First, the teaching objectives:
According to the requirements of the new curriculum reform and students' existing knowledge base and cognitive ability, I have determined the following teaching objectives:
(1) Knowledge and skills goal: Through autonomous learning, students can _ _ _ _ _
(2) Process and Method Objectives: Through cooperative learning, students can _ _ _
(3) Emotion, attitude and values: Through inquiry learning, students can _ _ _
Second, the focus and difficulty of teaching:
The teaching focus of this lesson is: students can master _ _ _ _ to _ _ _
Teaching difficulties of this course: cultivating/improving students through _ _ _ _
Third, teaching methods: (WWW.YS575.cOm)
Main teaching methods: guidance and inspiration. In the teaching of this course, the methods of independent inquiry and group discussion are mainly infiltrated.
Fourth, the teaching process:
(A) the introduction of new courses
This lesson mainly adopts: story import/direct import/game import/situation import, etc.
(How to import needs a brief explanation)
This method can not only arouse students' interest, but also guide students to think and lead to new topics.
(2) Teaching new courses
In the new course teaching, in order to highlight the knowledge and skill goal of the first dimension of this course, students should be guided to study independently first, so that students can have a preliminary perception of basic concepts and knowledge. After the completion of the study, important new words will be explained (Chinese, other subjects as the case may be). The specific process is as follows:
(Teaching the first dimension goal)
In this way, it not only embodies the idea of taking students as the main body in the new curriculum reform, but also mobilizes students' learning enthusiasm.
After this part of the lecture, we will begin to explain the difficulty of this lesson, that is, the process and method objectives of the second element, and guide students to carry out inquiry learning. Students will first carry out inquiry learning and be able to sum up _ _ _ methods in their own words. Then explain the _ _ _ _ method in detail with examples, and the specific process is as follows:
(Teaching the Second Dimension Target)
Through this method, students can not only deeply understand this method, but also enhance their feelings of mutual help.
(3) Consolidate exercises
Design according to each theme.
(4) Summary
(5) Task
Homework is assigned after class, including compulsory questions and multiple-choice questions. The compulsory questions are mainly based on basic formulas, and the multiple-choice questions will choose some open questions that require students to divergent thinking to satisfy those students who have the spare capacity to study.
Five, the blackboard design
The blackboard writing design adopts the illustrated form, which clearly shows the overall structure of the full text, highlights the key points and highlights the theme of the article.
How to set up a common template
First, the teaching objectives
1, knowledge and skills (professional ability)
2, process and method (method ability)
3. Emotional attitudes and values (social skills)
There must be four basic elements:
Actors An actor must be a student, not a teacher. The direct basis for people to judge whether teaching is effective is whether students have made concrete progress, not whether teachers have completed their tasks. Generally speaking, when writing teaching objectives, actors can omit them, but the format must pay attention to the following expressions: "apply what they have learned …" and "apply what they have learned", instead of "let students master …" and "teach students …".
Behavioral conditions Behavioral conditions refer to specific restrictions or ranges that affect students' learning results. For example, "by collecting materials", "by watching movies …" and "by learning this lesson"
Behavior verbs Behavior verbs must be concrete, measurable and evaluable. Such as understanding, summarizing, enumerating, feeling, participating, etc. According to the behavior verbs given in the curriculum standards.
Achievement level refers to the lowest performance level of students' behavior changes after learning, which is used to evaluate the degree of academic performance or learning results.
For example, the teaching goal I wrote before: by studying the third item (behavioral conditions) in the textbook, I can recite the starting and ending time (expressive degree) (behavioral verbs) of the Opium War, and understand the process of the war (behavioral verbs) and the anti-aggression spirit (expressive degree) of the people of China.
Narrative should have different levels.
According to the standards, combined with students' cognitive rules and differences, according to the teaching content, from low to high, from easy to difficult, design different requirements and different levels of teaching objectives, so that each student can develop on his own original basis.
What are the C processes and methods?
There is really a big misunderstanding about the process and method. Previous processes and methods are often written as: discussion, cooperative inquiry, data collection, etc. In fact, these are only the teaching means and methods adopted by teachers, and cannot be regarded as the goal of students' ability. The process and method in the three-dimensional goal refers to the specific internal process of learning and thinking, such as the process and method of collecting information, exploring problems and discriminating historical materials. Students' goals through teaching are "learning to collect" and "learning to explore". This is the weak link in previous teaching, and it is also the content that must be paid attention to in future teaching. Students should learn basic thinking methods.
Second, the focus and difficulty of teaching
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Difficult _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
What's the point?
As far as the subject knowledge system is concerned, the emphasis refers to those knowledge and skills that are closely related to the previous knowledge and have a great influence on the subsequent study.
As far as the function of culture and education is concerned, the focus refers to the contents that have far-reaching educational significance and function for students, mainly the subject ideas, spirits and methods that instruct students to benefit for life;
As far as students' learning needs are concerned, the focus refers to the difficult problems that students need to help solve in time when they encounter difficulties in their studies.
Where is the difficulty?
Teaching difficulties (referred to as difficulties) refer to those knowledge, skills and methods that are too abstract, too far away from students' real life, too complicated and difficult for students to understand and master.
Third, teaching methods.
1, scenario introduction method
2. Self-study import method
3. Task-driven method
4. Inquiry learning method
5. Group discussion method
This paper introduces the methods and skills that should be adopted in classroom teaching.
Four, teaching equipment:
Xx computer room or xx laboratory, textbooks and materials prepared in advance.
Writing teaching tools has two operational requirements:
(1) Design and preparation of teaching environment.
(2) Design and preparation of teaching tools.
Teaching process of verbs (abbreviation of verb)
1, importing
2. Process (solving difficulties, achieving goals and learning activities)
3. Induction
4. Homework
1. pre-class survey
The writing requirements of the inquiry part before class: design a scheme to guide students to prepare and explore before class.
2. Introduce the new lesson.
Writing requirements for the introduction of new courses: design teaching quotations for each new lesson, and teaching quotations should play three roles: "concentration, arousal and point".
3. Teacher-student interaction part
Writing requirements of teacher-student interaction:
(1) Design the teaching structure (blackboard structure) of each new lesson.
(2) Write the design purpose (design intention) of each step of design.
In addition, in the design of teaching structure, we should also pay attention to the following six requirements:
(1) Highlight students' dominant position.
(2) Create a teaching situation based on students' questions, design teaching questions, and guide students to explore and solve problems.
(3) Design the way of teacher-student interaction.
(4) Try to prepare two or three teaching arrangements for different student groups.
(5) Properly handle the contents of teaching materials and explore the logical relationship between the contents of teaching materials and their educational functions.
(6) Classroom teaching should reduce unified explanation, increase students' independent inquiry and increase students' group activities.
4. Summary of the course
Writing requirements for the class summary section:
(1) According to the knowledge content of the textbook, design the problems and schemes of system memory consolidation.
(2) Design the problem of dispersing, expanding and sublimating students' thinking and review and consolidation scheme.
5. Homework after class
Homework writing requirements: design 10 multiple-choice questions in each class (multiple-choice questions highlight the memory, understanding and mastery of textbook knowledge points), 1 material analysis questions (material analysis questions highlight students' ability to analyze and solve problems by using what they have learned), 1 question and answer questions (questions and answers highlight students' ability to summarize, analyze, compare and evaluate). )
Six, blackboard writing
The design content of blackboard writing is mainly the key things, characteristics (keywords), the internal structure of teaching content and the supplement of content in the text. There are various forms, such as writing blackboard writing, drawing blackboard writing and comprehensive blackboard writing. In order to attract the examiner's attention, it is suggested to choose drawing blackboard books or comprehensive blackboard books.
Design intention template: blackboard writing is an important part of the classroom and an effective means to assist teachers in teaching. It is helpful for students to define the center of the text, expand their thinking, consolidate their knowledge, cultivate students' good habit of writing neatly and clearly, consolidate important and difficult points, stimulate students' interest in learning, improve classroom efficiency, highlight the main idea of this class, and play a finishing role!