Question 1: What parts does the lesson plan include? The specific content of writing a lesson plan includes the following ten items: 1. Topic (specify the name of this lesson) 2. Teaching purposes (or teaching requirements, or teaching objectives, which describe the teaching tasks to be completed in this course) 3. Class type (indicate whether it is a new class or a review class) 4. Class hours (specify which class period it belongs to) 5. Teaching focus (explain the key issues that must be solved in this lesson) 6. Teaching difficulties (explain the knowledge points that are likely to cause difficulties and obstacles when learning this course) 7. Teaching process (or classroom structure, describing the content and method steps of teaching) 9. Blackboard writing design (describe the content to be written on the blackboard during class) 10. Teaching aids (or teaching aid preparation, indicating the tools used to assist teaching methods) In the process of writing lesson plans, the teaching process is the key, which includes the following steps: (1) Introduction of new lessons 1. The design is novel, lively and concise. 3． Ask those students, how much time it will take, etc. (2) Teaching new courses 1. Choose different teaching methods for different teaching content. . (3) Consolidation exercises 1. The exercises are exquisitely designed with layers, slopes and density. (4) Summary (5) When arranging assignments, consider knowledge expansion and ability.
Question 2: What parts does a regular lesson plan include? The design of the lesson plan should include the following aspects: 1. Analysis of teaching objectives (knowledge objectives, ability objectives, emotional attitudes and values ??- three-dimensional objectives); 2 .Key and difficult points in teaching; 3. Teaching methods; 4. Teaching process (main parts: teacher activities, student activities, design intentions); 5. Blackboard writing design; 7. Teaching summary and reflection.
Question 3: What content should a complete teaching design include? I think it includes teaching content, teaching objectives, key and difficult points of teaching, teaching preparation, teaching process, blackboard design and post-class reflection. The teaching process includes an introduction link, a new knowledge presentation link, a practice link, a knowledge expansion and consolidation link, and a summary link.
Question 4: What content does the brief lesson plan include? The specific content of writing the lesson plan includes the following ten items:
1. Topic (specify the name of this lesson)
2. Teaching purposes (or teaching requirements, or teaching objectives, which describe the teaching tasks to be completed in this lesson)
3. Course type (indicate whether it is a new course or a review course)
4. Class hours (specify which class period it belongs to)
5. Teaching focus (explain the key issues that must be solved in this lesson)
6. Teaching difficulties (explain the knowledge points that may easily cause difficulties and obstacles when learning this course)
7. Teaching methods should be based on students' actual conditions, focusing on guiding self-study and inspiring thinking
8. Teaching process (or classroom structure, describing the content and method steps of teaching)
9. Homework processing (explain how to assign written or oral homework)
10. Blackboard design (describe the content to be written on the blackboard during class)
11. Teaching aids (or teaching aid preparation, tools used to assist teaching methods)
The key to the lesson plan writing process includes the following steps:
(1) Introduction of new lessons
1. Review the past and learn the new, ask questions to review the content of the previous section
2. The design is novel, lively and well summarized.
3. How to proceed and review what content?
4. Ask those students, how much time it will take, etc.
Examples of lesson plans
(2) Teaching new lessons
1. Choose different teaching methods for different teaching contents.
2. How to ask questions, how to inspire and induce step by step?
3. How do teachers teach students how to learn? Detailed step arrangements take time.
(3) Consolidation exercises
1. The exercises are exquisitely designed with layers, slopes and density.
2. How to proceed and who will perform on the blackboard?
3. How much time does it take?
(4) Summary
1. How to proceed? Should teachers or students conduct induction?
2. How much time does it take?
(5) Homework arrangement
1. When arranging those contents, we must consider knowledge expansion and ability.
2. Do you need any tips or explanations?
Question 5: What aspects does instructional design include? What is instructional design? What are the main links included?
Instructional design is mainly based on teaching theory, learning theory and communication theory, and uses systematic scientific methods to analyze teaching elements and links such as teaching objectives, teaching content, teaching media, teaching strategies, and teaching evaluation. , the process of planning and making specific arrangements. Its main links include: learning needs analysis, learning content analysis, learner analysis, learning environment analysis, determining learning goals, designing teaching strategies, selecting teaching media or resources, and evaluating learning effects.
Instructional design is mainly based on teaching theory, learning theory and communication theory, and uses systematic scientific methods to analyze teaching elements and links such as teaching objectives, teaching content, teaching media, teaching strategies, and teaching evaluation. , the process of planning and making specific arrangements.
The main links include: learning needs analysis, learning content analysis, learner analysis, learning environment analysis, determining learning goals, designing teaching strategies, selecting teaching media or resources, and evaluating learning effects.
Instructional design plan, including analysis of learning content characteristics, analysis of learner characteristics, task analysis, teaching objectives, design ideas or intentions, teaching process, classroom summary (including blackboard design), independent teaching evaluation ( Teaching reflections), links to teaching resources, etc.
1. Assess needs to determine teaching purposes: measure learning gaps and determine what can be done after completing teaching?
2. Teaching content analysis: Analysis of learners’ knowledge and skills before learning?
3. Learner analysis: Analysis of learner personality characteristics and learning environment?
4. Write teaching objectives: specifically state what you can do after learning?
5. Develop evaluation plans: How do you plan to evaluate student learning?
6. Develop and select teaching materials: Do you design various teaching resources and materials to prepare for teaching?
7. Implementation and evaluation: Implement your design and conduct multiple evaluations?
8. Modification: Organize feedback materials and data, and modify the teaching design
9. Summative evaluation: Make final evaluation of the learner’s use effect
Teaching The essence of design is an applied teaching technology based on theory, which originated in the United States. American educator Dewey first proposed the development of a "bridge science" that connects learning theory and educational practice. Bridge science is the original meaning of instructional design. In the early 1980s, Wu Meina, Liu Maosen and others introduced the field of educational technology to our country. However, the instructional design at that time was just "brought" instructional design from abroad intact, and the views and theories introduced to everyone were sporadic and fragmented. There is no system at all, and there is almost no practice. After 20 years of efforts by these experts, teaching design has now formed a complete theoretical system and individual successful practical applications in our country.
However, when we look at the theories of teaching design in our country, most of what we see is the imprint of foreign teaching design. As a result, the theory of teaching design is not suitable for our country’s teaching practice. The performance is as follows: The theory reflects The trajectory and results of the development of Western educational concepts, learning theories, and teaching models advocate the cultivation of students' creativity and scientific spirit. Practice is the teaching practice guided by the "Confucian" educational concepts and learning theories formed over thousands of years in my country, with exam-oriented education as the Mainly, emphasizing students’ mastery of knowledge. This will inevitably lead to the so-called "two skins" embarrassing situation of teaching design in our country. In the process of popularizing instructional design theory, we deeply realized that the theory of instructional design is relatively abstract and macroscopic, and lacks practical aspects of operability. Even teaching experts have a hard time grasping its essence, let alone novices. We can look at the general model of teaching design, in which the three processes of preliminary analysis, teaching strategies and teaching evaluation are only macro descriptions, and do not provide easy-to-master research methods and operating tools at all. Teachers can only figure out based on existing teaching experience. The instructional design process provided by the model, in this way, excellent instructional design becomes the patent of individual teachers, far from giving full play to the teaching application of instructional design and achieving economies of scale. It is believed that the teaching goal is above all else. It is both the starting point and the destination of the teaching process. Through teaching goal analysis, the required teaching content can be determined; through teaching evaluation, the degree of achievement of teaching goals can be checked. Everything in the teaching process revolves around the realization of teaching goals.
The basic process of inquiry-based learning.
Although inquiry learning activities have many different ways of expression due to different levels of inquiry, in general, the process of inquiry is a problem-solving process and includes some basic activity elements.
The first step in determining the problem exploration process is to determine the problem and analyze the attributes of the problem. Based on the attributes of the problem, we can then determine which level of inquiry activities to use...>>
Question 6: What are the basic contents of the lesson plan? What are the teaching goal designs? Determine the teaching starting point design based on the students’ actual development level; Teaching content design; Teaching time design; Teaching measure design; Teaching evaluation design. 1. Design of teaching objectives (1) The significance of designing teaching objectives. Teaching objectives are the starting point and destination of teaching activities and the soul of classroom teaching. Therefore, determining the teaching objectives is the first issue to be considered in teaching design. The significance of designing teaching objectives is mainly reflected in the following aspects: 1. Teaching objectives are the basic basis for teachers to choose teaching content, use teaching methods, teaching strategies, teaching media, and regulate the teaching environment.
Teaching objectives stipulate the direction, process and expected results of teaching activities, or in other words, it specifically guides where teaching activities should go. Only after knowing where to go can appropriate content and methods be selected to achieve the expected goals. Without clear goals, teaching will lose its direction and can only be carried out blindly. Therefore, the first step in designing teaching is to determine clear teaching goals. 2. Teaching objectives are the basic basis for evaluating teaching effects. Teaching objectives have an important evaluation function. Because they specify the expected results and quality requirements of teaching activities, when testing and evaluating teaching effects, we must start from the objectives and use teaching objectives as the basic evaluation scale. Lack of teaching objectives or unclear teaching objectives will bring difficulties to teaching evaluation work. In this sense, designing clear teaching objectives is also determined by the needs of teaching evaluation work. 3. Teaching objectives are an important means for learners to self-motivate, self-evaluate, and self-regulate. Since teaching objectives can provide students with a clear direction and clarify the specific goals they want to achieve through learning, they can effectively stimulate students' internal motivation for learning, enhance their interest in learning, and help students follow the goals guided by the learning objectives. The direction constantly adjusts learning methods, actively overcomes difficulties, and works hard to achieve predetermined learning goals. From this point of view, teaching objectives play a multi-faceted role in guiding, evaluating and motivating teaching activities. Scientifically and reasonably determining specific teaching objectives in teaching design plays a very important role in ensuring the smooth progress of teaching activities. (2) Steps in designing teaching objectives 1. Study the teaching syllabus and analyze the content of the teaching materials. The teaching syllabus is a guiding document concerning the teaching content and process of a subject compiled in the form of an outline. It stipulates the teaching purpose, teaching tasks, knowledge scope of teaching content, teaching time allocation and teaching method requirements of a certain subject. , and the teaching materials are a further enrichment and concreteness of the teaching syllabus. Teaching objectives are not determined arbitrarily. The design of objectives must first be based on a careful analysis of the syllabus and teaching materials. By carefully studying the syllabus and analyzing the teaching materials, we can grasp the basic structure of the course as a whole and clarify the knowledge system of the teaching materials. On this basis, concretely analyze the teaching content of a certain unit, find out the basic concepts, basic principles and basic methods, determine the key points and difficulties of teaching, and lay the foundation for establishing teaching objectives. 2. Analyze students’ existing learning status. While fully studying the syllabus and textbook content, the formulation of teaching objectives should also be based on students' characteristics and existing learning preparations. Classroom teaching is to teach students what they don’t understand or don’t understand enough, and the knowledge and skills students already possess are the basis for further learning. Therefore, the determination of teaching goals cannot be separated from the students’ existing state of preparation. Teaching goals should be goals that can be achieved through students' efforts based on students' preparation for learning. Therefore, students' original knowledge level, psychological development level and maturity status, as well as personality factors such as students' attitudes, interests, hobbies and learning tendencies, all need to be carefully considered and analyzed when determining teaching goals. In other words, teaching objectives must be related to students' existing readiness to learn. For group teaching, the general learning readiness and some common psychological characteristics of the whole class of students are the main aspects that should be considered when determining teaching goals. However, at the same time, the design of goals should also fully take into account the individual students. Differences, especially the characteristics of children with extraordinary intelligence and children with learning disabilities, formulate corresponding development goals so that each student can be fully developed. 3. Determine the classification of teaching objectives. After completing the above two basic tasks, the goal design work has entered the substantive stage of proposing goals and determining goal classification. Starting from different perspectives and standards, we can classify teaching objectives differently. The main purpose of implementing goal classification is to improve the clarity and operability of goals in teaching, so that teachers can better guide teaching and evaluate teaching based on goals. American scholar B. S. Bloom and his colleagues analyzed the teaching objectives...>>