Quality course teaching design (selected 5 articles)

Since ancient times, people have always fantasized about "early ears", "clairvoyance", "flying in the air" and "flying into space" ” have become a reality in this century. Looking back at the major scientific and technological progress of the twentieth century, the following projects are undoubtedly the most influential, and the prediction and promotion role of mathematics is very critical.

The following is the teaching design of high-quality courses that I have compiled. Everyone is welcome to refer to it! High-quality course teaching design part 1

Teaching objectives

1. Collect famous aphorisms, classic stories, etc. about "integrity" and guide students to explore the connotation of "integrity".

2. Cultivate students’ virtue of integrity through examples around them.

3. Cultivate students’ oral communication skills and consolidate their speech skills.

Important and difficult points in teaching

Cultivating students the virtue of honesty.

Core Competencies Training

1. Core Competencies: Sound Personality The following is a comprehensive practical activity of "people cannot stand without trust" carried out by students in a certain school. Please help them complete the following Task.

(1) Read the following materials and write an appropriate title for the materials.

Reference News Network reported on December 26 that French media reported that scandals involving Chinese passengers causing trouble on airplanes have often been reported in recent times, triggering fierce criticism from public opinion and official responses. The Civil Aviation Administration of China is severely punishing "uncivilized and willful behavior" of flight passengers. Passengers who cause trouble may be classified as having bad credit and may be restricted from flying in the future.

According to a report on the French Radio International website on the 25th, on December 11, four Chinese tourists had an argument on a low-cost airliner flying from Bangkok to Nanjing. One of the female passengers poured boiling water on the service staff. , four people made a scene in the cabin and forced the flight to return. Li Jiaxiang, director of the Civil Aviation Administration of China, said on the 25th that this incident was committed by an individual passenger, but it has seriously damaged China's overall image. He said traveling in a civilized manner is a guideline that Chinese citizens should follow. In recent years, China's civil aviation industry has developed rapidly, and the number of passengers traveling has increased rapidly, and some uncivilized and "willful" passengers have also appeared. The National Tourism Administration has stated that it will punish uncivilized behavior in accordance with the law and include relevant tourist behaviors in personal bad credit records. The Civil Aviation Administration will also make similar regulations.

Example: To prevent passengers from being willful, China Civil Aviation plans to set up personal credit records.

(2) “The behavior of individual passengers does not represent the overall image of all Chinese passengers.” In fact, we often encounter people and things full of integrity during the trip. What you see during the trip Have you ever experienced such a beautiful “landscape” of civilization and integrity? Please tell you such a story.

(Omitted. (Be able to tell the story of integrity encountered during travel, pay attention to the title, highlight the key points, and be clear.)

2. Core Competencies: Decisions to carry out the healthy life class A comprehensive Chinese learning activity with the theme of "Integrity", please participate in two links.

(1) To understand integrity, please write the name of a story about integrity and briefly summarize it. /p>

Example: To establish prestige and promote reform, Shang Yang ordered a three-foot-long log to be erected outside the south gate of the capital, and made a promise in public: Who can move this log to the north? The onlookers didn't believe that such an easy thing could get such a high reward, so no one was willing to give it a try, so Shang Yang raised the reward to fifty gold. There must be a brave man under the heavy reward. , someone finally stood up and carried the wood to the north gate. Shang Yang immediately rewarded him with fifty gold. Shang Yang's move established prestige in the hearts of the people, and Shang Yang's subsequent reforms soon spread in the Qin State. The new law made Qin gradually stronger and stronger, and finally unified China.

(2) Comment on Integrity According to the newspaper: a taxi driver was rescuing an old man who was hit by a truck (the driver had escaped). , first ask the old man to write a certificate (to prove that he was not the one who hit him), and then help the old man. Please comment on the taxi driver’s behavior (within 60 words, clear opinions and thorough reasoning are required)

Example 1: The driver’s behavior is understandable, because in today’s society, false accusations against good people often occur. It is worthy of recognition that the driver still has good intentions and rescues the elderly while protecting himself.

< p>Example 2: The driver’s behavior is incorrect, because people should always have kind thoughts. Drivers should not consider their own interests before rescuing others, but should save others first and take care of others’ needs.

3. Core Competencies: Rational Thinking School will carry out comprehensive learning activities with the theme of "Playing the Beautiful Movement of Integrity". In order to cooperate with this activity of the school, Class 8 (1) held a speech contest. Please You and your classmates complete the following tasks together.

(1) Activity preparation Before the formal speech competition, please determine the content of your speech according to the theme of the competition and be fully prepared.

①Collect and organize information;

②Write a speech (write a speech);

③Be familiar with the speech (recite the speech);

④Design a speech ( Appropriate use of presentation skills).

(2) Draft a slogan. In order to create an atmosphere for the event, please draft a concise, beautiful and contagious slogan.

Example: Tell the truth - be honest to each other.

(3) Briefly describe an example. Please briefly describe an example related to the topic.

Example: Wei Sheng and a woman met on a bridge. The woman did not come and the water did not go away. They died holding the pillar.

(4) Wonderful Speech If you are a recommended contestant of the group to participate in the class speech, please write a set of parallel sentences on the topic of "Integrity" as the conclusion of the speech, no less than 60 words.

Example: Integrity is the road, extending with the footsteps of the pioneers; Integrity is success, approaching with the hard work of the forge ahead; Integrity is the seed of wealth, as long as you plant it sincerely, you can find and open the treasury key. Classmates, let us sow the seeds of integrity and let the flowers of integrity bloom! High-quality course teaching design part 2

Teaching objectives

1. Read polyphonic characters such as "um" and "bo" accurately, and be able to write 12 new words such as "consider"; connect with the context, Understand the meaning of words such as "uneasy", "turbulent" and "boiled".

2. Initial experience of the author’s superb writing skills in rewriting narrative poems into novels through environmental description, psychological description, and detailed description; create context, transfer exercises, and initially try to use psychological description to express character qualities. .

3. Actively study the text, interpret it in multiple ways, understand the "poor" and "not poor" of the poor from between the lines, and fully experience the beautiful qualities of the poor.

Process Presets

The first section traces "poverty" and overall perception

1. Show the French writer Victor Hugo and the Russian writer Lev ·Tolstoy's portrait.

2. Introduce the relationship between the two writers: "The Poor People" is adapted from Hugo's narrative poem "The Poor People".

3. Check the preview and correct pronunciation.

4. Which poor people are written about in the text? What happened between them? (With the help of plot diagrams, sort out the main content and context of the novel)

The second section focuses on "poor" and studies expressions

1. After reading the entire text, I can't find a single "poor" Character. So, from what aspects does the author write about the "poverty" of the poor?

(Read the circles carefully--Organize in order--Group sharing)

2. Exchange ideas and study expressions.

By default, students may sort out how the author writes "poor" from the following key points:

A The harsh weather environment;

B The furnishings and daily necessities of the home;

C Sanna’s anxiety after taking back Simon’s child;

D The fisherman’s worries;

E The child after Simon’s death The details of their sleep.

……

3. Teachers and students explore the easily overlooked text "It's still early to go to bed" together, and from the seemingly casual words, they can understand the "poverty" of the poor and understand the meaning of the work. "Simple words but rich meaning".

4. Summary: The author rewrote the poem into a novel through "environmental description", "psychological description" and "detailed description". There is not a word "poor" in the whole novel, but it makes people cry when reading it. This is the master's words, this is the power of art!

The third section: Taste "poorness" and promote enlightenment through writing

1. Are these poor people really so poor that they have nothing? Read the full text carefully and fill in the blanks: Although the poor are very poor, they have ().

2. Share and encourage.

Presupposition: Students may perceive the "kindness", "compassion", "motherly love" and other beautiful qualities of the poor from the following content:

A Bad weather environment The contrast with the warmth and comfort of the room;

B Sanna’s uneasy mood and the fisherman’s worry;

C The contrast between the tragic scene after Simon’s death and the sleeping children;

< p>　……

3. Create context and transfer writing.

(Creating a writing context - describing the character's heart - sharing and communicating)

4. Read the author's detailed description of "sleep" in the novel, and bring out the emotions. Towards climax.

5. Echoing the introduction, add a supplementary introduction to the translator Cao Ying, who advocates “exchanging hearts to discover classics.”

Optional homework:

A.★★Assignment: Read Hugo’s narrative poem "The Poor People";

B.★★★Assignment: Continue writing " "The Poor", try to use environmental description, psychological description, and detailed description;

C.★★★★Assignment: Read the "Meiguan Chunmei Reading" book series "The Poor" (written by Leo Tolstoy) );

D.★★★★★Assignment: Try to rewrite Pushkin's "The Story of the Fisherman and the Goldfish" into a novel (or choose a narrative composition) High-quality course teaching design part 3

Teaching objectives:

1. Understand Lao Wang’s character traits through his living environment.

2. Understand the reason for the author’s “shame” in “That is the shame of a lucky person towards the unfortunate”.

Teaching focus:

Analyze Lao Wang’s character characteristics through the “bitterness” of Lao Wang’s life and the “goodness” of his spiritual quality.

Teaching difficulties:

Students learn to evaluate the author’s special feelings for Lao Wang.

Teaching method:

Autonomy-Cooperation-Inquiry

Class schedule:

1 class period

Teaching process :

Situation introduction

Students, in your memory, is there one thing or person that you can’t forget? When I thought back on it inadvertently, my heart was still full of apologies? (Student answer) We are like this, and so is Mr. Yang Jiang. Today, let us walk into Mr. Yang Jiang’s story and feel her special emotions for Lao Wang. (Write "Old Wang" on the blackboard)

Activity 1: Read the text and understand the characters

Read the text thoroughly and answer the following questions: How is Lao Wang's life? Give your reasons; What is the quality of the king? Give your reasons. (Reason for design: Let students enter the text with questions to enhance students’ understanding of the characters.)

Clearly: Lao Wang’s “bitterness” in life is specifically reflected in: 1. Relying on an old tricycle To survive; 2. During the Cultural Revolution, passenger tricycles were banned, and his livelihood became even more difficult, so he could only make do with what he had; 3. He was a bachelor all his life and was alone; 4. He had bad eyesight and lost one eye; 5. Lived In a remote alley, a collapsed hut.

Lao Wang’s character is “kind”, which is reflected in: 1. He is willing to bring ice cubes to our house, and the fare is halved; 2. Mr. Wang gives money to see a doctor for free, and he doesn’t feel relieved after taking the money. , Worried about not having enough money for medical treatment; 3. I never forget the benefits I received from others, and before my death, I sent my most precious sesame oil eggs to my door to express my gratitude.

Activity 2: Find the "writing point" and clarify the emotions

Work in groups to find the "writing point" of this retrospective prose and talk about your understanding. (Reason for design: By asking students to find the "writing eye" of prose, they can understand Yang Jiang's special emotions towards "Old Wang".)

Clearly: The "writing eye" of this prose is "That is a The shame of the lucky towards the unfortunate.” Compared with Lao Wang, the author is a "lucky man". The author's emotions towards Lao Wang are more out of sympathy and pity for Lao Wang. It is the sympathy and care of the lucky man for the unfortunate, while Lao Wang Before his death, Wang sent the author his most precious sesame oil and eggs. Lao Wang's feelings for this family were family-like care and love. The two were emotionally unequal, so the author many years later Still feel ashamed.

Activity 3: Find words and taste the language

Which words do you think are used well in the article? Give your reasons. (Design reason: Taste language, return to text.)

Clear:

1. I often ride Lao Wang’s tricycle. (The word "often" shows that I often ride in his three-wheeler to take care of his business, highlighting the author's kindness.)

　2. Of course we don't want him to halve his fees. (The word "of course" shows that the author believes that it is natural not to reduce the fee by half, indicating that the author's family is sincere in helping Lao Wang and has never had the idea of ??taking advantage.)

　3. One day... … His face was ashen, and there was a layer of shading on both eyes, and it was impossible to tell which one was blind and which one was not. To put it more ridiculously, he looks like he was poured out of a coffin, just like a zombie in my imagination. The skeleton is covered with a layer of dry, yellow skin, and when hit with a stick, it will fall apart into a pile of white bones. (This is a physical description, using metaphors and exaggerated rhetorical techniques. "Mosaic" is an exaggeration, emphasizing Lao Wang's difficult steps and stiff body. "One hit with a stick will break up into a pile of bones" is an exaggeration, and "zombie" is an exaggeration. The metaphor vividly and prominently expresses Lao Wang's serious illness, suggesting that he will die soon, but he still cares about others, highlighting Lao Wang's simple, kind and repaying qualities, and expresses my sympathy and Sad. )

Class summary:

In our lives, there are always many unfortunate people like "Lao Wang" who need help from society and the lucky ones. Nobel Peace Award winner Mother Teresa once said, "We often cannot do great things, but we can do small things with great love." I also hope that when we care for the less fortunate, we can achieve both benevolence and equality.

After-school homework:

Reading the prose "Lu Xun's Loved Son" Quality Course Teaching Design Chapter 4

Learning Objectives

1. Positive Make sure to read the words "really, move, 涔洔, 游游, linger, hold back, evaporate" in this lesson.

Understand the meaning of the new words; write the word "vapor" correctly.

2. Read the text correctly and fluently, read it emotionally and accumulate sentences that specifically describe "time flies, and once

it is gone, it will never come back", and understand the author's passing of time. The thoughts and feelings of feeling helpless, regretful and unwilling to waste this life in vain. (Key points)

3. Learn ways to express emotions through different rhetoric and different sentence patterns and try to use them.

(Difficulty)

Evaluation design

Achieve and detect learning objectives 1 by checking pre-class previews;

Achieve learning objectives 2 and 3 through independent cooperative learning;

Complete the test of learning objective 3 by imitating sentences.

Learning process

1. Introduction of new lessons

1. Today we are going to study Lesson 10 "Hurry" (blackboard writing topic), be careful not to I was in a hurry and forgot the important point in the middle. Please read the topic together.

2. Reveal the topic and understand the meaning of haste.

2. Check preview (10 minutes)

(1) Word check

(1) Group cooperation to read words and write out, the group leader will The word with the most errors is written on the blackboard.

(2) Communicate collectively and learn to write the word "vapor".

A. The teacher demonstrates the strokes and order of the word "vapor".

B. The student writes three in the exercise book. Tablemate exchange evaluation: add one star for correctness and one star for beautiful appearance

(3) Check the word reading (show the words in the courseware 1)

Read the following words correctly

p>

The rush is gone and never comes back, the tears are flowing and the movement is moving

Crossing over, slipping away, evaporating, covering up and lingering

A. Read by name, random correct pronunciation: wander (huái ) Rotate (zhuàn)

B. Read together.

(2) Perceive the main idea of ??the text with the help of words

1. Regroup the words and read and think by yourself (show the words in chapter 2 of the courseware)

Think about the text content When I think about it, each group of words describes something.

Gone in a hurry and never returns (characteristics of time)

Moving across, slipping away and evaporating (how time passes) < /p>

Headache, tears, and lingering (the author sighs)

2. Read the words in brackets together. What did you find?

3. Summary: Use key words to summarize the main idea of ??the article. This is a good way to clarify the context of the article.

(3) Introduction to the author

(1) We all know that time is invisible and intangible. Who fixed it in words? Can you tell me a little bit about him?

(2) Please look at the big screen----(Courseware 3 shows the portrait, works and characteristics of Zhu Ziqing.)

(Portrait of Zhu Ziqing) He is a famous essayist, his The prose language is concise and emotional, and is known as "a model of modern prose." He worked hard throughout his life and published more than a hundred books. His representative works include the familiar "Moonlight over the Lotus Pond", "Back View" and so on.

3. What we are studying today is a very beautiful prose of his.

Guide students to read key words aloud, which not only checks the students' preview effect, but also allows students to use the words to perceive the main idea of ??the text. It also penetrates the study method guidance and enhances the effectiveness of teaching. The word "steam" is a difficult point in writing. It provides guidance on correct and standardized writing. Test goal 1; introduces the author and lays the foundation for further reading and understanding of the article.

(4) Exchange doubts and learn to teach (default)

1. During the preview, a classmate asked such a question: "Why is the author's head wet and tears streaming down his face?" "Then let's start our reading from this question. (Courseware 4 shows: I couldn’t help but feel my head watering and tears streaming down my face)

2. What do “head watering” and “tears streaming down my face” mean? How do you understand this sentence? (When I think about the passage of time, I feel headache, sweating, and crying.)

3. Can you read it? (Extended reading)

4. Method tips: Students, you should connect with the context, feel it with your heart while reading, and have a dialogue with the author and the article. Only then can you truly understand why the author changed his mind due to time. "Heads are pounding" and "tears are streaming down my face" as time goes by.

The article is very long and contains a lot of content. Find a key point to cut through and highlight the key points of learning.

3. Study the text, feel the emotions, and experience the expressions. (28 minutes)

(1) Cooperate independently and feel “head pounding and tears streaming down your cheeks” (8 minutes)

1. Read paragraphs 1 to 3 of the text and think about what you think Circle and cross out the sentences that make the author feel "head-swept" and "tears" and fill in the independent study record sheet. Design of teaching plans for high-quality courses in a hurry

Autonomous learning record sheet

The author feels "head-scratching" and "crying" in sentences about his experience and emotional reading

2. Share your reading achievements in the group. Each group finds a point for cooperative learning, determines the best display plan, and prepares for the collective display.

Through independent learning and group cooperative learning and communication, the exploration process of key contents is completed in an orderly manner, cultivating students' independent and cooperative learning abilities, and achieving learning goals 2. High-quality course teaching design Part 5

1. Teaching objectives:

1. Learn new words in this lesson.

2. Grasp the key words and sentences to understand the text, understand the martyrs’ beautiful vision for the future and their contributions to this end, understand that today’s happy life is hard-won, and cherish it even more.

3. Read the text emotionally.

2. Teaching focus:

1. From Deputy Battalion Commander Hao’s expression and conversation before the fierce battle, we can understand the martyrs’ broad mind and beautiful vision for the future.

2. From the heroic feat of Deputy Battalion Commander Hao sacrificing his life to guide the follow-up troops in the battle, we can understand the selfless dedication of the martyrs.

3. Teaching aids:

New word cards, TV

4. Teaching process:

(1) Introduction: < /p>

The text "Light" describes a touching story to us. Who wrote it? (Wang Yuanjian) Wang Yuanjian is a famous contemporary writer. Joined the Eighth Route Army in 1945. During the Anti-Japanese War and the War of Liberation, he worked as a reporter with the army. After liberation, he wrote many novels on revolutionary historical themes. He is the screenwriter of the movie "Sparkling Red Star".

(2) Read the text by name and in natural paragraphs (review after reading, correct errors, and recognize new words)

(3) Clarify the narrative sequence of the text and perceive the text as a whole .

1. Students read the text silently and think while reading: Which parts of the text are about the present and which parts are about the past?

(The whole text is about the present from beginning to end, and most of the middle is about the past. That is, the first, second and last natural paragraphs are about the present, and the rest are about the past.)

2. Students read past events to themselves and talk about the causes, processes, and results of the events.

Students think about it for themselves first, and then talk to each other about it. Invite a few more students to pretend to talk to the whole class, and then organize student reviews.

(4) Intensive reading of past events

1. Students read this part silently, find sentences describing lights, and sketch them with a pen.

2. Students report the sentences they sketched.

Thousands of lights on the square quietly illuminate the magnificent buildings around the square, making people feel bright and warm.

There is an illustration in the book, which shows a hanging electric lamp, and a child is reading attentively under the lamp. He stared at the picture, thinking silently.

He struck a match again, lit the cigarette, looked at the picture again, and said affectionately: Tomorrow is successful, we can also use electric lights, so that the children can all be bright and bright. How wonderful it would be to study down there! He leaned his head against the parapet and looked at the dark night sky, completely immersed in longing for the future.

This young comrade risked his own life in order to allow the children to study under the electric light, but he did not have time to see the electric light himself.

Under the bright lanterns in front of me, I thought of this dear comrade again.

3. Students read and question these key sentences and discuss with each other.

(1) Students questioned: Why do my hearts feel bright and warm when I see these tens of millions of lights?

(There are so many lanterns, shining brightly, and there are many magnificent buildings around the square, which shows that the construction of the motherland is advancing by leaps and bounds, so I feel bright and warm in my heart.)

(2) Students questioned: Deputy Battalion Commander Hao: Completely trapped in longing for the future. What is he longing for?

(Deputy Battalion Commander Hao’s words expressed his beautiful wishes and reflected his lofty spiritual realm. He was thinking about the next generation of the motherland and hoped to create a superior learning condition for them. What Deputy Battalion Commander Hao said is how happy it is for the children to study and live under this bright light! The content of the vision may be: After the victory of the revolution, the working people will contribute to the construction of the motherland and the creation of themselves. They will work hard for a happy life and no longer work for the landlords and capitalists. Their children will be able to study and study in a comfortable environment and will no longer be deprived of the right to go to school like their parents------)

< p> 4. Key discussion: This young comrade risked his own life in order to allow the children to study under the electric light, but he did not have time to see the electric light himself. How do you understand this sentence?

(Let students connect with the content of the text and their own thoughts and life realities to speak fully. Through discussion, they will realize that this sentence has profound meaning and reflects the selfless dedication of the revolutionary martyrs at the expense of their own lives for the happiness of future generations. Spirit. We realize that our current happy life was obtained with the blood and lives of countless martyrs who sacrificed their lives for the happiness of future generations. We live in this happiness and cannot forget the sacrifice of our lives. Martyrs.

)

(5) Read this part of recalling the past with emotion;