I was deeply impressed by the clear teaching design level of the first class teacher.
I was deeply impressed by the second teacher's bold attempt, forge ahead, face-to-face reform and thinking about the path of media intervention in classroom teaching.
I feel that the third teacher grasps the rhythm of the class and imagines the role of the students.
The elegant demeanor displayed by teachers can't be achieved overnight, and it can inspire people with lofty ideals greatly, which is really admirable!
In the afternoon, it's time for the teachers of the national training class to "Hapi" together, and everyone can express their opinions! No pressure, it is a kind of enjoyment!
They gave me the main points of thinking respectively:
How to integrate information technology with teaching
The Significance and Value of Examination Proposition
The Discovery of Real Problems and Teachers' Learning and Training
Education, slow down, wait for the soul!
As a course, how to choose the teaching value and construct the course system?
Chinese cannot bear the pain of life, which is the responsibility of Chinese teachers.
Difficulties in reading literary texts and the overall design of unit teaching
Three doubts about classroom teaching mode. It is always good to have a model. Curing and changing of patterns.
Where there is education, there is wonderful!
Every enlightenment gained in communication is wealth! A little sorting and more thinking is an article. Thank you very much for sharing.
Reflections on the Teaching Design of Units (or Themes)
The two teachers show the teaching design of a single class, but in recent years they often emphasize the teaching design of units (or themes). It should generally include the following contents:
1. Unit name (or theme).
2. Unit (or theme) teaching design
? ? (According to the requirements of subject curriculum standards, briefly describe the value of this unit (or theme) learning to the development of students' subject literacy; Briefly explain the theoretical basis of teaching design and practice. Learning units can be organized according to the content of teaching materials, the development of frontier academic disciplines and core literacy, and can also be organized interdisciplinary according to the learning tasks in real situations. )
3. Unit (or theme) learning objectives and key difficulties
? ? (According to the subject curriculum standards and students' reality, point to the implementation of subject core content, subject thinking method and subject core literacy, design unit learning objectives, and clarify key points and difficulties)
4. Unit (or theme) overall teaching ideas (teaching structure chart)
This paper introduces the idea of implementing integrated teaching in the unit, including the arrangement of class hours and the planning of teaching and learning activities, and presents the relationship between class hours arrangement and class hours in the unit as a whole in the form of structural diagram. )
The above content establishes the overall related content of unit (or theme) design. Secondly, the teaching design of a single class includes the following contents.
1. Subject category type
2. Analysis of teaching content
(Analyze the position of teaching content in the unit, the functional value analysis of core content to develop students' core literacy, the correct values contained, and the correlation between the content learned and the content of this lesson. Can be represented by a structural diagram)
3. Learner analysis
? (Analysis of students' learning experience, knowledge reserve, subject ability level, students' interests and needs, students' development needs and paths, and possible difficulties in learning this course)
4. Determination of learning objectives
(According to the subject curriculum standards and students' reality, point to the development of subject core content, subject thinking method and subject core literacy, and describe the goals that students should achieve after the learning process and what students should be able to do. Can be represented by bars. )
5. Learning emphases and difficulties
6. Learning evaluation design
? Design the contents, methods and tools of process evaluation from the aspects of knowledge acquisition, ability improvement, learning attitude, learning methods, thinking development and values cultivation. And continue to promote classroom learning through evaluation, highlighting diagnosis, performance and motivation. It embodies the advanced development of the core literacy of the discipline. The learning evaluation of class hours is a refinement of the process evaluation of unit learning, which should be appropriate and moderate. Evaluation should not interrupt students' learning activities, and the realization of learning goals can be judged by students' behavior. )
7. Design of learning activities
Arrange all links according to the procedures of classroom teaching and learning, including teacher activities and student activities. Teachers' activities should present the learning situation and put forward the driving problems and learning task types involved in the teaching process; Corresponding to students' activities, we should demonstrate and guide the thinking method of the subject, pay attention to classroom generation, correct thinking mistakes and omissions, properly use evaluation methods and tools, and constantly evaluate and promote learning. Student activities should be students' learning activities in real problem situations; Carry out a series of activities around the completion of learning tasks, corresponding to the teaching links. Students analyze tasks, design schemes, solve problems, share and communicate, and learn to gain practical results. Each link needs to explain the activity intention: briefly explain the organization and implementation intention, learning situation and learning activities of the teaching link. , presuppose the obstacles that students may encounter, and explain the significance of this link or activity to achieving goals and students' development. Talk about the relationship between teaching and learning activities, how to achieve the goal in the activities, and pay attention to the level and depth of classroom interaction. )
? 8. Blackboard design
(blackboard writing presents the process of teaching and learning activities completely, and it is best to present the path and focus of constructing knowledge structure and thinking development. Pay attention to presenting the integrity of students' learning process when using PPT)
9. Homework and Extended Learning Design
(Pay attention to the intention, function, pertinence and expected completion time of the operation when designing. Give full play to the role of homework review in consolidating and guiding students' in-depth study; For everyone, layered design; The detection homework is organically connected with the inquiry homework and the practice homework; Analyze the completion of homework as the basis for teaching improvement and personalized guidance compensation)
10. Analysis of Characteristic Learning Resources and Application of Technical Means
(Combining teaching characteristics with actual writing)
1 1. Teaching reflection and improvement
The empirical summary of teaching and learning in a single class is based on learner analysis and goal achievement, comparative reflection, teaching self-evaluation and teaching improvement ideas. Write in time after class, highlighting the improvement strategies for the overall implementation of the unit, how to use the learning results of this lesson in subsequent classes, and how to continuously promote the development of students)
Special instructions:
According to the teaching design of "Beijing Teaching Cup" for the second session of young primary and secondary school teachers in Beijing, the basic teaching skills training and exhibition activities were arranged.
201810 June 14