Teaching is like three carriages: teaching design, teaching process and teaching reflection. Teaching design is preparing lessons, which is a complex teaching technology. Successful teaching lies in teachers' excellent teaching design ability. Teachers' teaching design ability is the most direct and basic factor affecting the teaching effect of teachers' education. Improving teachers' teaching design ability is an effective way to optimize the teaching effect of school education, an active strategy to improve teachers' teaching behavior and a necessary condition to promote students' all-round development. Teaching design ability is a combination of many skills. How to improve the effectiveness of classroom teaching by improving teaching design? I think we can start from the following aspects:
First, a reasonable determination of teaching objectives
Teaching goal is the guiding ideology of a class, the starting point and destination of a class, the soul of teaching, and determines the success or failure of teaching. Therefore, a clear and reasonable teaching goal is the premise to improve the effectiveness of classroom teaching. As far as Chinese teaching is concerned, teachers should first consider students' cognitive basis when determining classroom teaching objectives, and think about stimulating cognitive interest, improving reading analysis skills and strengthening emotional interaction. In order to improve the direction, pertinence and effectiveness of teaching, we should not only pay attention to the teaching of necessary basic knowledge and skills, but also pay attention to the cultivation of students' self-development ability, so as to achieve the unity of teaching form and learning content. With such teaching objectives, we can have a general thinking direction when designing teaching plans.
Second, grasp the teaching framework as a whole.
Because classroom teaching is a dynamic process of teacher-student interaction, unexpected situations occur from time to time, or the progress of each link is not completely under the control of teachers, which requires teachers not only to carefully study textbooks, understand the basic spirit and writing intention of textbooks, grasp the basic clues of teaching activities provided by textbooks, analyze the ideas and methods infiltrated by textbooks, understand the teaching ideas contained in new textbooks, and grasp the teaching framework as a whole. Have a clear orientation of the classroom teaching process, and consider the basic situation of class students and learning, so as to adjust at any time and realize the overall teaching goal.
Third, carefully design the teaching situation.
Whether the learning situation is effective is not to create a situation for the sake of having a situation, but to point out whether the situation is scientific, reasonable and effective. That is, the situation arrangement is scientific and reasonable, which has practical significance. An effective teaching situation should make students physically and mentally happy and fascinated, and be full of vitality and fun in the classroom. Constructing vivid problem situations can really stimulate students' interest in learning, help students find those challenges that are real to them personally, and thus urge them to devote themselves to learning activities; It is helpful to mobilize students' existing knowledge and experience and their own way of thinking, participate in problem-solving activities, and help solve problems. In teaching, the creation of problem situations should be modern, and the learning-related materials that occur in real life should be introduced into the classroom in time, so that students can resonate with textbook characters and textbook knowledge and enhance the times of teaching. Therefore, constructing a realistic, interesting, scientific and contemporary situation is the "real" situation that meets the students' internal development needs.
As far as moral education in primary schools is concerned, how to improve teaching design to improve teaching effect? I think we should improve the teaching design from the following aspects:
First, get close to life and society.
Tao Xingzhi, a famous educator, said: education should be liberated from the cage ... the world of birds is the forest, and the world of education is the whole social life. The moral education curriculum in primary schools faces the whole life world of children, and morality exists in all aspects of children's lives. Therefore, in teaching, we should organize and arrange teaching content based on students' life, so that students can be close to life and society, thus guiding students to love life, learn to be a man and form good moral character.
It is not enough for students to acquire knowledge only by teacher's indoctrination and book study. In teaching activities, teachers should try to draw students' eyes to the endless world of knowledge outside textbooks, guide students to love life, learn to be a man, put morality in children's real life, and let children form good moral habits in the process of life. For example, when teaching the activity "Civilization starts with me", I designed a lot of notes before class, and the notes were all about tasks. First, let the students accept the task by drawing lots, and then tell them how to complete the task, so as to lead the students into the real life outside the textbook, observe and experience life personally, and let the students know that civilization is not only reflected in the classroom ... >>
Question 2: How to optimize teaching design and implement the research and application of optimized teaching mode in classroom teaching.
1. Examining the teaching mode from the perspective of modern teaching theory
The teaching mode was first put forward by American scholars Joil and Weil in 1972, and its viewpoint is mainly reflected in the book Teaching Mode, with the intention of "trying to systematically explore various alternative types that can shape teachers' behavior through the interaction between educational purposes, teaching strategies, curriculum design and teaching materials, and social and psychological theories". At present, the research on teaching mode at home and abroad is very active, with many theoretical achievements and many definitions of teaching mode. For example, some scholars believe that the teaching mode is the structure of the teaching process, that is, according to the teaching objectives, following certain teaching theories, the designed teaching structure and related teaching strategies, methods, means and teaching evaluation. Some scholars believe that the teaching mode is a relatively stable system of teaching procedures, methods and strategies based on teaching ideas and teaching laws, including the combination of various elements, teaching procedures and corresponding strategies in the teaching process. Teaching mode is the intermediary of applying teaching theory to teaching practice, and its core is to analyze the structure and function of teaching process with systematic scientific methods, including existing or innovative operation paradigms, so as to form a systematic and diversified teaching mode system for teachers to choose from.
Teaching theories and ideas can be implemented through teaching mode, and the implementation of teaching mode can be standardized and tested through teaching evaluation.
Formally, the teaching mode should be intuitive, simple and complete; Functionally, it should have the characteristics of high efficiency, operability and openness.
2. The basic structure of teaching mode
Teaching activities exist in a certain space and time, which is manifested in the position and relationship of various elements that constitute the teaching process according to certain teaching theories. In time, it shows how to arrange its procedures at each stage or link of teaching activities. In this way, different teaching theories, different teaching objectives and different teacher-student activities constitute different teaching models.
The structure of teaching mode generally consists of the following elements:
(1) Educational theory and value orientation involved in the proposed model;
(2) Propose the teaching objectives of the model;
(3) Put forward the necessary conditions for the implementation of teaching;
(4) establishing teaching procedures;
(5) The roles of teachers and students;
(6) Put forward relevant teaching strategies, approaches and methods;
(7) Put forward the standards and methods of evaluation.
The core issue is the teaching procedure.
3. Types and development trends of modern teaching mode
The classification of modern teaching mode has different standards, different methods and various types. For example, some scholars believe that the most influential include:
(1) A teaching model that focuses on cognitive development;
For example, the five-link teaching model in Kailov of the former Soviet Union: Waggenschein's example teaching model in West Germany; Zankov's general development teaching model; Ausubel's meaningful acceptance teaching model; Bloom's mastery learning teaching mode and so on.
(2) The teaching mode that pays attention to skill training and behavior formation;
For example: Skinner's program teaching mode.
(3) Pay attention to the overall optimization of teaching mode;
For example: babanski's optimized teaching mode; Optimization model of teaching process in Hirooka, Japan.
(4) The teaching mode based on inquiry and discovery;
For example, Bruner's discovery teaching model; Suckman's inquiry training teaching mode: its original "inquiry and discussion" teaching mode.
(5) Pay attention to the irrational and open teaching mode;
For example, Rogers' non-instructional teaching mode in the United States and Lozalov's suggestive teaching mode in Bulgaria.
In China, since 1980s, various teaching models have been put forward in the practice of teaching reform, among which the "eight-character teaching model" of Shanghai Yucai Middle School, "unit teaching model" of Beijing Jingshan School, "self-study tutoring teaching model" of Lu Zhongheng, "six-class (essential) optimization teaching model" of Li Shifa and "situational teaching model" of Li Jilin and Qiu Xuehua are more influential.
Prospect of development trend:
(1) Attach importance to the new achievements of modern teaching theory, modern psychology and systematic science research, reveal the law of classroom teaching movement, and construct a new operation mode.
(2) Attach importance to students' subjectivity and democracy, equality, harmony and cooperation between teachers and students;
(3) Pay attention to creativity and potential development, so that students can learn to learn and create;
(4) Attach importance to the development and application of modern educational technology, and greatly ...
Question 3: How to optimize teaching design, improve teaching quality, guide students to read more books and pay attention to foundation. No matter how you set the college entrance examination questions, you can't do without books. Finally, the chemistry foundation of the college entrance examination is good, and almost everyone can get high marks!
Question 4: How to optimize teaching design and classroom behavior Zeng Jutao, the central school of Taizimiao in Hanshou County, strives to achieve overall optimization, which is the highest realm of Chinese teaching. For a class, this whole is designed according to the specific contents and objectives of the school year, semester and unit plan, taking care of all aspects and levels of student activities, making the form of learning activities adapt to the learning content and ensuring time. First, highlight the teaching content. The whole primary school Chinese teaching content is a complex whole. Words, words, sentences, paragraphs and articles are closely related, and listening, speaking, reading and writing penetrate each other. In order to overcome the randomness and blindness in teaching, every teacher should firmly grasp the relationship between teaching contents, grasp the teaching requirements and training priorities of each year, take the overall situation into consideration, stand at the height of the overall goal of Chinese teaching in primary schools, pay attention to the stage and continuity of teaching and training, and successfully complete the task of "double basics" training. Second, the implementation of key training items in unit training is the core of the compilation and teaching of a set of teaching materials, which runs through all the contents of a set of teaching materials. Only by training Chinese basic skills around the core of training emphasis can we improve the efficiency of Chinese teaching and complete the phased tasks in the "double-base" system of Chinese. When designing teaching, we should establish teaching objectives around the key points of unit training, and then consider the tasks to be undertaken by each teaching content. For example, the teaching of "Lotus" bears the focus of the unit training of "writing specifically". Teaching can be designed as follows: students understand the second nature festival and show the key sentence "Lotus leaves are as crowded as a big green plate". The teacher leads the students to analyze how the text describes the lotus leaf. It is easy for students to realize that the posture of lotus leaves is "squeezed" and the number of lotus leaves is "piece by piece" ... The teacher finally concluded: "The author wrote so many characteristics of lotus leaves, such as posture, quantity, color, size and shape, in a short sentence, using metaphorical rhetoric methods. How specific! " In this way, students have a perceptual knowledge of "writing concretely". Third, highlight language training. Fourth, pay attention to the accumulation of language in children's memory warehouse and enrich the reserve of language materials, which is the basis for understanding and using language ability and developing thinking ability. In order to consider students' learning Chinese as a whole, teachers should consciously help students develop the habit of diligent reading and accumulation in classroom teaching. Before class, students read poems related to the texts they refer to; Instruct students to recite in class, and the teacher reads famous articles and paragraphs; After class, students extract good sentences and paragraphs from the text. This seemingly unintentional link in the classroom has promoted students' willingness to open books and accumulated diligence.
Question 5: How to optimize teaching design and classroom behavior Shi Dawei Abstract: Neo-Confucianism has analyzed the learning process and divided it into eight stages, namely, stimulating motivation, understanding, obtaining, maintaining, recalling, summarizing, homework and feedback, which are psychological activities in the learning process. Art teaching, as the main line of aesthetics, has both generality and uniqueness in general learning. Aesthetic imagination is extended and not covered by the image, while the creation of beauty expands the connotation of homework, from consolidation to creation, and from law to diversification. If learning is the basis of teaching, then teaching is the leading direction of learning. Optimizing classroom design can better activate art teaching. Key words: junior high school art, teaching, classroom design, optimization. In the process of junior high school art teaching, how to optimize the classroom design, update the teaching concept and give play to the initiative and creativity of teachers is an important part of teaching. Art teaching should be devoted to cultivating students' aesthetic feeling ability, artistic thinking ability, creative expression ability and artistic evaluation ability. This must be done by teachers' classroom teaching, which requires teachers to optimize classroom design. It must be scientific, innovative and effective at the same time. The author believes that only by paying attention to the curriculum standards and students' learning, from the superficial to the deep, from the surface to the inside, can we find the best teaching plan suitable for each class and activate art teaching. First of all, classroom design should pay attention to the sequence in the process of art teaching. The former is "beauty" and the latter is "art". They interact with each other, so how can they be completely separated? For example, if the lesson "Hand-drawn Line Images-Expression of Object Space" in the seventh grade 14 is explained in the order of concept first, factor second and law second, it will definitely violate students' cognitive psychology and learning rules, and the effect will not be good. If the teacher shows the pictures first, let the students analyze what kind of expressions are used in these three-dimensional images, analyze the components and summarize the concepts, then the students will know and gain something. Then make full use of computer-aided teaching to make the structural form and sense of volume of three-dimensional objects get the most intuitive and dynamic expression and the clearest analysis, so as to understand the variability of composition, lead to the law of composition, and understand the truth of center of gravity, balance and harmony. At the same time, other students draw a sketch of the composition form according to their own wishes. Because of the novel classroom form and strong appeal of pictures, it is easy to arouse the interest of participation, and the classroom atmosphere is active, which has been obtained that students are eager to express their feelings rather than words. Then, students' life experience is taken as an important auxiliary content of teaching, diversified artistic techniques are used to replace the expression of artistic language, and the basic method of hand-drawn line images is taken as the axis to radiate all aspects of modeling and space art in life, so that students can distinguish different composition forms, deepen their knowledge and inspire their understanding of the role of composition, which has been recalled and summarized. This course integrates beauty and wisdom, conforms to students' cognitive psychology, conforms to the learning law from perceptual to rational, from concrete to abstract, and grasps the breadth and depth of knowledge. The classroom effect is very good. The classified query of periodical articles can be found in the periodical database, such as the lesson "Colorful Bags and Bags" in Volume 14 of Grade 7. The framework of the author's teaching design is to analyze the relationship between the types and styles of handbags and backpacks and people's aesthetic psychological interests through intuitive appreciation, to stimulate students' subjective activities of positive thinking, such as discussing and talking about their feelings, to let students know the different modeling characteristics and different humanistic and cultural backgrounds of such products, and to guide students to give full play to their imagination and design their own unique modeling structure. Second, classroom design should pay attention to stimulate interest and cultivate atmosphere. Teachers are good at stimulating students' strong interest, which is an important part of forming an active classroom atmosphere. Classroom teaching itself should be an overall behavioral process that pays attention to the promotion and release of people's interest, emotion, spirit and vitality. The improvement of interest is an important part of the success of classroom teaching. According to students' interest characteristics and cognitive rules, we should strive to create a relaxed, pleasant and interesting learning environment and atmosphere for students, eliminate the learning pressure in students' hearts, and make students feel that learning is not a burden, but a kind of enjoyment and entertainment. Part of students' interest is stimulated by their own aesthetic quality, mainly induced by teachers' optimizing the atmosphere of teaching and learning, which is an aspect that can not be ignored in teaching design. For example, in the seventh grade "Color Matching of Folk Art" class, let students collect a folk handicraft, analyze its color matching characteristics, and emphasize students' autonomy, initiative and inquiry; Then use modern multimedia teaching methods to bring students to a beautiful place with beautiful music and colorful pictures ... >; & gt
Question 6: How to optimize the classroom teaching design? Classroom teaching is the main part of the whole teaching system and the key to determine the quality of teaching. In the long-term teaching, we have been exploring how to improve the teaching quality, so the classroom teaching mode, methods and means must be changed according to the actual teaching situation. Without the improvement of classroom teaching effect, it is futile to change the teaching staff. We should make good premises, ensure teaching efficiency, improve the richness of classroom teaching and adhere to the scientific teaching process.
Scientific teaching process means to achieve the best classroom teaching effect with the least time and energy. To do this, teachers are required to do the following four designs carefully according to the teaching objectives.
First, the design of classroom teaching structure. It is generally believed that it is more appropriate to divide chemistry classes into pre-class, in-class and after-class in chronological order. This division applies to any class type. At the beginning of class, it is important to make clear the learning objectives and requirements of a class to students, so that they can be fully prepared intellectually and psychologically. The central part of the classroom is the core of a class and the completion of the teaching goal of a class. The quality of teaching depends on this part, so the beginning and end of the class should be closely around the center of the class. At the end of the course, students should be able to summarize and emphasize what they have learned, deepen their understanding and memory, and make this lesson better connected with the next one.
Second, problem design. A meaningful question will get twice the result with half the effort. Creating a variety of problem situations can greatly mobilize students' learning enthusiasm and make classroom teaching overlap. For example, in the lesson of salt hydrolysis, first of all, we have questions: "Is the salt solution neutral, alkaline or acidic? Why? " Then explain the phenomenon through experimental demonstration, and finally draw a conclusion through joint analysis of teachers and students. For another example, when studying the section "Nitrogen" and talking about the chemical properties of nitrogen, we first analyze the bond energy of molecules and ask: What are the chemical properties of nitrogen under normal circumstances? When nitrogen molecules gain enough energy at high temperature and other conditions, what chemical reactions may occur in nitrogen from the main valence of nitrogen? Because students study with questions, they will inevitably have a strong attraction to what they have learned, and the effect is self-evident.
The third is classroom exercises and homework design. "Chemistry Teaching Syllabus for Full-time Middle Schools" clearly points out: "In teaching, teachers should arrange an appropriate number of exercises purposefully, planned and pertinently, examine students' basic knowledge and skills, and lay a good foundation. We should also pay attention to arranging comprehensive and flexible exercises and strengthening problem-solving guidance. Students are strictly required to complete the exercises independently. Don't arrange exercises that are too deep, too difficult and too difficult to solve to reduce the burden on students. " It is extremely necessary to seriously implement this requirement and strengthen the design of chemistry classroom exercises and homework. For the design of classroom exercises, we mainly focus on students' mastery of the chemistry knowledge they have just learned, so as to give feedback in time and consolidate the knowledge they have learned. Therefore, it is not difficult to closely cooperate with the class content, arrange in time, and choose more. This is the vast majority of students in the class. For the design of homework, students should combine what they have learned, deepen their understanding, comprehensively apply it, and gradually form the role of chemical knowledge structure. Therefore, the comprehensiveness of homework questions, the diversity of questions, the flexibility of examples and the concealment of answers are higher than those of classroom exercises. In this way, after a considerable period of training and exercise, students' problem-solving ability will be improved with the development of teaching process.
Fourth, blackboard design. The blackboard writing in classroom teaching is a written expression of teachers' teaching thinking, which can not only make up for the lack of language expression such as chemical terms, but also achieve visual effects. Good blackboard writing in chemistry teaching should be scientific, intuitive and artistic. The design of blackboard writing should embody the following principles: ① It is the essence of a class to reflect the teaching objectives and reveal the key points, difficulties and keys of a class; ② It reflects the systematicness of professors and can form a complete knowledge chain; ③ Reflect the whole teaching process and become the focus of classroom attention.
In particular, chemistry is a natural science based on experiments. In the design of chemistry classroom teaching, we should make full use of this important teaching method, carefully design experiments, and let students do experiments, find problems and study problems in experiments, which can often achieve twice the result with half the effort. For example, the following experiments can be designed in the section of "primary battery" to break through: ① observe the reaction between zinc plate and dilute sulfuric acid; (2) In the reaction of zinc plate with dilute sulfuric acid, what is the phenomenon of zinc plate contacting with copper plate? ③......& gt& gt
Question 7: How to optimize the design of Chinese teaching (1) to create situations and increase interest is the best teacher, especially the children in primary school, who are too young to restrain their learning with willpower, which requires teachers to pay attention to the interests of primary school students. People who know are not as happy as good people, and persistent people are not as happy as people who know. This famous saying of Confucius also tells us the importance of interest. In Chinese reading teaching, teachers should actively explore strategies to improve students' interest. In reading teaching, we can create situations, improve students' interest and improve reading efficiency. For example, before class, you can create situations according to what you are about to learn. This situation can be displayed through multimedia, and a video related to the text can be shown, which greatly improves students' interest and gives them a preliminary understanding of the learning content. In the process of reading, they can improve the efficiency of reading. You can also tell a story by the teacher before class, and the story is introduced into the text. Students can learn the text by thinking about the tasks in the story with curiosity and expectation, which increases the efficiency of reading and better understands the content of reading. (2) Strengthen reading guidance and teach correct reading methods. In reading teaching, teachers should adopt the method of reading guidance. That is, students are the main body and teachers are the dominant. Students' autonomous reading is the premise and center, and teachers' leading is the condition. Only in this way can the interaction between teachers and students be formed, so that students can become the main body from their previous learning objects and give play to their consciousness, initiative and enthusiasm. Teachers should guide students to learn unknown knowledge, realize a kind of learning transfer, teach students how to read, and then improve their ability. In the teaching process, teachers should give full play to this "guiding" role. Pupils may not be able to clearly grasp some key points and difficulties in reading because of their age. This requires teachers to help them grasp this direction, highlight key points and key points, not only inspire students' thinking and stimulate their imagination, but also guide their reading ideas in time, further teach students to learn to read and improve reading efficiency. There are many ways to "guide", such as introducing some materials and setting some questions and questions. And read on the basis of students' thinking to improve reading efficiency. (3) Cultivating students' reading habits For reading, if primary school students can have a correct and good reading habit, it will improve the efficiency of reading. This habit is not formed in a short period of time, it needs a long time to cultivate, which requires teachers to cultivate students' habits in their usual teaching, as follows; First, teach students to read silently. According to the actual situation of students, give some materials and set a certain time, during which you can read silently and grasp the main idea. Let students form the habit of silent reading and improve the quality of silent reading. Second, the habit of comparative analysis. When reading new materials, it can inspire students to associate. Have you read an article similar to this one before? What are the similarities and differences? I believe that reading again with such questions will definitely improve the quality and efficiency of reading. Third, the reading habit of seeking differences and arguing. When reading the article, let the students understand what the author's writing center is and what his intention is. According to your own understanding and experience, see if there are any new ideas and put forward your own different views and opinions. Fourth, the reading habit of answering questions. The essence of this habit is a reflection on the description of some plots and things in the text. Students should ask some questions in the text, read the text deeply with these questions, ask questions while reading, and answer them themselves in the process of asking questions. This will unconsciously understand the main idea of the article and improve reading efficiency. (D) Don't ignore the new curriculum standard of Chinese knowledge, which requires not only attaching importance to Chinese knowledge, but also promoting the cultivation of students' ability. This has caused many teachers to pay too much attention to ability in Chinese teaching, but think that Chinese knowledge can be said or not, which has been seriously ignored. The result of this is to hinder reading teaching, because the lack of Chinese knowledge will cause students to read relevant articles without understanding some knowledge. The most common words, such as the explanation and interpretation of words, require teachers to explain the relevant knowledge of word formation and the composition of words to students. Students can extract some useful knowledge in the process of reading, and then reach ...
Question 8: What is a teaching plan and how to optimize the teaching design?
Teaching should not only let students master the conclusion of knowledge, but also let students know the process of knowledge occurrence and development. In teaching, teachers should be good at creating inquiry situations, inducing students to operate by themselves, observing with their eyes, thinking with their brains and expressing with their mouths, so as to gain the harvest of explorers, the joy of discoverers and the joy of winners. Rogers, an American psychologist, pointed out that teachers should take it as their responsibility to form a good classroom psychological atmosphere and let students participate more fully and enthusiastically in the whole teaching process.
Question 9: How to optimize the design of science teaching in primary schools?
"Students are the main body of scientific learning, and scientific learning should take inquiry as the core." But at present, the inefficiency of science classroom teaching in primary schools reduces the efficiency of science classroom teaching. Effective science classroom teaching is the process of guiding students to experience inquiry activities through classroom teaching, mastering scientific knowledge, learning scientific methods, developing scientific spirit and cultivating scientific attitude.
Question 10: How to optimize the teaching design of Chinese classroom in primary schools? For students, inquiry learning means an open mind, the prominence of the subject and the publicity of personality; For teachers, it is more important to share, understand and improve together with students, from imparting traditional knowledge to promoting individual development, from consumers of educational theory to builders of advanced ideas.