This famous saying reveals that an effective curriculum plan plays a very important role in teaching activities when preparing lessons. Only by making an effective curriculum plan can we achieve a good classroom effect and present a natural scene of teacher-student interaction.
The design process is divided into three steps: introduction, modification and adjustment.
? I. Introduction:
The so-called introduction is actually how to start designing. We have six common entry points to help us start designing:
1. Our design can start with a favorite activity. For example, the first-grade bean bags are full of curiosity about the campus, and they can start from the activities of visiting the campus. Children in the next stage like singing and dancing, starting with songs of related themes, and so on. 2. You can also proceed from the needs of real life. For example, when learning the theme of "consumption", simulating the buying and selling activities of supermarkets is a starting point for design. 3. You can also start with a skill: for example, in the study of "safety" theme, mastering the skill of calling for help in an emergency can also be used as an introduction to design. 4. In addition, we can start from the standard of content, from the key evaluation, and from the existing units. No matter where we cut in, we can walk into the door of design and start our design journey.
Second, the amendments:
After the preliminary design is completed, should we go into the classroom and start the class according to the designed teaching plan? An example is given at the beginning of this chapter: "Architects will design patiently, and builders have the wisdom to improvise. However, improvisation cannot replace design. The goal of design is to obtain the expected results. The purpose of improvisation is to maintain the progress of the work. "
Similarly, we can use the initial design to approach the classroom and keep the progress of our work, but our goal is not limited to this. With students as the main body, we want to provide standards-based and understanding-based classrooms for children through tailor-made designs for students. Therefore, it is necessary to think repeatedly, constantly change the design angle, and modify the design according to the child's learning situation.
The UbD framework provided by instructional design for understanding can be used not only for brand-new design, but also for improving existing design. We can check our design through UbD reverse design table and make modifications to ensure high-quality design scheme.
Third, adjust:
The modification will enter the third step of the design process: adjustment.
So, what's the difference between adjustment and modification? Modification refers to seeking student-centered classroom activities according to students' learning situation after the initial design is completed and before class, so as to repeatedly think about and modify the teaching design. The adjustment pays more attention to the process of modifying after class according to the feedback from colleagues, experts and students, which we call adjustment.
There is always our inevitable dilemma in the design, so timely adjustment is particularly important. At all stages of research and development, we need to get feedback from self-evaluation, mutual evaluation and expert evaluation, and know what is feasible and what is not feasible through students' and their own observation.
There are two ways to adjust. First, we can get feedback from the evaluation. In all stages of research and practice, we need to get feedback from self-evaluation, mutual evaluation and expert evaluation. The other is to know what is feasible and what is not feasible through students' and their own observations. We can get to know the students' thoughts through the feedback form. It is important to ask which activities have played a role in learning knowledge and skills, not which activities you like best. At the same time, teachers are encouraged to constantly seek feedback. Only by adjusting the teaching design through feedback content and observation results can we tailor it.
Design circular-flow diagram. We test and modify the design according to the logic and standards of reverse design, practice it in the classroom after modification, and then make further adjustments by observing students, self-evaluation, peer evaluation and expert evaluation. This cycle diagram is the process of design.
Opportunities always belong to those who are prepared. In my teaching process, I will constantly collect feedback to improve my teaching design and optimize the learning results that meet the teaching objectives.