First of all, make clear what is instructional design.

First of all, we should make clear the relationship between teaching design and teaching plan under the concept of new curriculum reform. Teaching design is a process of determining the appropriate starting point and end point of teaching, arranging the teaching elements in an orderly and optimized way, and forming a teaching plan according to the teaching objects and teaching objectives. It is a science that scientifically solves teaching problems with systematic methods. The purpose is to optimize the teaching effect and solve the teaching problems.

Teaching plan is a teacher's teaching design and assumption, and it is a kind of creative labor. Writing an excellent teaching plan is a comprehensive embodiment of the designer's educational thought, wisdom, motivation, experience, personality and teaching artistry.

Therefore, to some extent, the teaching plan is the teacher's teaching design. Therefore, before writing an excellent lesson plan, the majority of candidates should first make clear the relationship between the two. In addition, in the test questions, the author directly designs the topic of teaching plan writing as "teaching design". Here, the majority of candidates should pay attention.

Second, how to write an excellent teaching design

1, with clear goals and clear thinking.

The majority of candidates, in the face of specific teaching design topics, must first have clear goals and clear ideas. Candidates need to know what instructional design is and what its function is. Specifically, the role of teaching design in the teaching process mainly has four aspects: first, the basic plan of each teaching, as well as the teaching objectives and the use plan of educational resources; Second, the basis of teaching activities must be carried out in an orderly and effective manner according to teaching preparation; Third, the results of teaching research, teaching design is the research results of combining teaching materials, students and teaching methods; The fourth is the tool of teaching implementation. Teaching design is the reference system in the teaching process, which can prompt the teaching content, key points, difficulties, goals and ideas, and help teachers complete each teaching effectively.

2, the content is complete, the main points are.

Then, after clarifying the function of instructional design, it is necessary to design an excellent instructional design according to the specific teaching content or designated chapters. Specific can be carried out from the following aspects.

First of all, we should make clear the main contents of teaching design, specifically, it mainly includes the following aspects: topic selection, class hours, class types, teaching objectives, teaching priorities, teaching difficulties, preparation of teaching AIDS, teaching process, blackboard writing design and after-class reflection. Here, I want to remind the majority of candidates that when preparing for the exam, when dealing with the topic of instructional design, we must be clear about these aspects covered by instructional design in our hearts.

Next, talk about the specific content involved in each aspect.

(1) Title: Explain the name of the selected chapter, which is the title of this lesson.

(2) Class hours: According to the specific teaching content, explain which class hours.

(3) Class type: The class type determined by teachers according to different teaching tasks is the class type.

For example: new teaching, review class, experiment class, practice class, inspection class, test class, comprehensive class, activity class and so on.

New teaching is a course aimed at explaining new knowledge.

Review class is a class aimed at reviewing and consolidating what you have learned.

Experiments and internships are courses aimed at cultivating students' skills and skills.

Examination classes and test classes are classes designed to check students' mastery of knowledge and skills.

Comprehensive classes and activity classes are classes that combine teaching, reviewing and consolidating, checking and asking questions, homework exercises and other activities.

Teachers should determine the class type according to the selected teaching tasks and the actual teaching situation.

(4) Teaching objectives:

1) Knowledge and skill goal: Determine the knowledge points to be taught in this lesson. 2) Process and method: determine the ability, method training objectives and teaching implementation strategies. 3) Emotion, attitude and values: determine the teaching points and teaching implementation strategies to guide students' emotions, attitudes and values.

When writing teaching objectives, please pay attention to the following points: 1) The subject of behavior must be students, not teachers. 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, the subject of behavior can be omitted, but the following expressions must be noted in the format: "Learn through ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 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 …" 2) Behavior verbs must be concrete, measurable and evaluable. Such as understanding, summarizing, enumerating, feeling, participating and so on. 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, by studying the third chapter (Behavioral Conditions) of the textbook, we can recite the starting and ending time (expressive degree) of the Opium War (behavioral verbs), and understand the process of the war and the anti-aggression spirit (expressive degree) of the people of China.

(5) Teaching emphasis: explain the key problems that must be solved in this course. It is suggested that the majority of candidates can start with the topics in the selected chapters or exercises after class to grasp the teaching focus of this course.

(6) Teaching difficulties: Based on the analysis of teaching materials (connecting the preceding with the following) and students' existing knowledge and cognitive level, determine the knowledge points that are easy to cause difficulties and obstacles in teaching this lesson and their solutions.

(7) Teaching aid preparation: Teaching aid writing requirements: 1) Design and preparation of teaching environment. 2) Design and preparation of teaching tools.

(8) Teaching process: also known as classroom structure, it mainly explains the contents, methods and steps of teaching. Candidates are advised to design the teaching process from the following aspects: introducing new lessons, teaching new lessons, consolidating exercises, summarizing in class, and assigning homework, which can also be simply recorded as introduction, Protestantism, consolidating, summarizing and homework.

In the lead-in session, candidates can set up some novel and unique lead-in methods, such as game lead-in, situation lead-in and story lead-in, so as to better create a good classroom atmosphere and conduct good teaching.

Teaching link: Choose different teaching methods according to different teaching contents. For example, heuristic teaching method, combination of lecture and practice, demonstration method and so on.

Consolidation link: You can design exquisite, hierarchical, gradient and dense classroom exercises to check students' learning situation and learning level.

Summary link: specifically, how to make a summary, is it a teacher's summary or a student's summary? And how many class hours are needed.

Operation link: specify what operation content to arrange. Here, we should pay attention to the expansion of knowledge and students' learning acceptance. It is suggested that candidates can flexibly arrange homework according to the difficulty of topic selection, such as topic selection, problem solving and topic opening.

(9) After-class reflection: also known as "teaching postscript".

The writing requirement of this part is: 1) Evaluate the implementation results of your teaching design for each class. 2) Revise, supplement and improve the teaching design of each class in time. 3) Write down your own teaching feelings, thoughts and experiences. The main contents of reflection are as follows: ① Has the teaching goal been achieved? (2) Is the educational teaching idea transformed into specific teaching behavior? By what means? (3) Have you explored and utilized teaching resources creatively? (4) What is the highlight of instructional design? What are the problems and sticking points? ⑤ According to the existing problems, the improvement strategies are put forward.

3. Uniform format and standardized writing.

Teaching design is mainly based on handwriting. It is suggested that candidates should be clear and neat when writing instructional design, and pay attention to the standardization of the format, because instructional design is the crystallization of teachers' creative work and an important basis for testing teachers' quality. Handwriting teaching design has higher requirements for teachers, which can really test the quality of teachers' lesson preparation and is more comparable. Therefore, objectively, teachers are required to write good handwriting. Excellent calligraphy teaching design can also provide students with vivid learning samples.

In addition, remind the majority of candidates to pay attention to the outstanding points of teaching design under the guidance of the new curriculum reform:

(1) A large part on the right side of the instructional design is reserved for comments;

(2) Instructional design must be guided by the guiding ideology of instructional design, the analysis of teaching content, the analysis of learning situation and the design of teaching objectives; (that is, the lesson plan must have detailed cases. Of course, the auspicious case does not mean that everyone should write down every sentence like a new teacher, but that every link cannot be missed. )

(3) At the end of teaching design, there must be teaching reflection of this lesson, which is the most basic requirement of the new curriculum reform.

Candidates are advised to grasp the framework of instructional design as a whole, and then go deep into each specific content to understand and memorize relevant knowledge according to the requirements of instructional design. In the process of preparing for the exam, you can write several teaching designs in advance in combination with your own study sections and subjects, and summarize the skills and methods of writing teaching design from them, so as to better deal with the problems in the examination room.