Teaching design under the background of new curriculum is a process of dynamic development and constant revision. In this process, we mainly studied the following aspects:

(1) How to improve teachers' ability to analyze and teach students' emotions

(1) How do teachers analyze the learning situation, that is, analyze the influence of students' learning situation on teaching design, including students' past learning foundation, current learning motivation, students' acceptance, students of different levels or types, etc.

(2) How do teachers analyze the teaching situation, that is, analyze the influence of teachers' own characteristics on teaching design, for example, teaching.

Teachers' curriculum and teaching ideas, teachers' values and talents all play a guiding role in teaching design. Teachers' personality and specialty will also directly affect teaching design.

(2) How to improve teachers' ability to design teaching objectives?

The goal of classroom teaching is the direction of teaching, and the teaching goal is the expected learning result of students. The new curriculum has established the teaching objectives of knowledge and skills, process and method, emotional attitude and values, which has higher requirements for teachers to set teaching objectives when designing teaching:

(1) How do teachers set multiple goals, involving all learning fields?

(2) How can teachers effectively integrate three-dimensional goals?

(3) How can teachers reflect the hierarchy of teaching objectives according to the principle of learning and teaching, that is, they should not only ensure the realization of the predetermined basic goals, but also pay attention to the individual differences of students, taking into account the "personalized" goals and unexpected goals arising from teaching activities.

(3) How to improve teachers' ability to create teaching situations and create learning atmosphere?

Creating situation here refers to linking life situation with teaching situation according to students' existing knowledge and experience, so as to create a classroom situation that can mobilize students' life accumulation and stimulate students' interest in learning, requiring all learning tasks to be placed in the situation. This requires teachers to set up realistic situations, learn from students' personal life experience and have a direct and face-to-face dialogue with students. Only in this way can students acquire real, dynamic and energetic knowledge and really cultivate their own personality.

(1) How can teachers link the life situation with the teaching situation according to the students' existing life world and create a good learning atmosphere?