"Those who do not seek the overall situation do not seek a domain. People who don't understand the overall textbook can't teach a lesson well. " The teaching content (also called topic) of each lesson plan should have a specific chapter name, indicating the specific position of the content of this lesson in this textbook. Sometimes, in order to clearly distinguish it from the name of scientific research "subject" and avoid confusion, it is better to write this name as "teaching content" Scientific research projects can't be easily completed in one class. )
Category Type: (Type of category)
The class type determined by teachers according to different teaching tasks is the class type.
For example: new teaching, review class, experiment class, practice class, inspection class, test class, comprehensive class, activity class and so on. New teaching is a course aimed at explaining new knowledge. Review class is a class aimed at reviewing and consolidating what you have learned. Practice class is a class aimed at cultivating students' skills and skills. Test class is a class designed to check students' mastery of knowledge and skills. Comprehensive classes and activity classes are classes that combine teaching, reviewing and consolidating, checking and asking questions, homework exercises and other activities. Teachers should determine the class type according to the selected teaching tasks and the actual teaching situation.
Teaching objectives:
Because the main purpose of writing lesson plans is to let teachers read in class (sometimes young teachers), not to let students listen to lectures.
"Teaching" is a two-way interaction between "teaching" and "learning", with both "teaching" and "learning" considerations.
"Learning" is only a one-way "learning", and there is no "teaching" content.
Therefore, the name of this column should not be the "learning goal" from the perspective of students, but the "teaching goal" from the perspective of teachers.
When designing classroom teaching objectives (knowledge, skills and emotion), we should pay attention to three aspects that the curriculum needs to pay attention to (knowledge and skills; Process and method; Emotion, attitude and values should be integrated into every class, which should be implementable, detectable and unique.
For example: information technology discipline.
① The overall goal of the curriculum in the curriculum standard is to improve students' information literacy.
Students' information literacy is manifested in: the ability to obtain, process, manage, express and exchange information; Ability to evaluate the process, methods and results of information and information activities; The ability to express opinions, exchange ideas and cooperate to solve practical problems in study and life; Abide by relevant ethics, laws and regulations, and form values and sense of responsibility suitable for the information society.
It can be summarized into three aspects that need to be paid attention to in the course:
Knowledge and skills; Process and method; Emotions, attitudes and values.
(Some people draw "knowledge and skills, process and method, emotional attitude and values" as a number axis. The three number axes intersect at the origin and are 90 apart from each other, forming a three-dimensional rectangular coordinate system. The so-called "three-dimensional" is just a "word game"! )
② The objectives of classroom teaching are: knowledge, skills and emotion.
In each class, there are about three specific objectives of classroom teaching.
The teaching objectives of knowledge, skills and emotion can sometimes be written separately, more often in pairs, or in three. Oppose bookishness and dogmatism, and compile classroom teaching objectives according to the actual situation of classroom teaching.
In the knowledge goal, words such as "know", "know" and "understand" are often used to express.
Skills goals are often expressed by words such as "learning", "mastering" and "mastering skillfully".
Emotional goals are often expressed in terms of "experience", "experience", "feeling" and "understanding".
(See Curriculum Standards and Teaching and Research Manual)
The goal of classroom teaching is a difficult point in the process of teaching plan writing. Teachers need to have a comprehensive understanding and profound understanding of this chapter and the teaching materials in this section.
There are too many teaching goals, which are divorced from reality and can't be completed in this class at all.
The common situation is: take the macro subject curriculum goal as the specific teaching goal of each class.
Ability to think, behavior, world outlook, etc. Form a class.
It is easy to destroy a person, but it is not easy to transform a person's thoughts and world outlook. )
The teaching goal is too small, the writing is too little, the knowledge and ability taught by this class are too little, and the knowledge density is not enough.
The teaching objectives are off topic and far away, which shows that the teaching materials are not well grasped and the understanding and understanding of the teaching materials are not in place.
(The teaching objectives of the knowledge part refer to information knowledge, information technology knowledge, information literacy knowledge, information culture knowledge, information technology knowledge, etc. It can't be knowledge of history, geography, biology and other disciplines. )
The setting of classroom teaching objectives should be concrete and operable. Can only be used in this class, not in other classes. The teaching objectives of each class should be unique.
Methods to detect the uniqueness of classroom teaching objectives;
If the teaching goal of this class is applied to the teaching plan of the last class, or to the teaching plan of this class, or to the teaching plan of a semester or a school year, or to the teaching plan of other disciplines, it shows that this teaching goal is not unique! This is an undesirable teaching goal.
Evaluating the quality of a class mainly depends on whether the teaching objectives set before class can be achieved. Secondly, is to see whether other projects meet the standards? When designing teaching objectives, we should avoid "knowledge, skills and emotions"! The three aspects of the course (knowledge and skills, process and method, emotional attitude and values) should be well dispersed and implemented in the teaching objectives (knowledge, skills and emotions) of each class.
Without a thorough understanding of the "three aspects" of the course, the teaching objectives of each class will not be implemented.
For example, in many activity classes, experience classes, discussion classes and so on. It is easy to lack "knowledge", even "knowledge" and "skills", only "emotion".
If students are not taught information knowledge, information technology knowledge, information technology subject knowledge, information culture knowledge and information literacy knowledge in the teaching process of a class, is it still called information technology class?
If we don't talk about "knowledge" all the time and only teach "methods", can 14 subjects (Chinese, politics, history, physics and chemistry, music, physical beauty, information technology and general technology) be merged into 1 subject? If only "emotion" is taught, will 14 be integrated into 1 poor chat?
In the discipline of information technology, some teachers can't understand the spirit and concept of curriculum standards and have a soft spot for "emotional goals"! In many teaching cases designed (even in some information technology teaching cases), almost no one has a "knowledge goal"! Only a few cases have "skill goals", and the rest only have "emotional goals".
It is difficult to write the content of "emotion" in classroom teaching objectives. "This is both a technical issue and a technical issue." Writing "emotional goals" is a technical problem! It's hard to write. However, if you really write "emotional goals", it is not the same thing! I always feel a little far-fetched
The content of "emotion" should be that "dripping water wears away" should penetrate and melt in every class of various disciplines. It should be reflected naturally, concretely, vividly and flexibly in the classroom teaching process through the designed teaching activities. So I said, "This is not a written technical problem."
First of all, what is "emotion?"
The emotion in the information technology course should be:
① Cultivate students' feelings about information; Emotion for information technology; Emotion for information technology knowledge; Emotion of information technology discipline; Emotion to information culture, etc.
(This part of the emotion is required to be mainly written in the emotional goal. Writing it out is really a technical problem! )
② Cultivate students' feelings for the broad masses of working people; Emotion for thousands of years of civilization and history in China; Brilliant and excellent cultural feelings of the Chinese nation; China * * * production party leads the establishment and construction of the socialist motherland: feeling the great achievements made in the construction and development of the socialist motherland.
③ Cultivate students' emotion of establishing and perfecting correct and scientific outlook on life and world view; Analyze the emotion of things with dialectical materialism; The feeling of learning and applying materialist dialectics to solve practical problems.
(This part of the emotional requirements in the classroom teaching imperceptibly infiltrated, dripping water and falling rocks, continuous spring rain. This emotional goal does not need to be written, so there is no technical problem in writing it! But in the teaching evaluation table, there will be scores of dialectical materialism education. )
This is by no means a small problem!
The teaching goal of foreign language discipline is a headache for the teaching goal of writing "emotion"! )
In the teaching goal, if there is no "knowledge" content, there is no difference between disciplines, and 14 disciplines can be merged into 1 disciplines!
Concepts, facts and rules belong to the content of knowledge. The "knowledge" mentioned here refers to "information knowledge, information technology knowledge, information technology subject knowledge, information culture knowledge!" Not physical knowledge, mathematical knowledge, Chinese knowledge, historical knowledge, geographical knowledge, biological knowledge, sports knowledge, foreign language knowledge, etc.
You can't use any excuses (such as "individual classes are ok." ), so that the three-dimensional classroom teaching goal becomes a two-dimensional or one-dimensional teaching goal!
Theme of the event: (omitted)
One specific thing that design should do in this lesson. Usually, this column is not needed for teaching plans, and it is generally used for teaching design competition, teaching plan evaluation, or supervision and audit by superior business departments. Because you don't have a chance to speak at this time, you can only explain it from the lesson plan.
Guiding ideology of activities: (omitted)
See the concept part of "Curriculum Standards" and combine the actual content of this lesson. The teaching emphasis refers to what the main content of this lesson is.
For example, some people are unconventional in the reform of education and teaching, and even suggest canceling the setting of key and difficult points in teaching design and teaching plan to show "innovation".
If there are no teaching key items in the teaching design and teaching plan, then people who read the teaching plan will not know what this lesson is about. You have to extract it from the lesson plan yourself.
Suggestion: This column item must be kept and cannot be omitted!
Set the teaching focus of each class accurately and clearly.
Teaching emphasis is sometimes similar to chapter names. The teaching focus of this class is often the personal explanatory language of the content contained in the title of this section. Everyone has a different language to explain the name of the same class.
(The name of this section should cover all the contents of this section. However, it should be noted that some textbook chapter names are words and expressions of game language and activity theme, which have nothing to do with the information technology content learned in that chapter! )
When different teachers teach the content of the same class, the teaching emphasis should be the same. The teaching difficulties of each class should be carefully designed according to the teaching environment, students' cognitive ability, understanding ability and acceptance ability.
The teaching difficulty of this course should be where (these) students find it difficult to understand and accept this course.
For different regions, school teaching environments and students, the teaching difficulty set in the teaching plan will be different when teachers teach the content of the same class.
The same class taught by the same teacher is not the difficulty of class (1), but may be the difficulty of class (8).
Teaching difficulties are set by teachers according to their own understanding of students in different classes and the conditions of teaching rooms and facilities when preparing lessons. In teaching, we can find the teaching difficulties set before class, and there will be some deviations in different classes. After class, we should adjust and change the reflection part of the lesson plan, sum up the experience and lessons in time, and improve the accuracy and precision of setting teaching difficulties (key points and teaching objectives) when preparing lessons.
Accuracy _ _, accuracy _ _ (fill in: high or poor), accuracy _ _, accuracy _ _ (fill in: high or poor)
For example, two difficulties that have been puzzling people in learning and using computers.
In the process of learning computer and information technology, there are always two problems that are difficult to solve: one is the path; The second is the cursor.
① Path is an important link in information resource management (file management, database management), and it is the embodiment of understanding the overall structure of information resources.
② The cursor appears earlier than the mouse. In different states, when the cursor is the smallest, it usually appears as a flashing vertical line | (or a lower horizontal line _), and sometimes the cursor appears as a "selected" inverted (or highlighted) part (block). This part (block) may be the whole content of the selected file, and it is also the time when the cursor is the largest. There is no end to learning, and there is no fixed way to teach. Theoretically, there should be countless teaching methods.
In the process of classroom teaching, teaching methods are usually the mainstay, and students cannot be required to do everything. At the same time, there are discussion method, discovery method, reading guide method, demonstration method, experiment method, learning guide method, counseling method, conversation method, Tao method, task-driven method, communication method, interactive method, practice method, open teaching method and so on. In the lesson plan, you can write several main teaching methods used in this class.
As long as words such as sex, staff, hand, degree, family, law, ism and thought are added after verbs and adjectives, they become nouns.
If you add a word "Fa" after verbs and adjectives, it will immediately become a noun, which is a teaching "method".
In the teaching process of a class, the teacher may have used a lot of "teaching methods", but he just didn't seriously summarize, summarize and sort it out, and rose to theory.
Don't be extreme in everything, follow the trend. The teaching method of theme activities is very good, but it is not the only teaching method. Students cannot be asked to move, experience, feel, summarize and summarize everything, which will waste a lot of precious time.
For example, the mechanical equivalent of a thermal experiment takes 40 years.
Just as an old educator defined "education": "What is education? It is to let students acquire a lot of knowledge and ability in a relatively short period of time. This is education! "
Due to the environmental conditions, non-repeatability, time and space constraints of the school and its surroundings, it is impossible for students to practice, experience and engage in activities in many things!
For example: experiments in various disciplines with long time, rapid change, expensive equipment, high consumption, danger, large radiation, small micro-scale, large macro-scale, strong seasonality, difficult observation and success.
In the process of teaching, teachers should try to avoid using retarded, stupid and retarded methods such as elimination and trial and error. Attention should be paid to using the "optimization method" (0.6 18) to select the teaching method used.
Teaching tools:
For example: computers, networks, projectors. System software, application software.
Blackboard design:
(1) blackboard writing
(1) The blackboard writing must have a three-level catalogue of "Chapter, Section and Item" and a summary of the contents of this lesson.
② You can use 1/4 on the right side of the white (black, green) board, and keep the topic of writing review questions and the content of homework.
⑵PPT film
A presentation (PPT) can show outline points, pictures, movies and animations. , and can not be used for a variety of purposes, not to mention a draft (presentation) to the end. Can not replace physical display, teaching wall chart, demonstration experiment, experience operation, etc. Presentation (PPT) is not suitable for the so-called "courseware" of classroom teaching.
When using projection, the most taboo is two situations:
(1) Don't project people ("shadow play") and hands (see how many "fights" there are on your fingers) on the screen.
There are two things that an electronic pointer can't point to: one is the human eye; The second is the display screen.
(3) Computer room environment
① Pay attention to the child's eye hygiene.
Two factors leading to vision loss:
First, strong light stimulates the eyes;
Second, the light is dim and fuzzy, which consumes the eyes.
The computer room should be spacious, bright and sunny. When the sunshine is insufficient, it can be supplemented by light.
(2) The air in the computer room should be circulated and kept fresh to ensure oxygen supply to the brain (the brain lacks oxygen, and brain cells are prone to death. And brain cells are non-renewable! ) is conducive to positive thinking.
It is necessary to change the phenomenon that "feet smell bad in winter and people smell sweaty in summer".
Evaluation and reflection:
Fill in according to the effect of students' after-school study.
Did you achieve the expected teaching objectives (knowledge, skills and emotion) in the pre-class teaching design?
Are teaching methods and means suitable for students? Have you achieved the best results? Is it necessary to make appropriate improvements?
Is the setting of teaching difficulty accurate? How should it be modified and changed?
Is the teaching focus prominent? Is there a breakthrough in teaching difficulties?
……
Are you ready for the possible problems in the teaching process? Is it reasonable to deal with the uncertain factors encountered?
Handle emergencies in class in a timely and appropriate manner?
Teaching process:
Habit is formed, and the law remains unchanged.
Get up in the morning.
It is your habit to get up at what time every morning. When and where the sun rises every day is an unchangeable objective law.
What time do you get up every morning? It will change according to the change of study and work schedule in different regions (winter and summer vacations).
Habits can be changed, but laws cannot be changed!
For example: five links in classroom teaching.
The five links of classroom teaching (examining questions, introducing new lessons, teaching new lessons, summarizing and doing homework) are objective laws. Whether the teacher recognizes these five links, whether they are written in the lesson plan or not, and how to change the names of these five links in the lesson plan, they will consciously or unconsciously follow the objective laws of these five links in the 45-minute teaching process, which is independent of people's consciousness.
(1) Review questions: (2 ~ 5 minutes)
Main purposes:
① Make necessary preparations to solve the difficulties in this lesson.
Such as designing programs to solve problems.
In this lesson, if you want to use mathematical formulas, you can lead students to recall and turn mathematical expressions into basic expressions to prepare for breaking through the difficulties of this lesson.
(2) pave the way for the smooth introduction of new curriculum content.
The last question of the review question is usually designed to be closely related to the content of this new lesson. You can also smoothly enter the next link of classroom teaching (introducing new lessons).
For example, the import of data.
From viewing cell names in word processing tables to cell names in spreadsheets.
From copying/pasting data information in web tables to importing the dynamic relationship between web table data and spreadsheet data.
The principle relevance of designing classroom activities to fill in the form should be closely related to the teaching content. Objectivity should not be subjective and suggestive. Applicability Avoid confusing technical terms. Short, prominent, focused, concise and easy to fill in. The comprehensive design content should be comprehensive, accurate and sufficient. Openness leaves room for creativity. The requirements of designing classroom questions The difficulty of carefully designing questions should be based on the fact that most students need to think before they can answer correctly. Know the students and estimate which students can answer correctly. Which students can answer correctly after being prompted and helped? Which students are really difficult to answer? What kind of wrong answers may students have when answering questions? There are many uncertain factors, so try to consider them comprehensively. ) correctly guide teachers to concentrate, keenly capture students' uncertain expressions, and correct them in time. We should pay attention to the guidance and inspiration of the lack and mistakes of the answer thinking method, and help students summarize and form the correct answer. After choosing the right students to ask questions, the teacher should pay attention to observing the students' expressions and choose students of different levels to answer. Attention should be paid to taking care of students with learning difficulties. The content of questions for all students should take care of all students as much as possible, so that most students have the opportunity to answer questions. Correct attitude It is forbidden to punish students by asking questions in disguised form. ⑵ Introduce a new lesson: (1 ~ 2 minutes)
Techniques and examples:
① Using the method of "Fu, Bi and Xing" naturally leads to the content of the new course.
(Fu: Direct statement; Comparison: metaphor; Xing: Let's talk about something else first.
(2) According to students' cognitive rules and levels, starting with life cases that students feel.
⑶ Teaching new lessons: (3 1 ~ 38 minutes. According to the content, time can be divided into multiple time periods. )
The content should be clear about the theme and structure. The target can be operated and specifically detected.
From the special to the general, the law is universal. It is necessary to highlight key points and break through difficulties.
Time is controlled in stages, and the line is disconnected. The links are closely echoed and the climax is rhythmic.
The outline turns to curriculum standards, spirit and ideas. Information is the main line, and literacy is improved.
Knowledge and skills are precise and delicate. Teaching and educating people, teaching and educating people.
⑷ Summary: (3 ~ 5 minutes)
Review the topic of structural points, from specific examples to the understanding of knowledge structure.
The meaning of Yu (yú) sound (yρn) curl (ni o) curl (ni o) is not enough, which has expanded from the content of this lesson to the concern about related issues.
5. Homework after class: (1 ~ 2 minutes)
For example, the requirements of after-school homework in information technology subjects.
Generally speaking, it is a practical and exploratory homework with brains, hands-on and no pen. The content of practical exploration can indeed be completed after class, and it is not possible to "herd sheep".
Homework has three main aspects:
First of all, according to the knowledge and skills learned in this class, carry out exploratory learning and practice with expansibility and migration. That is, review and consolidate the knowledge and skills learned, and cultivate students' interest in active learning.
The second is to test the learning effect of the students in this class.
The third is to pave the way for the teaching content of the next class, which can also be used as the content of the review questions in the next class.
Some people arrange "after-school homework" to be completed in class, without distinguishing what is "after-school homework" and what is "classroom exercise"!
If you use class time to finish "homework": ① It means that you don't know the "five links" of classroom teaching; (2) Explain that your teaching plan and teaching design are not well designed and planned before class, and you have not considered making full use of the 45 minutes in class to teach so that students can learn more knowledge and ability; ③ It shows that your knowledge density of teaching plan and teaching design is low, and your teaching methods and means are not properly selected, so you can't make full use of the 45 minutes in class effectively.
Our teaching principle is: in the shortest time, teach students more knowledge, teach students more abilities, and let students grow faster! ① According to the five teaching links, there are usually 1 time period.
(2) Only the teaching process of teaching new courses can be divided into 1 ~ 5 time periods.
③ The length of each time period can be set according to the content. It's 45 minutes in all.
④ Only by reasonably allocating time and adjusting time in a short period can we grasp the overall time.
Commonly used words in teacher activities: (paragraphs can be reused)
Organize questioning, teaching, writing on the blackboard, demonstration, broadcasting, guidance, guidance and explanation.
Show patrol inspection records, explain and listen to inquiries. ...
Commonly used words in student activities: (paragraphs can be reused)
Sit quietly, answer, listen, think, observe, analyze, discuss, read and observe the students.
Hands-on practice, experience, narration, recall, comparison and explanation ...
Design intent:
In the process of classroom teaching, the design intention of each teaching link, or the teaching concept to be realized.
For example:
Prepare for learning new knowledge
Propose the theme of the activity
Understand; Understand ... knowledge (concepts, principles, phenomena, etc. )
prepare ...
Hierarchical teaching
deepen one's understanding
Increase interest
……