Teaching design is a process of analyzing, planning and making specific arrangements for teaching elements and teaching links such as teaching objectives, teaching contents, teaching media, teaching strategies and teaching evaluation based on teaching theory, learning theory and communication theory. Its main links include: learning demand analysis, learning content analysis, learner analysis, learning environment analysis, learning goal determination, teaching strategy design, teaching media or resource selection, and learning effect evaluation.
Teaching design is a process of analyzing, planning and making specific arrangements for teaching elements and teaching links such as teaching objectives, teaching contents, teaching media, teaching strategies and teaching evaluation based on teaching theory, learning theory and communication theory.
The main links include: learning demand analysis, learning content analysis, learner analysis, learning environment analysis, learning goal determination, teaching strategy design, teaching media or resource selection, and learning effect evaluation.
Teaching design scheme, including analysis of learning content characteristics, learner characteristics, task analysis, teaching objectives, design ideas or intentions, teaching process, classroom summary (including blackboard design), independent teaching evaluation (teaching reflection), teaching resources link, etc.
1. Evaluate the demand and determine the teaching purpose: measure the learning gap and determine what you can do after completing the teaching.
2. Teaching content analysis: analysis of learners' knowledge and skills before learning?
3. Learner analysis: analysis of learners' personality characteristics and learning environment?
4. Write teaching objectives: specifically state what you can do after learning.
5. Make an evaluation plan: How do you plan to evaluate students' learning?
6. Develop and select teaching materials: Are all kinds of teaching resources and teaching materials designed to prepare for teaching?
7. Realization and evaluation: Realize your design and evaluate it in many ways?
8. Revision: sorting out the feedback materials and data, and revising the teaching design.
9. Summative evaluation: the final evaluation of learners' use effect.
The essence of instructional design is an applied teaching technology based on theory, which originated in America. Dewey, an American educator, first proposed to develop a "bridge science" to connect learning theory with educational practice, and bridge science is the original intention of teaching design. In the early 1980s, Wu Meina, Liu Maosen and others introduced the field of educational technology in China, but the teaching design at that time was just "brought" from abroad intact, and the ideas and theories introduced to everyone were sporadic and fragmented, far from systematic, and actually absent. With the efforts of these experts for 20 years, instructional design has formed a complete theoretical system and individual successful practical applications in China.
However, looking at the theory of instructional design in China, most of what we see is the imprint of foreign instructional design, which leads to the inadaptability between the theory of instructional design and our teaching practice. Theory reflects the development track and achievements of western educational ideas, learning theories and teaching models, and advocates cultivating students' creativity and scientific spirit. Practice is a teaching practice under the guidance of Confucian educational ideas and learning theories formed in China for thousands of years, with emphasis on exam-oriented education and students' mastery of knowledge. This will inevitably lead to the so-called "two skins" embarrassing situation in China's teaching design. In the process of popularizing the theory of instructional design, we deeply realize that the theory of instructional design is abstract, macroscopic and lacks practical links. It is difficult for even teaching experts to grasp its essence, let alone novices. We can look at the general model of teaching design, in which the three processes of pre-analysis, teaching strategy and teaching evaluation are only macroscopic descriptions, and do not provide easy-to-master research methods and operational tools. Teachers can only try to figure out the instructional design process provided by the model according to the existing teaching experience. In this way, excellent teaching design has become a teacher's personal patent, which is far from giving full play to the teaching application of teaching design and achieving economies of scale. It is believed that the teaching goal is above all else, and the teaching goal is both the starting point and the end result of the teaching process. Through the analysis of teaching objectives, the required teaching content can be determined; Through teaching evaluation to check the achievement of teaching objectives, everything in the teaching process revolves around the realization of teaching objectives.
The basic process of inquiry learning.
Although there are many different forms of inquiry learning activities due to different levels of inquiry, in general, the process of inquiry is a problem-solving process, which contains some basic elements of activities.
The first step in determining the process of problem inquiry is to determine the problem, analyze the attributes of the problem, and then determine which level of inquiry activity to take according to the attributes of the problem. & gt
Question 2: What links does the instructional design include? I think effective teaching design should mainly focus on the following main links:
First of all, make clear the teaching content: the version, subjects, units, class hours and topics should be stated here.
Second, determine a reasonable teaching goal: here should be a three-dimensional goal, that is, knowledge and skills; Process and method; Emotions, attitudes and values. The goal is the task, and the teaching goal should be predictable, which is the starting point for teachers to determine the teaching goal. Measurable goals can point out the clear learning direction for students.
Third, determine the focus and difficulty of teaching: this is a more important link in teaching design. It is certain that students must not deviate from the main knowledge, and students cannot learn it. There should be ways for students to learn.
Fourth, teaching methods: that is, how teachers "teach". Different teachers have different "teaching methods", but the artistic characteristics of teachers' personal teaching are the basis for determining teaching implementation strategies. How to "teach", what kind of teaching situation to create and what kind of teaching equipment to use can be more conducive to students' "learning" and enable students to develop actively and comprehensively. This is a problem to be considered in teaching design.
5. Learning methods: that is, how students learn and what kind of "learning" strategies they adopt can ensure the maximum learning effect.
Teaching preparation: tools related to this teaching, such as teaching materials, wall charts, multimedia, etc.
Question 3: What are the links in instructional design? How to design each link of teaching mainly includes the following links: 1, teaching philosophy, 2, key and difficult points, 3, teaching time, 4, teaching process, 5, classroom summary (including blackboard design), 6, classroom homework, 7, teaching reflection, etc.
The most critical link in teaching is the teaching process, and the following aspects should be paid attention to in teaching:
1, lead-in: the lead-in of each lesson is the basis for teachers to teach new lessons, which provides a background for entering the newly taught learning, arouses students' interest in learning the content of this lesson and stimulates their curiosity.
2. Content explanation: The teaching of textbook content is the key part of classroom teaching and the core of a class. Whether we can grasp the key points and break through the difficulties is the key to the success of this class.
3. Empathy: In this teaching process, teachers should design one or more methods such as analysis, comparison, induction, generalization, synthesis and deduction according to the problems that make students think for themselves. Tell students how to use these methods, and specifically guide students to produce their own conclusions and understanding after using these methods.
4. Class summary: Class summary is a systematic induction and summary of the knowledge learned in a class. Teachers should also give this teaching link to students through active guidance according to their cognitive ability and learning level. In this way, they can not only reproduce and review what they have just learned, but also get further training in methods and skills. It is also on the premise of highlighting the key points that the knowledge taught in this class is combed linearly. Make students clear their thoughts and grasp the key points on the basis of learning and cognition.
5. Classroom exercises or homework: Classroom exercises or homework are not only a means for teachers to test and evaluate students' learning gains in class or after class, but also a way for students to consolidate what they have learned and practice learning skills and methods, and it is also the main basis for teachers to reflect on their own teaching success or failure.
6. After-class reflection: The core part of teacher reflection lies in the reflection on classroom teaching. Generally, it includes two parts: first, self-evaluation of teaching design scheme and teaching implementation effect in time; Second, according to the teaching practice, revise the teaching design plan in time. Teaching reflection is the extension and necessary link of teaching design.
Question 4: What are the main links of instructional design? Classroom teaching design mainly includes: learning demand analysis, learning content analysis, learner analysis, learning environment analysis, learning goal determination, teaching strategy design, teaching media or resource selection, and learning effect evaluation.
Analysis of learning needs. Instructional design begins with the analysis of learning needs, which in itself straightens out the relationship between problems and methods, means and purposes, that is, starting from the analysis and determination of problems, forming the overall teaching objectives (solving "why" and "what"), and then finding the corresponding methods to solve problems, that is, the means to achieve the objectives, so as to finally solve the problems. If the real problem is not clear, that is, if the teaching goal is divorced from the actual needs of teaching, or even wrong, then no matter how scientific the method is, the follow-up work will inevitably fall into blindness, and the efforts made to achieve such a goal through various means will inevitably be wasted.
Analysis of learning content. Learning content analysis is based on the overall teaching goal, aiming at defining the scope and depth of learning content and revealing the learner analysis of each component of learning content. Students are the main body of education, and whether teachers can adopt teaching methods and means suitable for students of different ages is the key to achieve ideal teaching results. Analysis of learning environment. Learning is a process in which individuals adapt to environmental changes with psychological changes. What kind of environment people study in determines what kind of learning results they will get to some extent. Learning environment is the foundation of learners' physical and mental development, which potentially interferes with the process of learners' learning activities with its unique influence and systematically affects the effect of learning activities. Determine the learning objectives. It is the core and key link of classroom teaching design. Teaching objectives are the basis of organizing and implementing classroom teaching, and play a leading and guiding role. The teaching goals to be set include students' learning goals (three-dimensional goals) and teachers' teaching priorities and difficulties. Design teaching strategies. It is a method and measure taken by teachers in the teaching situation and teaching process to maximize the realization of teaching objectives, cultivate students' ability and promote students' development. The acquisition and implementation of effective teaching strategies are the basis and conditions for teachers to give full play to the role of classroom teaching and improve the effect of classroom teaching. The essence of instructional design is an applied teaching technology based on theory, which originated in America. Dewey, an American educator, first proposed to develop a "bridge science" to connect learning theory with educational practice, and bridge science is the original intention of teaching design. In the early 1980s, Wu Meina, Liu Maosen and others introduced the field of educational technology in China, but the teaching design at that time was just "brought" from abroad intact, and the ideas and theories introduced to everyone were sporadic and fragmented, far from systematic, and actually absent. With the efforts of these experts for 20 years, instructional design has formed a complete theoretical system and individual successful practical applications in China.
Question 5: What links does the classroom teaching design mainly include? Teaching plan and teaching design are both pre-conceived teaching ideas and brief explanations of teaching measures to be implemented; Teaching cases are the reflection of the teaching process that has happened. One is written before teaching and the other is written after teaching; One is expectation, and the other is result.
Cases and teaching records are similar in style, both of which describe teaching scenes, but teaching records record whatever you hear or not, and cases are selective.
Question 6: What are the main links of instructional design? 1. What are the basic links of instructional design? Teaching design is a process of analyzing, planning and making specific arrangements for teaching elements and teaching links, such as teaching objectives, teaching contents, teaching media, teaching strategies and teaching evaluation, based on teaching theory, learning theory and communication theory. In my opinion, effective teaching design should mainly focus on the following main links: understanding curriculum standards, grasping teaching material system, analyzing learning situation, setting teaching objectives, determining teaching difficulties, selecting teaching resources, selecting teaching methods and means, arranging teaching process, designing teaching activities and so on. Understand the curriculum standards. National curriculum standards are the basis of textbook compilation, teaching, evaluation and examination proposition, as well as the basis of national curriculum management and evaluation. It should reflect the basic requirements of the state for students at different stages in knowledge and skills, processes and methods, emotional attitudes and values, stipulate the nature, objectives and content framework of each course, and put forward teaching and evaluation suggestions. Teaching material analysis is an important part of classroom teaching design. Grasp the teaching material system. We should not only understand the content and specific knowledge content of each lesson, but also analyze the relationship between the structure, content and unit theme of each lesson. Especially the position or position of knowledge points in the subject knowledge system, the relationship between various knowledge points, etc. Analyze the situation. Students are the main body of education, and whether teachers can adopt teaching methods and means suitable for students of different ages is the key to achieve ideal teaching results. Set teaching objectives. Setting teaching objectives is the core and key link of classroom teaching design. Teaching objectives are the basis of organizing and implementing classroom teaching, and play a leading and guiding role. The teaching goals to be set include students' learning goals (three-dimensional goals) and teachers' teaching priorities and difficulties. Determine the key and difficult points of teaching. The focus of teaching is the basic knowledge that students should master. Teaching emphasis, that is, key knowledge. It is in the core position in every class and has the characteristics of dominance, representativeness and typicality. Teaching difficulties should be determined from the perspective of students' learning, not from the perspective of teachers' teaching. It is the knowledge content that students may have cognitive obstacles, understanding difficulties or practical difficulties when learning the content of this lesson. The determination of teaching difficulties should be the best combination of knowledge learning and the training and cultivation of learning methods and skills. Choose teaching resources. While making full use of teaching materials, it is necessary to select more materials to supplement the shortage of teaching materials, or to make up for the shortage of single, abstract and static teaching materials to help students understand better. Choose teaching methods and methods, and often use them, such as giving lectures, organizing seminars and independent inquiry activities. Designing classroom teaching process and activity teaching process and activity is the main body of subject classroom teaching design. Classroom teaching process refers to the procedures and links of teachers' organizing teaching, and also the procedures and links of students' learning and cognition. Choose teaching methods and methods. In the stage of compulsory education, the teaching methods include: lecturing, organizing seminars, exploring activities, etc. Arrange teaching process and design teaching activities. This part is the core of teaching design, which should clearly express the teaching content, teaching process, student activities, required teaching resources and teaching guidance strategies, and attach a teaching flow chart. The normal (routine) teaching design includes the following contents: 1. Define the teaching content: including textbook version, subject, unit, class hour and topic. Second, determine the teaching objectives: that is, three-dimensional objectives, that is, knowledge and skills; Process and method; Emotions, attitudes and values. The goal is the task, and the teaching goal should be predictable, which is the starting point for teachers to determine the teaching goal. Measurable goals can point out the clear learning direction for students. Third, determine the focus and difficulty of teaching: this is a more important link in teaching design, and we must not deviate from the main knowledge. If students can't learn, there should be ways for them to learn. Fourth, choose teaching methods: that is, how teachers "teach". "There is no definite teaching method", and the artistic characteristics of teachers' personal teaching are the basis for determining the teaching implementation strategy. How to create teaching situation and what kind of teaching equipment teachers use can be more conducive to students' "learning" and make students develop actively and comprehensively, which is a problem to be considered in teaching design. 5. Learning guidance method: that is, how students learn and what kind of "learning" strategies they adopt can ensure the maximization of learning effect. Teaching preparation: tools related to this teaching, such as teaching materials, wall charts, multimedia, etc. Seven, teaching steps: (a) wonderful lead-in: the lead-in of a lesson is not only to pave the way for teachers to teach new lessons ... >>
Question 7: What main links should be included in compiling teaching plans? Several main links in teaching design;
1, teaching content analysis
2. Learner analysis (students)
3. Analysis of teaching emphases and difficulties
4. Teacher analysis
5. Analysis of teaching strategies
6. Teaching evaluation design
Content of each link:
(1) Design of teaching objectives
Teaching objectives include teaching objectives and learning objectives. It is a goal finally achieved through teachers' teaching and students' learning. It is a very important content in teaching design. In teaching design, teaching objectives are generally designed from three dimensions: knowledge and ability, process and method, emotional attitude and values according to the history curriculum standards.
(2) the design of teaching methods
There are many methods to choose from in middle school history teaching. Teachers should carefully design teaching methods when preparing lessons. The design of teaching method is actually to determine the application of teaching method: what content to use and what method to use. The basis of selection includes five aspects, and the specific content refers to the relevant content in the second lecture.
Note that there is often more than one teaching method in a class, and it is best to design methods specific to each subtitle or knowledge point. (For example, in the course of Westernization Movement, you can demonstrate the views of Westernization School and die-hards, and you can also present your views by comparing charts; Westernization enterprises can use chart method; The characteristics of westernization enterprises can be explained or discussed; Evaluation can be discussed)
(3) Design of teaching AIDS
History teaching AIDS are the necessary auxiliary means of history teaching, including physical teaching AIDS, graphic teaching AIDS and multimedia teaching AIDS. Physical teaching AIDS, such as small blackboards, models or samples of some historical objects and other specific items that are beneficial to teaching; Picture teaching AIDS are mainly some historical pictures and maps; Multimedia teaching AIDS are multimedia courseware and related facilities. When preparing lessons, we should carefully consider the teaching AIDS that can be selected to help teaching, so as to better achieve the teaching objectives.
(4) Blackboard design
Blackboard design is an important part of teaching design. Whether the design of blackboard writing is scientific and reasonable is directly related to the learning effect of students on related content. How to design blackboard writing will be introduced in the next section.
(5) Design of teaching concept
The design of teaching ideas is the teacher's overall thinking on how to teach and promote the established teaching content, with the emphasis on the promotion order of the teaching process. Generally includes the following aspects:
① Design the time of teachers' activities and students' activities in the teaching process. Teachers' activities mainly include: explaining, asking questions, demonstrating teaching AIDS, writing on the blackboard, etc. Student activities mainly include: reading, answering questions (flexible time), discussing and practicing. When and how long these activities should be carried out should be planned.
② Allocate the time of each link in the teaching process. The time arrangement of each link in the teaching process is generally: organizing teaching 1 minute, introducing new lessons for about 3 minutes, teaching new lessons for 30-35 minutes, and summing up for 3-5 minutes; Handle tasks flexibly. Teaching should be carried out according to this timetable.
③ Design the time of each knowledge point;
④ Design the transition between Buddhism.
The basic requirement of teaching thinking design is to make the whole classroom rhythm compact, interlocking and become an organic whole. Teaching design is the overall planning of teaching and the premise of ensuring the orderly and effective promotion of classroom teaching. Therefore, we should pay full attention to it when preparing lessons. (Source: Teacher Qu)
Question 8: What are the basic links of instructional design? I think effective teaching design should mainly focus on the following main links:
First, clear teaching content: this should include version, subjects, units, class hours and topics. Second, determine reasonable teaching objectives: there are three-dimensional objectives, namely knowledge and skills; Process and method; Emotions, attitudes and values. Third, determine the focus and difficulty of teaching: this is a more important link in teaching design, and we must not deviate from the main knowledge. If students don't understand, there should be a way to make them understand. Fourth, teaching methods: that is, how teachers "teach". Different teachers have different "teaching methods", but the artistic characteristics of teachers' personal teaching are the basis for determining teaching implementation strategies. How teachers "teach" should be designed according to students' "learning". What kind of teaching situation to create and what kind of teaching equipment to use can be more conducive to students' "learning" and enable students to develop actively and comprehensively, which is a problem to be considered in teaching design. Teaching preparation: tools related to this teaching, such as teaching materials, teaching AIDS, multimedia, etc. 6. Teaching process: (1) Wonderful lead-in: The lead-in of a lesson not only serves as a foreshadowing for teachers to teach new lessons and provides a background for learning new lessons, but also has the function and role of stimulating students' interest in learning the content of this lesson and stimulating them to learn actively. (2) Exploring new knowledge: it is the main part of classroom teaching and the core of a class. We should consider how to "teach" and how to "learn" to be more effective. (3) Experiential discovery: experience and discover what you have learned, and consolidate and improve it. (d) Extension: from in-class to out-of-class, expanding students' knowledge horizons and developing students' humanistic quality.
(5) Class summary: the systematic induction and summary of the knowledge learned in a class. Design of blackboard writing: according to the requirements of teaching syllabus and teaching materials, try to express the main contents of this lesson concisely and accurately. Eight, after-class reflection: objective and fair teaching reflection can not only correct teaching behavior, but also improve teaching ability, which is also the core factor of teachers' professional development and self-growth.
Question 9: What are the main links in a complete classroom teaching design? First, the review content should be "fresh"
In the review class, designing the competition form according to the different emphasis and difficulty of knowledge will greatly increase students' enthusiasm and interest. Competition can stimulate learning motivation, inspire fighting spirit and overcome difficulties. With incentives, we don't want to fall behind, and no one wants to "drag our feet". For those students who are usually playful, they should form the habit of consciously reviewing under the supervision of other students; For those students who have difficulties in learning, other students help each other, which not only helps others solve their problems, but also helps them to have a sense of accomplishment, consolidate their knowledge and form a situation of progress and unity. Encourage competition to make old content no longer boring and become "fresh".
Second, the review content should be planned and targeted.
There is not much review content in each section. Only when it is implemented, it must be planned and targeted.
Make a feasible review plan according to the review content and class hours, and write a review lesson plan in detail. Pay attention to the systematization of the review content, classify the learned knowledge system and aggregate the knowledge into a whole.
Review content should be targeted. Focus on reviewing the items that students are easy to confuse or find difficult, and the review class should be "grasped" and "opened" to avoid covering all aspects and improve the efficiency of classroom review.
Question 10: Teaching design includes several aspects. The process of instructional design generally includes:
1, pre-analysis (learning needs analysis, learning, content analysis, learner analysis, learning environment analysis)
2, determine the goal
Step 3 make a strategy
4. Select media or resources
5. Test plan
6. Evaluation and modification.