Instructional design is a systematic project. Doing a good job in teaching design requires correct teaching concepts, such as student-oriented, and Chinese learning is essentially speech practice. You also need the basic knowledge of the subject, such as what is parallelism rhetoric, what types of its structure, what types of prose, how to read different types of prose and so on. More need some basic design skills and methods, such as learning situation analysis, teaching material analysis, determining teaching objectives, designing teaching process, designing teaching feedback, etc. The following focuses on the essentials of Chinese classroom teaching design.

First, use the curriculum concept to guide the teaching design of a class.

In the past, teaching design was often the teacher's understanding of the teaching point and teaching process of an independent article. In recent years, there have been new changes in the discussion about instructional design. Many researchers and Chinese teachers have realized that Chinese classroom teaching design should not only aim at the teaching of an article or a composition, but should be curriculum-oriented, which requires teachers to at least consider and answer the following questions when designing classroom teaching:

Do teachers know what are the key points of Chinese curriculum objectives at this stage (such as junior high school, senior high school, or a school year, a semester, and a unit)? How are these priorities arranged? What are the learning objectives of this course? Do I choose a relatively concentrated goal? These thoughts actually answer the question of "what to teach".

What kind of learning activities do teachers hope to implement this key point, so that students can acquire these knowledge and skills, process methods, emotional attitudes and values, and achieve the established goals? Is there an inherent logical relationship between these learning activities and between these activities and learning objectives? Is the achievement of learning goals achieved naturally through specific teaching activities? These thoughts actually answer the question of "how to teach".

Are students' language ability and thinking influenced by this course, and what may be gained from this course? Are these gains and the main values implied in the teaching materials consistent with the starting point of teacher classroom design? Is it efficient for students to acquire this knowledge? These ideas actually answer the question "How is teaching?".

If a teacher carefully considers these questions before class, has his own preliminary answers, can closely focus on these questions in class, and can withstand the examination of these questions when reflecting after class, it shows that he basically has curriculum consciousness and has reached professional consciousness at the curriculum level. For a Chinese teacher, achieving professional awareness does not mean how high the quality of the general teacher is, such as caring for students, mastering rich knowledge of language and literature, being able to recite the concepts of pedagogy and psychology, being sensitive to all kinds of articles, having excellent expression skills and controlling the classroom. But to have the ability to understand, judge and grasp the content and implementation process of Chinese curriculum. Only in this way can his ability to express Chinese knowledge be useful. On the other hand, if there is no consciousness at the level of a course, the theories, concepts and Chinese knowledge questioning skills he memorized may be some gorgeous fragments, which may be boring and sometimes conflict with each other in a class, which is counterproductive.

Curriculum standards, teaching materials, students, teachers and other factors should become a supporting whole in our teaching design.

Second, based on the real analysis of academic situation.

In fact, people all know that students are the main body of teaching activities, and all teaching activities are implemented to promote students' learning and development. "Teaching design takes the teaching process as the research object, and systematically analyzes all the elements involved in the teaching process, especially paying attention to learning needs, learning content and learners' characteristics. "However, analyzing students' situation is a complicated subject. First of all, the content of learning situation is complex, involving a wide range, and there are various ways to understand and analyze learning situation, so it is difficult to implement it as a routine concrete practice. Secondly, learning situation is one of the influencing factors of classroom effect, but not all. In other words, sometimes, the learning situation is directly related to the quality of teaching effect, and sometimes it cannot be used as the basis for classroom evaluation. Because of this, although everyone knows the importance of mastering students' situation, this problem is often ignored by some teachers when preparing lessons.

Let's discuss the connotation of "learning situation" below. Generally speaking, we can analyze the situation of students from three aspects:

(1) Basic information of students, including the intergenerational characteristics of this class as a whole and the basic style of this class. Such as the knowledge structure, reading status, thinking mode, emotional expression, personality and psychological characteristics, learning needs, cognitive style, hobbies, and concern for social issues. Generally speaking, it is the characteristics of society and times, which is reflected by these people and related to learning activities.

(2) The information related to the teaching content of this unit includes students' understanding of the times and social background involved in the text, their recognition of the values, emotional colors and aesthetic tendencies embodied in the text, their familiarity and sensitivity to the topic, and their acceptance of the language habits of the textbook. For example, whether you are familiar with the social background and even the traffic situation in the 1920s and 1930s is directly related to the understanding of the text. Preparation of subject knowledge and basic skills related to the learning content of this unit. For example, in the teaching design of prose, teachers should know what famous articles students have studied before and what knowledge they may know about prose. This information is very important.

(3) The learning information used in classroom teaching organization mainly includes commonly used learning methods, learning habits and class style; Small aspects, such as the list of students in the class, seats, study groups and the relationship between students; Students' performance in different disciplines, students' personality characteristics, etc. This kind of information can help teachers choose appropriate teaching activities, enrich classroom teaching methods and complete classroom organization and mobilization. For example, there is a student with great personality in a school. He reads widely and is good at thinking, but he likes to make strange remarks. It turned out that the Chinese teacher blamed him for always interrupting in class, so he ignored him, and he became more and more indifferent in class. Later, a new teacher learned about him. During the discussion, the teacher consciously asked him to make a concluding speech, which not only mobilized his own enthusiasm for class participation, but also often improved the level of class discussion. In this way, resistance in class becomes motivation. This is a successful example of optimizing teaching organization according to learning situation.

Learning situation has many connotations. In the design of a class or a text, it is impossible for a teacher to focus on all situations. Therefore, it is very important to judge which aspects of students' situation may have an important impact on the study of this class.

Three, to determine the specific and clear, relatively concentrated teaching objectives

The orientation of teaching objectives, also known as "what to teach", is the basic element to ensure the efficiency of classroom teaching. It is at this point that many teachers are at a loss, which leads to the phenomenon of "less late fees" in Chinese classes. Generally speaking, the misplacement and even the mistake of the current Chinese teaching objectives still exist in our Chinese teaching. For example, some teachers teach Lu Xun's Kite, hold a debate contest on "What is a good education", or show some pictures of kites with exquisite craftsmanship to guide students to recall their own flying kites and watching kites, which is obviously far from the text. What's more, teaching "Fools Move Mountains" requires a critical meeting for fools, whether it is a fantasy or not.

The teaching goal is big and empty, which is also a big problem in the design of teaching goal. The Department of Education of East China Normal University once made a statistic of 35 teaching plans exhibited in a key middle school: "Five statements without goals were found, and the common words in the other 30 statements with goals were' mastery',' understanding',' cultivation' and' understanding', which expressed vague teaching intentions."

There are many and miscellaneous teaching objectives, which is another problem in the design of teaching objectives. Generally speaking, it is best to have a centralized teaching goal in a class, which is convenient for teachers to organize teaching and is also beneficial for students to concentrate on learning and mastering. Some teachers write teaching objectives from three dimensions, with 3-4 points for each dimension, which adds up to more than 10. Imagine a class of 40-45 minutes, and a simple division can tell whether these goals can be achieved. It is impossible to have more goals, and it is even more impossible to achieve them together. Teaching ideas are easily confused and students are at a loss. Of course, each teaching section can set a sub-goal, but these small goals and sub-goals should focus on the unified and clear clues of the whole class, point to the overall goal, and jointly form a clear cognitive structure.

Reading teaching occupies a large proportion in Chinese teaching. At present, there are three basic ways to choose reading teaching objectives:

(1) The key point is to understand the content of the text introduction, which is commonly referred to as "teaching' teaching materials'". This design takes the content of the text as the teaching content, and its main purpose is to help students understand and master the content of the text. For example, the text is argumentative, and the teaching content is "understanding the meaning of the topic, summarizing the general idea of the paragraph, and understanding the main idea of the article"; The text is a narrative, and the teaching content is "combing who wrote the article, remembering what happened, describing what scenery, expressing what feelings, and realizing how beautiful these scenery are and what characters have"; The text is descriptive, and the teaching content is "what aspects of the object are introduced and what characteristics are highlighted".

In recent years, with the acceptance of the new curriculum concept, the teaching design of "teaching textbooks" has been widely questioned. But dialectically, "teaching materials" is actually a design close to traditional teaching methods, which has two sides and cannot be generalized. Because Chinese studies have multiple values, some texts (textbooks) are not only valuable, but also may be core values. At least, classics with ideological and cultural connotations, such as The Analects of Confucius, have outstanding ideological value, but their stylistic features are not outstanding, so we might as well list their "content" as the main learning object; In addition, in order to introduce Chinese knowledge and expression skills, such as Zhu Ziqing's classic talk, we might as well mainly learn its content.

Of course, as long as students have basic literacy skills, they can understand the contents of some texts at a glance. If the teaching goal of this kind of article is only to "understand what the article says", then the teaching value is very limited. Therefore, no matter what kind of text, it is best to give consideration to both "content" and "form", so that students can understand "why to write like this" and "how to write" at the same time.

(2) Through a text, learn to read the article, try to figure out ideas and understand the writing of the article, that is, "teaching with textbooks". After years of contact, today, the concept of "teaching with textbooks" rather than "teaching with textbooks" has almost been accepted by most Chinese teachers, but in daily teaching design and teaching implementation, teachers who can consciously "teach with textbooks" are rare. It can be said that the difficulty of "teaching with textbooks" lies not in the concept, but in the concrete operation, that is, how to implement the concept of "teaching with textbooks" with the help of a series of teaching activities. We might as well try according to the following points:

Characteristics or knowledge expressed in textbooks and teaching reference materials;

Knowledge expressed in a typical language recognized in a certain style cannot be invented by yourself;

In this passage, it is a prominent core expression feature and cannot be far-fetched and add up;

Generally speaking, we should not simply repeat the expression knowledge that we have not learned in previous Chinese classes or that is worth re-understanding.

It is worth noting that language features are holistic, macroscopic, mesoscopic and microscopic. Generally speaking, the macro is easy to be empty and the micro is easy to be trivial. For the design of a class or a text, it is appropriate to take the characteristics of the middle school as the teaching content.

Examples of differences in teaching contents at three levels;

But two points need to be emphasized: the size of the three levels is relative, so don't stick to the concept; Although microscopic features are not suitable as the main content, teachers can remind students to pay attention to these microscopic language features in teaching.

(3) Use the text as an introduction to discuss social issues. The main teaching material of Chinese teaching is text, which involves rich and colorful contents such as history, philosophy, politics, art and nature, covering almost all aspects of social life. In the process of reading these articles, all kinds of feelings and discussions will naturally occur. If some teachers may have been sensitive in thinking and good at discussing, they will naturally bring this habit into classroom teaching, design with a focus on a certain problem involved in the text, and guide students to explore every problem in history or present.

Fourth, design a logical teaching process that conforms to learning.

"How to teach" involves the design of teaching process, the choice of learning activities, the application of teaching skills and many other issues. This paper focuses on the design of "teaching process". Teaching process is the logical structure of a class, which consists of a series of teaching activities, that is, integrating various elements related to classroom teaching, such as teaching methods and learning methods, teaching contents and teaching forms, teaching purposes and teaching means, into a time-oriented presentation order, so that a series of behaviors in a class have curriculum significance.

What elements are involved in the design of teaching process? What effect should the limited time of a class achieve? What are the main ways? What steps are taken to achieve these goals? This is the core question to be answered in the design of teaching process, which can be distinguished from different angles:

From the perspective of time flow, the design of teaching process should consider the stages of introduction, learning preparation, learning subject activities, summary and consolidation;

From the perspective of activity subject, teaching process design should consider teacher activities, students' individual activities, student interaction, teacher-student interaction and so on;

From the perspective of teaching behavior, the design of teaching process should consider teachers' teaching, reading, question and answer, group discussion and evaluation.

From the perspective of classroom rhythm, the design of teaching process should consider the pace, bedding, climax, adjustment, end, etc.

In terms of achieving goals, the teaching process should consider the matching of knowledge and skills goals, process and method goals, emotional attitudes and values;

From the perspective of teaching quality and benefit, the design of teaching process should also consider different possibilities and corresponding activity flows, such as "which students should do many things on which issues and how many things can be achieved".

Teaching process design is to integrate the above elements into an organic teaching flow chart with one class time as the unit. This teaching process should have a certain structure, reflect a certain rhythm, and conform to the basic laws of students' Chinese learning. "Structure" refers to "dividing a class into several different sections or links, with the learning objectives of the main sections relatively concentrated and the internal logic between the sections clear"; "Rhythm" mainly refers to the changes of priorities and ups and downs between sectors or activities to adapt to the changes of students' attention and emotions.

According to this rule, designing a class should be divided into several parts or plates, which is the first step of teaching design. Generally speaking, the division of teaching sections should consider the following aspects:

There cannot be too many moving plates;

The functions of each plate are clear and centralized;

The logical relationship between different sections is clear, pointing to the overall teaching goal of this lesson;

The design runs through the main problems of the whole class, which makes the teaching activities form a main line.

A class usually lasts about 40 ~ 45 minutes. It is difficult for students to keep a high degree of participation from the beginning of class to the ringing of the bell, and there are certain differences between the learning contents. These characteristics require us to divide a class into many sections, but the time of a class as a whole is limited, so we can't cut too much, otherwise we won't have relatively independent time to complete some teaching tasks. Generally speaking. It is advisable to divide a class into 2 ~ 4 sections.

From the teaching designs of many teachers, we can see that there are two common tendencies. First, the teaching process is not segmented, and students have no chance to breathe in one breath; Second, the time division is too fragmented, there are too many activities, the learning task is too complicated, and there is no time to stop and concentrate on learning. Especially the latter category. Many teachers always think that teaching does not cover all the contents of the text and does not involve relevant knowledge, so they are not practical in their hearts. In fact, the correlation between teaching activities is very low, and it is difficult to form a clear and effective learning context, while the broken information in the free state is unstable and easy to be forgotten.

Each activity plate has a clear teaching goal, which is the second step of teaching design, but it is not enough. In order to increase the relevance of teaching activities, they should be interlocked, that is, the former activity is the basis or premise of the latter activity, and the latter activity is the deepening and development of the former activity, which is the third step of teaching design.

Designing the main activity board is the core of teaching design, and it is also the main guarantee to complete the task learning of a class. How to ensure the effectiveness of this teaching activity? You can design a set of related questions to form the main line of activities. This is the fourth step of instructional design.

On this basis, teachers can judge the specific situations that may be encountered in each link according to various factors, thus enriching the details of teaching design and making the teaching process of a class mature step by step from macro framework to specific details, from vague to clear.

Fifth, design appropriate homework and implement learning feedback.

Homework design is an important factor in teaching design. However, many teachers don't know enough about the teaching value of homework, and they are more casual in the design and layout of homework. Often the form is greater than the content, the demand for homework is greater than the pursuit of quality, and they lack the consciousness of effective homework design, which is not conducive to improving the teaching effect. Work design needs to pay attention to the following points:

1. The homework content needs to point to the teaching objectives.

Whether in class or after class, its primary function is to promote the maintenance and transfer of learning content. Therefore, when designing homework, teachers are first concerned about whether the content of homework is consistent with the teaching content. Whether teachers' teaching is consistent with students' learning and whether students' learning is consistent with their evaluation is one of the key criteria to consider whether teaching is effective.

2. Suitable for students of different levels.

This is the basic guiding ideology of the new curriculum for the all-round development of students and for all students. Homework design should also take into account the different needs of all students. Teachers should carefully design the difficulty, quantity and even form of homework. Suhomlinski pointed out that "special attention should be paid to the personalization of homework. If the teacher does not assign individual homework to some students, it means that he has not studied the strength, possibility and ability of each student. " Article 8 of Wei Shusheng's Ten Teachers' Classrooms emphasizes: "There should be three different types of homework questions in a class, so that students can choose to complete them according to their own learning situation. "The two education experts elaborated the pertinence of homework design from different angles such as the difficulty of homework.

3. It is best to enrich the form of homework.

The situation of students is different, and these differences put forward higher requirements for teaching. Students with different cognitive styles have different preferences for learning content, learning materials and learning activities. Different forms of homework can better meet the learning needs of students with different cognitive styles.

4. The requirements are specific and clear.

Homework is assigned to students, and it is easy to affect students' emotional color and investment in homework because of understanding obstacles. In terms of content, homework should be aimed at students with specific tasks, and there should be no general and vague requirements. Specifically, there are probably the following points:

Define the scope of homework, such as reading a paragraph, reading an article, reading a book, or doing other things;

Prescribed or suggested methods, such as obtaining information on the Internet, conducting surveys with parents, discussing in groups, expressing opinions, etc. ;

The operation process is operable. For example, arrange a group discussion, ask several people to form a group, and whether to choose a discussion moderator, recorder, reporter, etc. ;

Requirements on the quality and quantity of homework, such as the completion time and number of words, should be as clear as possible;

The way of publication and dissemination, such as online publication or oral communication;

On the basis of evaluation, evaluation criteria are generally given to enable students to do better as required;

Incentive methods, telling students what kind of rewards they may get, will stimulate students' enthusiasm for doing homework;

In language expression, homework should be as short and clear as possible, and there should be no ambiguous words or even ambiguous words, otherwise students will be at a loss.

5. Suitable for teachers to check and correct.

Under normal circumstances, a Chinese teacher always has to teach two classes, and many Chinese teachers have to be the head teacher of one class. Plus preparing lessons, correcting homework, talking with students, home visits and other daily affairs. , the workload is not small. If homework is difficult to correct, it will inevitably affect teachers' working conditions and even their daily lives. In actual teaching, some teachers are also perfunctory about poorly designed and difficult-to-correct homework. For example, many teachers will assign the homework of "reading famous books", but once the students have finished it and handed it in for feedback, the teachers often only give a word of "reading" or a vague score of "excellent", "good" and "medium", which lacks careful correction. After several times, students can't get effective feedback and often do this kind of homework in a perfunctory way. Reflecting on this phenomenon, the main reason is that the teacher has not designed the workload and methods of correcting homework, and the homework assigned by the teacher is difficult to correct. Such homework can't achieve any training effect. Instead of boring students and sloppy teachers, it is better to choose representative chapters and let students extract comments, which is both targeted and conducive to correction, and homework will also play a corresponding role.

The above five points are just a few aspects of the complex system of Chinese classroom teaching design. To do a good job in the teaching design of a Chinese class, we need to do a good job in teaching material analysis, design a good learning environment and learning media, so I won't start here one by one. Of course, Chinese classroom teaching design is not only systematic, but also a spiral process. With the understanding of students' learning feedback, the teaching design will be more suitable for teaching practice in repeated revisions.