Until the eighth year of work, I participated in the teaching design competition twice in a row. A blank sheet of paper, starting from scratch, opened my understanding of instructional design.
At that time, there were at least three meetings in each competition, each design was revised at least three times, and each round of lesson preparation was at least three times. From the overthrow of teaching links to the repeated scrutiny of punctuation marks, from "broken bones" to "overthrowing again"
If you are a new teacher, you are a little confused about writing instructional design, such as inaccurate teaching objectives, unclear logic, unreasonable sentences and irregular format ... Here, I want to discuss with you how to write your own instructional design more standardized and distinctive according to the instructional design written by young teachers around you. I hope I can give you some inspiration.
How to write a good teaching design? In my opinion, on the basis of adhering to the principles of students' subjectivity and classroom openness, we should achieve the "five essentials". Namely:
The teaching objectives should be clear; Key and difficult points should be highlighted; Teaching links should be simple; The design of blackboard writing should be exquisite; Pay attention to details.
Teaching goal is the starting point and destination of teaching, and it is a clear expression of teachers' learning achievements or final behavior to students. It is the basic premise of teaching. If there is a deviation in the teaching objectives of a class, then it is futile to make the whole class wonderful again.
Teaching objectives should be merged: 1 and 4 are both teaching qualities and can be merged.
Teaching objectives should be optimized: through comparison, we find that the teaching objectives of the teacher "Where is the Fog" on the right are not only teaching knowledge, but also the embodiment of methods and means. For example, when teaching literacy and writing, she clearly wrote that with the help of the characteristics of pictophonetic characters, she can correctly understand and write through various literacy methods. What are the various ways to read? I don't think the teaching objectives need to be so detailed, but should be as concise as possible, and it is good that the later teaching design process is reflected. The teacher mentioned contact life literacy, word literacy and so on in his later teaching. )
Speaking of which, when you are writing, be careful not to make the following mistakes: the teaching goal does not match the teaching process.
Some teachers have written a variety of literacy methods in front, but they can see the whole teaching design, which is not reflected. Does it feel a little irrelevant to write an article like this? I don't know if this metaphor is appropriate.
Teaching objectives should be graded.
The teaching goal of frog writing poetry is from cognition to reading aloud to cognition to writing, with overlapping goals and weak logic. It gives people a very confused feeling. Reminds me of Little Monkey Down the Mountain.
Look at "Where is the Fog?", knowledge and skills are literacy and writing, processes and methods: various literacy methods, reading aloud, discovering the rules of speech expression and expanding imagination. Emotional attitude: read the tone of fog when talking, experience the mischief of fog and feel the interest of nature. Finally, the copywriting link. The three goals are progressive and the content is clear.
Therefore, when writing teaching objectives, we must pay attention to clear objectives, reflect hierarchy, and have awareness of curriculum standards, style and students.
Highlighting the focus of teaching is the main contradiction that needs to be solved in classroom teaching, the focus of teaching, and the content that we should spend time studying in the whole class.
Teaching difficulties are the parts of knowledge, skills and methods that are complicated and abstract in structure, difficult for teachers to explain clearly, difficult for students to understand or easy to make mistakes. In teaching, we should show students how to solve their cognitive difficulties under our guidance and what strategies they use.
Please see, there are two key points and difficulties in teaching. I would like to ask, a class of 40 minutes, three teaching objectives, so many teaching difficulties. Can this class still highlight the key points and difficulties?
The key and difficult points in the teaching of Where is the Fog are very clear. Only one.
So warm reminder: it is best to set only one important and difficult point in a class. Of course, the focus and difficulty of some courses can be combined, because some contents are both important and difficult.
1. Grasp the main problems and design.
Many teachers' teaching designs have broken the question and answer. There are several irrelevant problems in a link. How can we avoid the phenomenon of broken questions and answers? So the design of the "main problem" is ready to come out.
What's the main problem?
Teacher Yu Yingchao, a special-grade teacher, wrote this in the book "Yu Yingchao talks about reading instructional design":
The "main problems" in reading teaching are important problems, questions, topics, tasks and activities that play the role of "affecting the whole body" in text reading.
The design of "theme" embodies the novel idea of "one question is worth many questions" in teaching.
Let's take a look at the teaching designs of the following two teachers.
A teacher focused on the main problem "miracle" in the class of designing six "green hills are not old" The teaching links are as follows: reading the text for the first time, witnessing the "miracle"-reading the text intensively, exploring the "miracle"-expanding the reading materials and creating a "miracle" again. The whole teaching process takes reading as the main line, miracles as the main problem and clear thinking.
Another thing that impressed me deeply was that Zhang Zuqing, a special-grade teacher, paid great attention to the "poor" and "not poor" when designing a class for the "poor". The classroom capacity of the two classes is divided into four simple parts.
Plate 1: Tracing the origin of the poor-plate 2: The poor are really poor-plate 3: The poor are not poor-plate 4: Finding wealth. The poor are materially poor but not spiritually poor.
Does this teaching link look fresh and distinct?
2. Teaching subtitle antithesis
Of course, this is not absolute. But I found that many famous teachers like to fight with each other when writing instructional design. For example, Professor Xiao Shaoguo, a special teacher, wrote "Traces of the Moon", and the teaching links are as follows:
First, travel through ancient and modern times and pursue the eternal moon.
Second, wipe the words and pursue the dodging moon.
Third, seek the moon in the hospital and pursue the itchy moon.
Fourth, drink the moon in the cup and pursue the crisp moon.
Five, pregnant with the moon in my heart, pursuing a quiet dream.
This instructional design made me admire Mr. Xiao's text interpretation at first sight. Now, a few years later, his teaching links are still firmly imprinted in my mind. This is the subtitle he chose. It's fascinating.
Imagine, as a young teacher, can we impress others by using subtitles neatly for the main problems in the teaching process in competition classes or open classes?
3. Teaching activities should be colorful.
Many teachers' teaching designs become classroom records when they are written. It is to write down everything the teacher says and the students' presuppositions; There are also teachers' teaching links, such as writing short compositions, and the language is very long. This is not only difficult for you to recite, but also tiring for others to see your teaching design.
How to quickly make yourself and others understand your teaching design?
When writing each small teaching link, we might as well use teaching means+teaching content to make it clear at a glance. Let's take Where is the Fog as an example.
For example, the 1 small link in plate 2: listen to the text and know the protagonist. Among them, listening and reading the text is the teaching means, and knowing the protagonist is the teaching content.
Look again, the second small link: read the text freely and draw where the fog went. Reading the text freely is a teaching method, and drawing where the fog has gone is the teaching content.
Finally, I quote Yu Yingchao, a special-grade teacher: a good class should pay attention to "two efforts": focusing on clear teaching ideas; Pay attention to concise classroom problems. They are a kind of aesthetic realm of classroom teaching, and also the embodiment of Chinese teachers' classroom teaching level reaching a certain height.
Blackboard writing has always been called "mini-teaching plan" and is an important auxiliary means of classroom teaching.
But nowadays, with the promotion of new curriculum reform, the development of science and technology, the progress of society and the popularization of information technology, multimedia teaching has quietly entered our classroom. Many teachers choose to replace the traditional blackboard writing with courseware with excellent audio and video, full of sound and emotion, and spend more energy on making multimedia courseware, and seldom work hard on the design of blackboard writing. Some teachers even forget the blackboard design in class.
As a young teacher, we should pay special attention to teaching design and blackboard writing design.
How to design the blackboard writing design? It can be designed according to different characters, and there are many kinds. Here are some simple examples: (Note: The following pictures are from the Internet and have been deleted)
1. font: a blackboard book mainly designed by the keywords in the article.
2. Illustration: A blackboard writing composed of stick figures and words.
3. Table format: Use simple tables to reflect the structure and content of the article.
4. radiant: it is a blackboard writing that extends from a center to all directions.
When it comes to details, it also reflects our teacher's attitude to some extent. For example, there are many words in the lesson plan, and the serial number is wrong. Another example is repeated expression, punctuation errors, etc.
Of course, the above five points are not necessarily good teaching designs, but at least they are standardized teaching designs. If you want to have a good teaching design, you can't do without a good text interpretation. Xue Yan, a special teacher, said: Text interpretation is the primary basic skill of teachers.
Professional growth, we have been on the road.