20 17 model essay on information-based teaching design 1 I. Overview
"Protecting our hometown" is the second section of chapter 6 of the compulsory course of biology in senior high school (People's Education Edition), and it is an important teaching content of environmental education. With the development of international environmental protection situation and the severe environmental protection situation in China, it is urgent to strengthen environmental education. Environmental education is lifelong education, and everyone has to receive environmental education from childhood to adulthood until his death. This part includes paying attention to the global ecological environment, protecting biodiversity and sustainable development? The inevitable choice of mankind. Covers a wide range of knowledge. The population in the biosphere is very large, with different shapes, complex structures, rich and colorful life phenomena and more diversified utilization values. Students studying this course need not only the ability of divergent thinking, generalization and synthesis, but also the ability of obtaining, processing and expressing information. In the past, traditional teaching methods could not present rich materials, create interactive situations and cultivate students' information ability. The advantages of computer information storage, fast processing speed and convenient human-computer interaction provide a good personalized learning environment, so that students can adjust their learning progress and difficulty according to their learning ability, understanding ability and development level, and realize teaching in accordance with their aptitude. Second, the analysis of teaching objectives
1. The knowledge objective describes the threats to biodiversity and their causes, and describes the living conditions of common rare animals. Summarize the significance and measures of biodiversity protection.
2. Ability objectives
(1) Make the main plan for biodiversity protection through group discussion. Role playing? In the activity, train students to collect information, process information, express orally, cooperate with others and have democratic thoughts;
(2) Understand and learn to deal with the major issues and relationships involved in the process of biodiversity conservation, and develop the decision-making ability to solve practical problems.
3. Emotion, attitude and values goals
(1) Pass? How to protect the white-headed langur through debate and consultation? The activity will make students pay attention to the rare animals and plants unique to China, further enhance their feelings of caring for life and loving the motherland, form a sense of participation and civic awareness in protecting biodiversity, and truly put biodiversity protection into action.
(2) Improve the concept of legal system, realize that the protection of biodiversity should be global cooperation, and establish the concept of harmonious development between man and nature.
(3) form a sense that protecting the environment needs to start from me.
Thirdly, the analysis of learners' characteristics
In junior high school, students have learned that human beings are a member of the biosphere, analyzed the examples of human activities destroying the ecological environment, and learned the stability of the ecosystem in this module. In real life, they are also exposed to the knowledge that biodiversity is decreasing, so it is necessary to establish a sustainable view. Therefore, in teaching, we should give full play to students' autonomous learning ability, attach importance to ecological ethics and moral issues, and form emotional attitudes and values that develop harmoniously with nature.
Fourth, teaching strategies and design
According to the theory of modern cognitive psychology, this kind of teaching should pay attention to the organization and structure of knowledge, and emphasize the matching with students' existing cognitive structure, so that they can assimilate and adapt with the help of computers on the basis of the original cognitive structure, thus forming a new cognitive structure. CAI pays more attention to the formation of students' learning ability and the mastery of learning strategies, provides more personalized teaching choices, emphasizes the subjectivity of teaching and fully develops students' personality.
According to the characteristics of teaching materials and students, combined with the teaching objectives, the best learning method that can be adopted in this course is students' autonomous learning. This teaching method is based on modern constructivist learning theory and creative education. Teachers take students as the center, play the roles of organizer, director, helper and promoter in the teaching process, make full use of learning environment such as situation, cooperation and dialogue, and give full play to students' initiative, enthusiasm and creative spirit, so as to finally achieve the significance and purpose of enabling students to effectively construct the knowledge they have learned at present. Compared with traditional teaching, the relationship between teachers and students has changed. At the same time, teaching materials have become the object of students' active construction of meaning, and multimedia has become the tool of students' cognition. This teaching method is conducive to cultivating students' cognitive ability, practical ability and innovative ability. In multimedia classroom teaching activities, it is necessary to create a variety of software and hardware learning environments, so that students can use multimedia computer technology conveniently through human-computer interaction and actively discover, explore and think, so as to enable students to acquire knowledge with high quality and high efficiency and cultivate their creativity.
Preparation of teaching AIDS for verbs (abbreviation of verb)
1, school multimedia network classroom.
2, "Biodiversity and its Protection" network courseware.
Sixth, teaching and courseware design ideas
According to the teaching materials and teaching objectives in this section, the following teaching process is adopted: Question introduction? Independent investigation? Exchange and cooperation? Summarize? Practical feedback. Through teaching and students' computer operation, the whole teaching process is organized by discussion and dialogue.
By allowing students to browse the web independently and actively and participate in inquiry, we can understand how knowledge comes from the interpretation of materials, guide students into a research process involving methodology and full of inquiry spirit, and thus help students understand the nature of science and the general methods of scientific inquiry.
20 17 information teaching design case mode 2 teaching objectives:
1, know the new word 1 1, and know two radicals? Bugs? Eyes?
2. Read the text correctly and fluently and recite the text.
3. Understand the different shapes of claws and hooves of chickens, ducklings, puppies and ponies and the characteristics of frog hibernation.
Teaching emphasis: literacy and reading aloud
Teaching difficulties: the different shapes of claws and hooves of four animals and the characteristics of frog hibernation
Teaching AIDS: chicken map, duckling map, puppy map, pony map, multimedia courseware.
Teaching process:
First, the game is exciting.
Teacher: Hello, children. What's different in the classroom today? So many teachers want to know which child is the best today! Do you want to behave yourself? (Thinking) Great. Teachers should first look at which children sit straightest and most beautifully! Do you want to give the prepared gift to the teacher behind?
Student: Show your pictures. The teacher collects and affirms. And suggest it to the teachers behind.
Teacher: Great painting! You are really little painters. (Writing on the blackboard while talking: little painter)
Please read out: and say proudly:? I am a little painter! ?
The teacher also wants to be a painter and practice painting, but there is no paint and pen. What shall we do? Well, there is an idea. (The teacher draws on the blackboard with white powder in his hand) What do you think the teacher drew? Isn't it amazing? Do you look like a magician?
Teacher: Children, another magician is coming! Please look at the big screen.
Show courseware: winter snow scene, one, two, three. (Put up four pictures of animals) They say they are also small painters. They are drawing in the snow. They are: the little painter in the snow (blackboard writing: in the snow). Look at the title: the little painter in the snow.
Second, read the text for the first time and solve new words.
1, read the text with music.
The little painter in the snow brought us a gift, a nice nursery rhyme. Listen to it.
(Courseware demonstration)
Is this children's song nice? It's hidden in our textbook p 123. Let's look for it! (Students ask the teacher to show the questions) Please read the questions together.
We also want to see it, don't we? Please read the text in your favorite way. Pay attention to correct pronunciation.
3. Check the mastery of new words.
A chicken gave us some word cards. Shall we try to recognize them together?
Courseware display: word card
Dog B said: This is not King Wen. I will give you a mysterious gift if I recognize the new word doll alone. Would you like to have a try? All right!
Courseware: apple tree with pinyin (look at pinyin and want to remember the method. )
The duckling said: if you want to send the baby back, the apple will be eaten for you!
Show courseware: the new word apple tree without pinyin (read by name, read by train. Read together)
The pony said, how carefully you read it! Tell you what, I invite you little painters to enjoy our little animals drawing in the snow! Do you want to go? That's good. Let's go!
Third, study the text.
1, transitional sentence: On this day, we opened the window in the animal house and looked: Ah, it's snowing! It's snowing.
Show courseware:? It's snowing. It's snowing? This sentence (grasp the reading guidance and the understanding of exclamation points to teach)
Learn the second sentence (show the courseware) and grab a group of speeches. Lead to idioms? Groups of three or five?
Oral practice: The teacher stands alone on the platform.
There is a () teacher behind.
3. Learn the third and fourth sentences. Who are they? What did you draw? The courseware shows pictures of four animals walking in the snow.
4. Learn the fifth sentence. How do these little painters draw?
Show me the fifth sentence. These little painters are really something! They are happy to draw such a beautiful picture in the snow. Everyone is enjoying each other's beautiful and magical paintings.
5. Learn the sixth and seventh sentences
Teacher: Ah! Suddenly the puppy remembered: Hey! Where's the good friend frog?
The courseware shows six or seven sentences. Why didn't the big screen frog participate? It fell asleep in the hole! )
Shall we wake him up and let him paint with the little painters? Health: (poor)
Teacher: Why? The courseware shows two pictures of hibernation.
Fourth, the summary of the full text.
Today, we visited the animals painted in the snow. It's so beautiful! Little painters can not only draw pictures, but also write poems! Shall we read it again?
The courseware shows the content of the full text. Ask the group to read. Both boys and girls read.
Verb (verb's abbreviation) Review and consolidate: Help small painters find their works.
1, the little painters went home. Their works are still there. But the teacher forgot who drew what. Who wants to go on stage to help the teacher? (posted on the stage)
2. Check the big screen correctly.
3. Why can they draw those pictures? Tell everyone who is the smartest?
20 17 demonstration case of information-based teaching design 3 I. design guiding ideology and theoretical basis
Guiding ideology
Insist? Student-centered? Through the combination of students' exploration in teaching and teachers' guidance, the maximum effect of inquiry learning can be achieved. In the whole teaching process, the spirit of inquiry and cooperative learning is always permeated by means of inquiry, discussion, answering questions and practice, so that students can gain certain emotional experience, knowledge and skills in the process of complementary independent learning and cooperative learning.
theoretical basis
Insist? Teacher-oriented and student-oriented? Based on the teaching concept of combining teacher's heuristic learning with inquiry-based collaborative learning, teachers, as leaders, guide students to inspire and help students to carry out inquiry-based collaborative learning smoothly. In the whole teaching process, students are always encouraged to dare to question and discover problems, which embodies the advantages of inquiry cooperative learning in cultivating students' innovative thinking and obtaining real emotional experience in practice. Give full play to the initiative of individual learning in the teaching process, and let students learn to think, learn to learn and learn to cooperate in the learning process.
Chinese curriculum should not only pay attention to the accumulation of Chinese knowledge, but also pay attention to the improvement of Chinese literacy by students' practice and emotional experience. While encouraging students to explore cooperative learning, we should also pay attention to cultivating students' ability to solve problems independently, so as to gain certain emotional experience and promote the formation of students' correct values. Pay equal attention to autonomous learning and cooperative learning, and flexibly adjust teaching methods and students' learning methods according to the analysis of teaching content and students' characteristics and the actual situation of classroom teaching.
Second, the analysis of teaching content and learner characteristics
According to the requirements of the new curriculum standards and the cultivation of new information talents, we will analyze the teaching content according to the following four dimensions:
Knowledge and skills
1. Cultivate students' emotional experience in reading aloud
2. Let students read the works with modern speculative ideas and establish a correct outlook on life and the world.
3. Increase students' accumulation of classical Chinese and improve their ability to read and appreciate classical Chinese.
1, be familiar with words and phrases and make a summary.
(1) common words? Genus? 、? By who? ;
(2) Words are ambiguous: real, appropriate, dead, harsh, although;
(3) Application of parts of speech: East, West, lovers, friends, dancing, crying;
(4) Special sentence pattern: The guest has a flute player (attributive postposition), what is it (prepositional object) and is at home now (prepositional object).
2. Learn to clarify the thinking of the article, deduce the main body of each paragraph or summarize and integrate the narrative and discussion contents, and write the general idea of each paragraph.
Process and method
1, the teacher guides students to learn the text, and enhances students' emotional experience by reading aloud and discussing;
2. Teamwork, joint exploration, and cultivate the ability of inquiry and cooperative learning;
3. Teachers play a leading role in the teaching process, guiding and cultivating students' exploration and cooperation, mobilizing students' emotions, increasing emotional experience and improving rational analysis ability.
Emotional attitudes and values
1. Understand the author's writing background and experience the author's emotions;
2. Cultivate students' Chinese literacy;
3. Cultivate students' communication and cooperation skills through classroom collaboration and discussion.
4. Understand the content value of ancient works from the perspective of historical development, and examine the works with modern concepts, so as to establish a positive and healthy outlook on life.
Information literacy
Through the use of the Internet for research study, students' information retrieval, identification and application abilities are cultivated.
Third, the use of teaching environment and resources analysis
Fourth, design teacher-student activities and determine the teaching mode and teaching process.
Five, the teaching design process
leave out