First, the theme of lesson plan research (the source of lesson plan is indicated at the end of the article)
1. The characteristics of classroom teaching design reflected in the investigation teaching plan include teaching objectives, teaching strategies for teaching difficulties, and the handling of teaching activities (introduction, teaching new lessons, practice feedback, summary, etc.). ), the design characteristics of teaching media and formative exercises and their relationship.
2. Compare the lesson plans with the same theme but different design methods, and analyze their advantages and disadvantages.
3. From the perspective of subject teaching methods, consider how to design the classroom teaching of a certain subject or a certain kind of content.
4. Based on the above investigation and analysis, put forward the preliminary idea of the teaching scheme you designed.
Second, design a unit teaching plan with the teaching design series table.
Use the series tables of course teaching design table and classroom teaching design table provided in the teaching process design of teaching materials to design course teaching and classroom teaching for a teaching unit. (or adopt the latest version of the teaching design series table)
Third, according to the teaching plan design, make the supporting classroom demonstration software or related software.
According to the teaching plan design, make supporting classroom demonstration software or related software, and at the same time, it is convenient to evaluate the effect of your classroom teaching design intuitively through courseware. The demonstration and evaluation methods of courseware are as follows:
1. Consciously recognize and reflect on the theory and method of teaching design in the practice of teaching plan design;
2. How to embody the systematic method in your teaching plan design?
3. Does your teaching plan design handle the teaching content properly? How to take the exam?
4. What learning theories and teaching theories have you used in your teaching plan design?
5. Is the learner's analysis sufficient in your lesson plan design? And how to influence the teaching content and teaching strategies?
6. How to design classroom formative evaluation in your teaching plan design? Do you use learning needs analysis in your teaching plan design?
B. Methods and forms of preparing lessons
However, under the new curriculum conditions, with the change of teachers' roles and students' learning methods, preparing lessons is no longer simply interpreting the contents of textbooks, simply arranging teaching processes and simply showing teaching methods, but its nature, functions and methods have changed greatly. It requires teachers to implement students' subjective learning status, autonomous learning, cooperative learning, fully arouse students' learning enthusiasm, prevent students' learning activities from becoming a mere formality, and effectively improve classroom efficiency. Therefore, teachers' lesson preparation has been sublimated into an important content of teachers' teaching research. So how to prepare lessons? We should consider the following aspects:
First, accurately locate students' learning goals, and pay equal attention to both guaranteed goals and open goals.
As a promoter of students' learning, one of the important tasks of teachers is to help students determine appropriate learning goals and confirm and coordinate the best way to achieve these goals. The goal determination in traditional lesson preparation is a kind of knowledge presupposition. The new classroom is characterized by openness, which requires students to achieve three-dimensional goals: knowledge and ability, process and method, emotion, attitude and values. Target design should be "three equal emphasis". That is, the guarantee goal and the open goal are equally important, the explicit goal and the implicit goal are equally important, and the short-term goal and the long-term goal are equally important. Guaranteed goals, clear goals and short-term goals can be understood as the requirements of the knowledge and ability points of this course and this unit. From this perspective, the requirements of traditional knowledge and ability points are still very important for teachers to prepare lessons. Open goals, hidden goals and long-term goals are understandable. First, in terms of process and method, we should pay attention to designing a platform for each student to think independently, so that each student can think and solve problems in Chinese; Second, it can be understood as the invisible requirements of methods, emotions, attitudes and values, which are mainly manifested in cultivating students' learning psychology and learning quality of loving science, being diligent in thinking, being good at exploring, being good at cooperation and pursuing truth. There are two things to consider in preparing lessons: first, the guaranteed goal, short-term goal or clear goal of this lesson. The main consideration here is the "guarantee" of knowledge points and ability points. Many teachers are afraid of the "release" of the new curriculum and the loss of the "root of life" of music, which shows the importance of "guarantee". In the study of a class, how to locate the guaranteed goal, short-term goal or explicit goal, and how to achieve this goal should be decided by the teacher according to the unit learning goal, self-reading tips, after-class exercises and their internal relations. Generally speaking, it is enough to implement the thinking practice content of textbook arrangement in teaching, because it is carefully arranged by experts and naturally has a strong scientific nature. There is no need to expand and improve. First of all, the way to determine the accumulation of elements, knowledge and emotion of this course is to consider the openness, concealment and long-term goals of students' active learning, active participation in cooperation and active participation in communication, so as to promote students' active participation in the learning process and cultivate positive emotions, attitudes and correct values.
Second, change the classroom structure and turn teachers' lectures into students' learning activities.
The new curriculum concept holds that curriculum is experience, and curriculum is the combination of human experience and personal life experience of teachers and students. Therefore, the new curriculum emphasizes that teaching is a process of communication and interaction between teachers and students and between students. Here, teachers and students, students and students share each other's thoughts, experiences and knowledge, exchange each other's feelings, experiences and ideas, generate new knowledge and seek new development in this exchange. Therefore, the first priority of preparing lessons is to arrange learning activities. There are three ways to design learning activities. One is the routine method, the other is to dig the connotation of teaching materials or exercises, design activities flexibly, and find the carrier of student activities as much as possible. Third, chew upon words, think in many directions, give students enough free thinking space, fully arrange students' questioning activities, encourage students to think boldly and actively, and promote the generation of new knowledge. Teachers have to talk more to become directors.
Third, do a good job in organizing and guiding, and implement cooperation and online learning.
In order to ensure that learning activities are not a mere formality and the efficiency of classroom learning communication, the organization and guidance of teachers is very important. First of all, we need a reasonable division of labor to achieve cooperation, especially in learning activities with rich learning content.
Fourthly, pre-class planning should be combined with in-class recording, adjustment and after-class reflection.
Traditional lesson preparation is carefully designed before teaching. Once it is materialized into a lesson plan, it will be once and for all. According to the new curriculum standard, a complete lesson preparation should be a lesson plan plus teaching records before class, and an adjustment plus reflection after class. The scheme design should be coarse rather than fine, just design topics, activity plates and main problems, and provide a platform for students to learn independently, cooperatively and exploringly. The essence of preparing lessons is to record and adjust in teaching. In teaching, sometimes students' behavior is not carried out according to the teacher's design intention. Teachers should understand students' original understanding and find creative highlights through observation and listening, so as to adjust teaching objectives, teaching problems and teaching process and complete the second lesson preparation. At this time, we should not let the living revolve around the dead teaching plan, but should get new development through adjustment and innovation beyond the predetermined goal. So preparing lessons can't be finalized, it can only be a plan. The principle of adjusting the plan is not that teachers lead students, but that students' thinking pushes teachers, so that students' personality can be fully and freely developed. Teachers can neither contain students' views nor shelve students' problems, but follow students' ideas to explore and always embody the teaching concept of "someone in mind" After-class reflection is a rational analysis of the process and results of classroom teaching. We can reflect on how to solve students' active learning, how to maximize each student's activity opportunities, how to expand communication, how to treat students with learning difficulties, how to expand cross-disciplinary communication and cooperation between teachers, how to control classroom order and other macro issues, and also reflect on the gains and losses of teaching design, the tact to deal with unexpected things in class, the reason why a student smiles, the embarrassment caused by insufficient knowledge reserves and other micro issues. This kind of reflection can guide future teaching behavior, sublimate teaching experience into theory and promote teachers' own growth, so it is very valuable. Preparing lessons is the premise of a good class.
Teachers prepare lessons mainly by preparing textbooks, preparing students, preparing methods, preparing themselves and cultivating their abilities, so as to achieve the goals of "deep teaching materials", "vivid teaching methods", "precise lectures", "accurate knowledge transfer" and "high teaching effect". The first step in compiling textbooks is to master the basic spirit of the new curriculum standards of various disciplines and be familiar with the objectives and tasks of textbooks of various disciplines in middle schools. This is the fundamental basis of teaching. The second is to analyze teaching materials, master the arrangement system of teaching materials, master the context of knowledge, grasp the knowledge structure of teaching materials, and determine the plan to cultivate students' ability. In-depth analysis and proper handling of the teaching content of each lesson is an important basic skill for teachers to prepare lessons, and it is also the key to develop students' intelligence by using the teaching principle of "less, more precise and lively". To this end, we must pay attention to the following questions: First, clarify the position and role of this section in the textbook, and what knowledge base does it need? What knowledge is it based on? Second, how many levels is the knowledge structure? What are the key points, difficulties and keys? How to highlight key points and solve difficulties and keys? Third, what basic knowledge does this textbook teach students? Cultivate what ability? How to cultivate? Deliberate and polish it repeatedly. Only in this way can we accurately grasp the key points and difficulties of the article and carry out targeted teaching. Teachers should accurately analyze the key points of textbooks and thoroughly analyze the contents of textbooks on the basis of intensive reading. Only by mastering the systematicness and scientificity of knowledge and understanding the internal relations between different parts of knowledge can we analyze the key points of teaching materials more accurately. Teachers should correctly analyze the difficulties of teaching materials. The so-called difficulty refers to the part that is difficult for students to understand or master. Teachers should try their best to solve these difficulties, clear the obstacles in students' study and make them master a complete knowledge system. Teachers should not only correctly analyze the key points and difficulties of textbooks, but also determine the key points of textbooks. The so-called textbook focus refers to the part of the textbook that can play a role in mastering a certain knowledge. If we solve the key points, we can get twice the result with half the effort. The guiding ideology of preparing for the exam is for all students. Speaking a lesson should make students at all levels gain something, and preparing lessons should pay attention to students at the upper, middle and lower levels. Taking secondary school students as the main target, we should try our best to mobilize the enthusiasm of all students in teaching. Don't cut across the board, teach students in accordance with their aptitude, let top students learn more and better, give guidance to underachievers and strengthen individual counseling. This requires careful design and arrangement before class. Only by unifying requirements and treating them differently can the teaching quality be greatly improved. The prepared method is to choose the appropriate teaching method according to the inherent law of classroom teaching. If you don't choose a good method, you won't get good results. As Zhu said in the Southern Song Dynasty: "Everything must be done by law. Teachers can't teach when they are teachers, and disciples can't learn when they are teachers. " Therefore, the preparation method is a big problem that can not be ignored. The following principles should be paid attention to when choosing teaching methods: choose methods according to specific teaching purposes and tasks; Choose the method according to the characteristics of the subject and the teaching content; Choose different methods according to the situation of teaching equipment, and pay attention to flexibility and inspiration. At present, the commonly used teaching methods are: lecture, conversation, reading guide, discussion, practice, experiment and practice, self-study and discovery, etc. With the deepening of teaching reform, how to cultivate students' self-study ability has become an important topic in teaching reform. In teaching, we should pay attention to guiding students to learn independently, gradually cultivate students to change from learning to learning, and master a golden key to exploring scientific knowledge, which is more useful than anything else. Preparing for ability training is a new trend of current teaching reform. In addition to imparting knowledge, each class should also cultivate students' abilities in certain aspects. Teachers should know what abilities to cultivate when preparing lessons, and the training measures should be clear. Only in this way can the classroom be handy. Only by adhering to this method for a long time can students' ability be continuously improved and there is hope for cultivating creative talents. "Prepare yourself" is also an indispensable part of preparing lessons. There are many factors that affect the quality of teaching, but teachers' emotions and attitudes are a very important factor. Teachers should have a sincere education heart, a sense of honor and responsibility, and be enthusiastic about students. His teaching behavior is natural and graceful, full of emotion and clear in language.
In today's curriculum reform, what we want to change is the mode of preparing lessons, which only prepares "lessons" but not "people", only "form" but not "spirit", and only prepares the results but not the process. The teacher's lesson preparation is at best a teacher's memo. Therefore, we must change the big and comprehensive traditional lesson preparation, and prepare lessons for the new curriculum concept with less and more precision. At present, according to the requirements of the new round of curriculum reform, we must break through the traditional form of preparing lessons and replace the traditional teaching plan with a brand-new teaching design. Establish a correct guiding ideology for preparing lessons, a value orientation of "for the all-round development of every student" and a concept of preparing lessons based on the new curriculum reform. This requires us to pay attention to students' learning methods and processes, as well as their feelings, attitudes and values; Pay attention to students, especially those with learning difficulties. Let more students participate in active learning activities. Instructional design should be contemporary and challenging. Teaching design should be novel, unique and personalized.
The teaching concept of one class plays a guiding and commanding role in teaching. What kind of teaching ideas and concepts will produce what kind of teaching effect. First of all, why should teachers prepare lessons carefully? Preparing lessons is an important part of school teaching management, a hard work for teachers and a meticulous project for teachers to recreate classroom teaching. The so-called "hard lessons" vividly illustrates this point. The quality of lesson preparation not only directly affects the benefit of classroom teaching, but also affects the implementation of teaching plan and educational policy, which is related to the cultivation of students' ability and the improvement of comprehensive quality. Therefore, preparing lessons is not only a sign to measure teachers' basic skills and professional level, but also a ruler to measure teachers' sense of responsibility. Then, what are the disadvantages of teachers paying more attention to teaching than preparing lessons? I feel that teachers don't work hard to prepare lessons, and their thinking content is low, which is mainly manifested in the following seven aspects:
First, mechanical extraction. Teachers have insufficient understanding of the significance of preparing lessons, lack of research on teaching materials and teaching reference materials, and there are "replacing research with reference", copying teaching reference materials or ready-made teaching plans to cope with errands. Even if you study the lesson plans of super-class teachers, you are suspected of copying mechanically and cutting your feet to fit your shoes.
Second, structural rigidity. The stylized phenomenon of "one thousand lessons" in teaching plans is quite common. Each link of teaching design and the whole process of link display are only the mechanical reproduction and reproduction of teaching materials and teaching reference notes. Many teachers still cling to the five links of Kailov in the Soviet Union and dare not cross the line, resulting in too rigid classroom teaching and lack of diversity and vitality.
Third, the teaching method is dull. We say there are methods in teaching, but there is no fixed method. Teaching has no "treasure chest". After going to class, we can see that there are many teaching methods that need to be changed constantly, and it is not uncommon to simply apply a certain teaching model. In practice, the teaching method of a certain class lacks optimization and innovation.
Fourth, the class type is single. Teachers seem to lack thorough research on the characteristics of new courses, practice courses and review courses, and lack reflection on their respective "personalities" in preparing lessons. Teachers rarely see the whole process of practice class and review in the teaching plan. "Typical error case analysis course" and "thinking special training course" are even less common. These practical courses are rarely seen, even if they are occasionally seen, they are only a very rough framework, or they don't write lesson plans in class.
Fifth, the backup is inconsistent. From the lectures, we found that some teachers don't speak uniformly, and the lesson plans written in the lesson preparation notes are unnecessary for class, so we saw that such teachers themselves denied the lesson plans they prepared. Exposed a problem: preparing lessons is one thing, and attending classes is another. We say preparing lessons to say. What's the point of preparing lessons if you don't have to give lectures?
Sixth, it is too short. It's just the outline of the textbook content or the label of the exercise questions, and you can't see the purpose requirements and method steps. This is essentially that the preparation is not in-depth and specific. With such lesson plans in class, the teaching effect can be imagined.
Seventh, it is reflected in leadership. As can be seen from the teacher's lesson preparation notes, the school leaders have checked. There are two general comments, one is to write the word "read" and the other is to write the word "check" and mark the date. In this way, I feel as if I only look at the surface, not the essence and the actual teaching effect. Who wrote the lesson plan with correct handwriting and neat handwriting, and some details will be praised (but most of them are copied from ready-made lesson plans). Of course, it is absolutely necessary to write carefully and cleanly, which is also the basic requirement for teachers, but this is not the only standard. I think the first thing to look at the quality of lesson plans is the inspiration in them. In the review of teaching plans, leaders are enlightening to those design problems, paying attention to the good methods and advanced means used to let students participate in the cognitive process and the number of students participating in teaching activities, while ignoring the evaluation that should be given. Even in the teacher's lesson plan, giving such a simple comment or two reflects the personality and encourages the teacher. Otherwise, if you say yes, you won't see where it is.
For these phenomena, the reasons for correction come from the lack of four aspects:
First, there is a lack of understanding of the development situation of education and the practical significance of preparing lessons. At least, we don't have a good understanding and grasp of the core of quality education, and our ideas are old, and our actions can't keep up with the development of education. Therefore, we should cultivate today's primary school students who need talents in the 2 1 century, and we should constantly study and reform our own educational and teaching behavior. Establish a sense of advance and a correct view of education, students and quality.
Second, there is a lack of modern educational theory to guide teaching. We all know that improving the national quality is the purpose of running a school, and renewing ideas is the key to implementing quality education. Therefore, we should learn pedagogy, psychology and new educational ideas, actively explore the best way to educate people according to the laws of education and teaching, teach students the method of acquiring knowledge, face the reality, establish scientific research consciousness and learning innovation spirit, and do a good job in preparing lessons.
Third, there is a lack of rigorous and realistic requirements and enterprising consciousness. As a teaching leader, we should encourage teachers to keep pace with the times, guide teachers to actively explore new ideas and methods of education and teaching, constantly study teachers' teaching problems and explore scientific management methods. Promote the development of teachers to scientific research and scholar teachers.
Fourth, lack of dedication and sense of responsibility for the persistent pursuit of the cause. I think whether we can prepare lessons well is a matter of attitude and ideological understanding. I think this problem must be solved first, don't you? Poor quality of preparing lessons will lead to low efficiency of classroom teaching, resulting in poor knowledge, rigid skills, diluted practice and aging thinking. In the long run, it is easy to produce a vicious circle of loss in class and weariness after class. We must realize this. So, how to prevent and overcome these undesirable phenomena? I think the effective countermeasures are to improve the thinking content of preparing lessons, give full play to the creative thinking of teachers and grasp the basic links of preparing lessons.
Teaching is a kind of creative labor. Writing an excellent teaching plan is a comprehensive embodiment of the designer's educational thought, wisdom, motivation, experience, personality and teaching artistry. I think teachers should follow the following principles when writing lesson plans:
1, science
The so-called conformity with science means that teachers should conscientiously implement the spirit of curriculum standards and determine teaching objectives, key points and difficulties according to the inherent laws of teaching materials and students' reality. Design the teaching process to avoid knowledge errors. It is absolutely not allowed to write another set of teaching plans at will, which is far from the curriculum standards and the integrity and systematicness of teaching materials. A good lesson plan must first be based on standardization and scientificity.
2. Innovation and innovation
Textbooks are dead and can't be changed casually. However, the teaching method is alive, and how to teach depends entirely on the wisdom and talent of the teacher. Although you have to learn a lot of reference materials, make full use of teaching resources, listen to the guidance of famous teachers and learn from the experience of peers when preparing lessons, you always have to attend classes by yourself, which determines that you should write your own lesson plans. Teachers should go through a similar process when preparing lessons. The key is that teachers should be able to "let a hundred schools of thought contend and speak at one word". On the basis of my own study of teaching materials, I extensively dabbled in various teaching reference materials, consulted experienced teachers instead of copying them, took the essence and discarded the dross, thought about others' experience-digestion, absorption and independent thinking, and combined with my own personal teaching experience, skillfully conceived and carefully arranged, thus writing my own teaching plan.
3. Difference
Because each teacher's knowledge, experience, specialty and personality are very different. Teaching is a creative work. Therefore, writing lesson plans should not be stereotyped, but should give full play to the intelligence and creativity of each teacher. Therefore, teachers' teaching plans should be combined with regional characteristics and teach students in accordance with their aptitude.
Step 4 be artistic
The so-called artistry of teaching plans is ingenious, so that students can not only learn knowledge in class, but also get artistic appreciation and happy experience. The lesson plan should be a unique "essay on classroom teaching" or a textbook drama. Therefore, the beginning, the process and the end should be gradual and colorful, so as to achieve the effect of three-dimensional teaching. Teachers should choose words carefully in classroom language such as speaking, talking, asking and speaking. They should say a lot, not a word. Appropriate arrangements should be made.
5, operability
When compiling lesson plans, teachers must proceed from reality, fully consider the actual needs, and consider the feasibility and operability of lesson plans, so as to be simple, complex and appropriate.
Step 6 consider variability
Because our teaching is faced with living students with thinking ability, and because everyone's thinking ability is different and their understanding of the problem is different, they often put forward different questions and opinions, and teachers can't predict them in advance. In this case, the teaching process is often likely to leave the situation expected by the lesson plan, and teachers can't rigidly detain the lesson plan and suppress the enthusiasm of students' thinking. According to the students' reality, we should change the original teaching plan and methods, inspire students' thinking enthusiastically, and actively guide them in response to doubts. In order to achieve this goal, teachers should fully estimate the problems that students may raise in their study and determine the key points, difficulties, doubts and keys when preparing lessons. Where students will have problems, what problems will appear in metropolis, and how to guide them, we should consider several teaching schemes. Don't be nervous if you disturb the lesson plan. We should take advantage of the situation and cultivate students' enterprising spirit patiently and meticulously. Because in fact, the teaching goal of a unit or a class is gradually completed in a certain process of teaching. Once there is a deviation from the teaching goal or teaching plan, don't be nervous, it can be adjusted in the whole teaching process.
The specific contents of compiling lesson plans include the following ten items:
First, the topic (explain the name of this lesson)
Second, the teaching purpose (or teaching requirements, or teaching objectives, indicating the teaching tasks to be completed in this class)
Third, the class type (indicate whether it is a new class or a review class)
Fourth, class hours (indicate which class hours)
Five, teaching focus (explain the key problems that must be solved in this class)
Six, teaching difficulties (indicate the knowledge points that are easy to cause difficulties and obstacles in the study of this course)
Seven. Teaching process (or classroom structure, explaining the contents, methods and steps of teaching)
Eight, homework (explain how to arrange written or oral homework)
Nine, blackboard design (explain what to write on the blackboard in class)
Ten, teaching AIDS (or teaching AIDS, indicating the tools used to assist teaching methods)
In the teaching plan writing process, the teaching process is the key, which includes the following steps:
(A) the introduction of new courses
1, the design is novel and lively, and the summary should be accurate.
2. How to conduct and review those contents?
Ask those students how long it will take.
(2) Teaching new courses
1. Choose different teaching methods according to different teaching contents.
2, how to ask questions, how to gradually inspire and induce?
3. How does the teacher teach students how to learn? Detailed step arrangement takes time.
(3) Consolidate exercises
1, practice designing exquisitely, hierarchically, with gradient and density.
2. How to proceed and who will perform on the blackboard?
3. How long will it take?
(d) summary
1, how to do it, did the teacher summarize it or did the students summarize it?
2. How long will it take?
(5) Operation arrangement
1. When arranging those contents, we should consider the expansibility and ability of knowledge.
2. Need a hint or an explanation?
Teaching design of listening to radio and speaking points
First, the teaching objectives:
1, can listen carefully to the stories on the radio, and note the main points while listening.
2. Be able to tell the main points of the story in an orderly way.
Teaching emphasis: when listening to the radio, you should remember the main points while listening;
When talking about the main points, you should briefly talk about the title of the story, the names of the main characters in the story, the cause, process and result of the story.
Second, the teaching process:
1, talk and solve the problem.
In this lesson, we are going to learn a skill, not only to listen to the radio, but also to tell others what we are listening to. "Get to the point" is to summarize the important content into a few sentences without repeating the whole content in detail.
Read the text by yourself and think about how we can learn to listen to the radio and say the main points. (Underline relevant content)
3, collective discussion, clear the main points and methods of listening to the radio.
4. Summary:
Listen: Be serious and remember the main points. (Title, name, cause and effect)
Say: say the topic first, and then summarize the main points of the story into a few sentences.
5. Guide students to listen to the radio and summarize the main points.
Play the tape and ask the students to do according to the discussion above.
Tell the title, characters, time and place of the story.
Listen to the tape again and think about it: Who do the soldiers make cotton-padded clothes for? Why do you make cotton-padded clothes? Why didn't political commissar Deng accept the cotton-padded clothes and give them to correspondent Xiaowan?
Discuss students' problems and help them sum up.
6. summary.