solve them. At this time, we can design and organize students to cooperate, discuss and communicate, so that students' thinking can be expanded, and at the same time, they can share other people's learning gains in communication, learn from each other's strengths and naturally improve their mathematics literacy.
Fourth, effective teaching design should effectively design exercises.
Exercise is an important part of mathematics classroom teaching. Designing effective exercises is of great significance to cultivate students' ability and habit of autonomous learning and develop their intelligence and creativity. Therefore, teachers should pay attention to the design of exercises. However, the design exercise is not as simple as expected. In order to give full play to the benefits of exercises, teachers should reasonably arrange or design some exercises with appropriate number, moderate difficulty and various forms, such as multiple-choice questions, fill-in-the-blank questions, drawing questions and correcting mistakes, etc. These exercises often change, interspersed with each other or "one question is changeable", thus stimulating students' interest, mobilizing students' learning enthusiasm and improving teaching quality.
Effective practice design should not only pay attention to the form of practice, but also pay attention to the effectiveness of practice, such as designing exercises close to students' real life, comparing exercises before and after design, designing variant exercises, designing game exercises and so on. Students can further consolidate their knowledge and develop their thinking ability through practice. For the content that is difficult to learn, effective practice design should focus on grasping the key points and breaking through the difficulties. For the content that students are easy to accept and have strong knowledge coherence, we might as well design some exercises to develop intelligence and improve thinking ability. This will not only ensure that students finish their homework on time, but also stimulate their interest in learning, so that they can develop their intelligence while experiencing the joy of success. Layered exercises can also be designed in teaching. The first level is mainly imitation, and the topics are similar to the examples in the textbook; The second level is mainly based on proficiency, with slight changes in subject conditions; The third level focuses on flexible use, comprehensive topics, extensive knowledge and certain problem-solving skills. Let students at different levels freely choose practice and feel the fun of practice, so that every student can make progress and improve.
In short, only by changing the traditional teaching design method can we make the teaching design more effective, ensure that classroom teaching is the teaching to reveal the true meaning of mathematics, and mathematics education will become the most effective "human" education.
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