Under the new concept, preparing lessons in primary and secondary schools is actually a learner-centered teaching design around the learning problems encountered by learners in the learning process. This design is conducive to improving teaching efficiency and teaching effect, and to the implementation of basic education curriculum reform. ?
Under the new concept, preparing lessons in primary and secondary schools is a design for students' learning, a bridge between learning theory, teaching theory and classroom practice, a process for teachers to put forward ideas and make decisions, and a process for analyzing and solving problems in teaching by using systematic methods. It has a clear purpose, scientific planning and orderly system, rather than general teaching experience and cases. It is a continuous cycle process, including detection, feedback, correction and re-implementation. This process pays special attention to science and creativity. ?
We must make it clear that the purpose of preparing lessons in primary and secondary schools under the new concept is to help students study better and to serve learning. Therefore, teaching design should reflect students' autonomy in learning, which is the core issue; Teaching design should reflect emotion and pay attention to educational function; Teaching design should give students a variety of opportunities to apply what they have learned, and extensively explore and utilize various teaching resources; Teaching design should especially overcome the tendency of "knowledge result center" in teaching goal analysis, "teaching material center" in learning analysis and "teacher center" in teaching strategy formulation. ?
The lesson preparation for primary and secondary schools under the new concept should include the following contents:?
(A) the design of teaching objectives.
It mainly includes process objectives and result objectives, which are divided into knowledge and skills, process methods, emotional attitudes and so on. ?
In particular, in designing teaching objectives, we should design teaching objectives from different aspects such as knowledge and skills, process methods, emotional attitudes and values, and consider short-term goals, long-term goals and longer-term goals. ?
(2) Analysis of learning tasks.
That is, it analyzes students' starting point, students' main cognitive obstacles and possible cognitive approaches, the key points, difficulties and keys of teaching content, and the main ways and methods to achieve the goal. ?
There are two very important issues here: one is to pay attention to the students' experience base, and the other is to correctly understand the teaching materials. For the former, it means that we should not only consider the characteristics of the subject itself, but also follow the psychological laws of students' subject learning, and regard students' personal knowledge, direct experience and real world as important resources for classroom teaching. ?
For the latter, it means "teaching with textbooks, not teaching textbooks". Creative use of teaching materials is a new requirement for us in the new curriculum. The textbook is a very macroscopic blueprint, covering a vast space and time, which mainly plays a guiding role in what teachers teach and what students learn. Textbooks are only the materials for teachers to organize classroom teaching activities and the platform for students to learn. The teaching materials under the new concept leave a lot of creative space for teachers. To analyze the task, we must change the phenomenon of "taking this as the foundation" in treating textbooks. According to students' reality, teaching reality and local reality, we should simulate teaching materials, reorganize teaching materials and compile teaching materials, reduce technical training, increase its exploratory, thinking and realistic elements, and create conditions for implementing new learning methods such as open and active inquiry, cooperation and participation. ?
(3) Design teaching ideas and teaching links.
Mainly consider the specific teaching process, including the created scenes, clues of activities, questions that students may ask, and attach design instructions if possible. ?
Under the new concept, there are usually two basic modes of classroom teaching in primary and secondary schools, one is exploration and the other is meaningful acceptance. ?
The basic links of inquiry and discovery formula are: problem situation [FY] modeling (drawing related concepts, laws, theorems and other conclusions) [FY] solving [FY] explanation and application [FY] expansion and reflection. ?
The basic link of meaningful acceptance is: creating meaningful acceptance scenarios [FY] explaining positive and negative examples by accepting and imparting relevant knowledge [FY] consolidating and strengthening [FY] concluding. ?
When designing teaching ideas and teaching links according to new ideas, it is necessary to embody new subject ideas and curriculum comprehensiveness in specific teaching contents, design teaching contents according to scientific knowledge, knowledge system, arrangement characteristics and knowledge depth, make full use of life, experience, situations, problems and backgrounds, carefully design problem scenarios and teaching processes, pay attention to students' learning interests, and pay attention to the integration and optimization of independent practice, cooperation, inquiry and traditional learning methods. ?
(D) Design teaching evaluation.
The main reflection questions are: whether the expected goal has been achieved, if not, analyze the reasons, provide improvement plans, what are the sudden inspirations, the most impressive discussions, students' unique ideas, what are the differences from the designed teaching process, what unexpected problems students have raised and why they have raised these questions. ?
(5) Write lesson plans.
The format of primary and secondary school lesson preparation reports generally includes teaching plans, tables, flow charts and other forms. ?
In short, under the new educational concept, preparing lessons in primary and secondary schools is a process of learning and research. Successful teaching is inseparable from successful design. Only after thorough deliberation and thinking and the ability to control teaching materials and students can our teaching be brilliant and climax after climax.
Steps and requirements
1 teaching objectives, 2 teaching difficulties, 3 teaching preparation, 4 teaching plans, 5 teaching process: 1. Introduction, 2. Feeling of reading for the first time, 3. The perception of close reading, 4. Summary and sublimation, 5. Expand the use of 6 blackboard designs and 7. Teaching reflection.
① Import link
The lead-in link requires that students be effectively introduced into the problem situation as soon as possible through appropriate content or short language to stimulate students' interest in learning and desire for knowledge. The starting point of import should be based on students' acceptance ability, serving the teaching content and key points, and the teaching plan should clearly reflect the created situation, the imported language and the questions raised.
② Problem design
The design of the problem should be specific, clear and appropriate. It should be enlightening, hierarchical, organized and exploratory, with certain thinking value and breadth (that is, divergence and openness). Never "ask questions in full house" or "ask questions instead of speaking". The design problem should be clearly reflected in the teaching plan to prevent the randomness of the problem. In addition, teachers should create certain problem situations to guide students to find problems, ask questions and how to screen them. Guiding methods should be highlighted in the teaching plan.
③ The process of students acquiring knowledge.
Instructional design should pay attention to guiding students to participate in the learning process, and fully estimate and deal with possible problems and difficulties in the process of acquiring knowledge and methods. The teaching plan should emphasize the handling of key points and difficulties, and pay attention to teaching methods and learning methods.
④ Practical design
Exercise should be carefully designed according to the specific teaching content, and the content of exercise should be accurate, targeted and with appropriate gradient. Different levels of exercises should be designed according to the actual situation of students. We should closely focus on the important and difficult points in teaching, so that practice can really play a role in consolidating and deepening. Encourage teachers to design effective, open and experiential diversified classroom exercises by themselves.
⑤ Postscript of teaching
The teaching postscript should focus on the gains and losses in the teaching process, the experience and understanding after teaching, the self-evaluation of teaching effect and the analysis of reasons. Avoid empty talk and rhetoric, and pay attention to the quality of teaching postscript.
(2) The lesson plans for the basic class three are generally compiled in accordance with the Basic Model of Quality Classroom Teaching in Yucheng City (which can be adjusted appropriately when necessary).
New teaching: ① Effective introduction and determination of objectives; (2) Guiding inquiry and independent cooperation; (3) Show communication and give careful guidance; ④ Standard test and feedback correction; ⑤ Summarize the evaluation and assign homework;