First, the design of teaching objectives
Before starting a class or a teaching unit, every teacher should think: What knowledge and ability should students acquire through this class or this unit? How to design teaching to adapt to the students in this class, and whether the students can complete the expected learning tasks? This is the design of teaching objectives. The design of teaching objectives is generally divided into three aspects: knowledge, ability, emotion and values. Theoretically, teachers should pay attention to the classification of knowledge objectives, technically, they should pay attention to how to determine and express the teaching objectives of knowledge and skills in goal-oriented teaching design, how to avoid the ambiguity of teaching objectives, and the problems that should be paid attention to in the design of knowledge and skills teaching objectives. Therefore, I think the following points should be grasped when designing teaching objectives: 1. To design teaching objectives in an all-round way, we should not only focus on the objectives in the knowledge field, but ignore the objectives in other fields. 2. The teaching objectives cannot be replaced by the specific content standards of the course. 3. We should correctly understand and grasp the requirements of learning level, and accurately choose and use behavioral verbs. 4. Correctly handle the relationship between teaching objectives and the implementation of teaching objectives.
Second, the design of teaching process
The design of teaching process is generally divided into three stages: introduction, new teaching and ending. There is no fixed pattern in the imported design, which is completely different due to different teaching atmosphere, objects and objectives. Its main function is to attract students' attention and stimulate students' interest. The success of classroom lead-in is directly related to the teaching quality of the whole classroom. Common import methods are: straight to the point, learning new things by reviewing old ones, setting suspense, enlightening, telling stories, riddles and experiments. The new teaching stage is the main part of the classroom, which requires students to have a substantive understanding of the new tasks. Whether the teaching task can be successfully completed is largely related to whether the classroom structure of the new teaching link is optimized and preset. In order to make students more actively participate in the teaching process, teachers should adopt the following methods: 1, design novel teaching and stimulate learning interest. 2. Stimulate students' positive learning emotions and let them actively participate in the learning process. 3. Create a democratic and harmonious atmosphere and create conditions for students to actively participate. The design of the final stage is also very important. Generally, at the end of teaching, teachers should point out and reveal the essence of the text in accurate and concise language, which will easily resonate with students and play a very important role in consolidating what they have learned, applying what they have learned and testing knowledge with practice. Teachers often use: 1, induction, 2, migration, 3, instruction, 4, echo before and after, 5, asking questions, stimulating interest, 6, emotional sublimation.
In short, the design of the teaching process can be said to be extensive and profound, which requires teachers to study hard. Especially in vocational education, teachers' teaching process design is needed. On the one hand, we should pay attention to the learning process of integrating theory with practice, on the other hand, we should give students the initiative to learn, give them more time to think and space for activities, and let them fully experience and enjoy the fun of acquiring knowledge and skills.
Third, the design of teaching content
In the design of teaching content, I think we should pay full attention to students' cognitive development, emotional development and behavior development. Students' cognitive development has a certain law, and teachers should grasp this law rationally, conscientiously implement modern educational theories, understand various teaching objects, make full use of modern science and technology, and create various atmospheres to adapt to learners of different styles. At the same time, we should pay attention to guiding students to self-analysis, self-motivation and self-monitoring, learn from each other's strengths and develop in an all-round way. The emotional development of students is also a link that can not be ignored in the design of teaching content. Teachers should do the following in teaching: 1. I really love students. 2, entertaining. 3. Educate with love and cultivate with love. 4. Pay attention to the coordination and unity of cognitive factors and emotional factors in teaching activities. 5. Give full play to the maintenance role of emotional factors and hone students' will in cognitive activities. The development law of students' behavior is a problem that teachers need to think more about in teaching design, and it should also reflect the important position of taking students as the center.
Fourthly, the design of learning strategies.
The teaching reform in the new period puts forward that "I want to learn" should be changed to "I want to learn". Although only the position of the two words has been adjusted, the teaching ideas contained in them are very rich. "I want to learn" not only embodies students' dominant position, but also is the result of stimulating and strengthening students' learning motivation. Teaching process is a dynamic implementation process of teaching design. How to stimulate students' learning motivation is a key point in the teaching process, and there are several points to pay attention to: 1 Teaching design should be conducive to students' interest and concern in learning. 2. Instructional design should help students discover and optimize their learning methods. 3. Instructional design should help students enhance their learning confidence. 4. Instructional design should be conducive to students' satisfaction. It is necessary to help students make learning plans and organically integrate the guidance of learning methods into the teaching process.