But in the consciousness of many of our middle school history teachers, although we also feel the importance of teaching design, we still don't know enough about how to write a good history teaching design, so we dare not write it.
I will combine my own experience in theoretical study and how to write instructional design in daily life to talk about my understanding of instructional design.
First, the concept of history teaching design: Teaching design is a planning process and operating procedure based on communication theory and learning theory, applying the viewpoint and method of system theory to analyze and study the problems and needs in teaching, determine teaching objectives, formulate teaching strategies, select corresponding educational media, establish methods and steps to solve problems, analyze and evaluate teaching results, and thus optimize teaching effects.
Its research and application include teaching process, teaching products, professional courses and other different levels of teaching system design.
Teaching design is based on the analysis of teaching needs, aiming at establishing the steps to solve teaching problems.
This is a more formal concept of instructional design. In fact, the teaching design we often talk about is the systematic planning of teaching and the design of teaching methods for a certain chapter or class in a course.
History teaching design refers to the overall design made by history teachers on how to spread basic knowledge, cultivate basic ability, guide students to learn correct learning methods and cultivate students' good feelings, attitudes and values before teaching.
Generally speaking, it includes three-dimensional teaching objectives, teaching emphases and difficulties, teaching methods and learning methods, blackboard design, teaching process, teaching evaluation and so on.
Second, the difference between teaching design and teaching plan and lecture (I) The difference between teaching design and teaching plan In traditional teaching, teaching plan is the plan to implement classroom teaching, and the design is based on the syllabus, which is the concretization of the syllabus.
At present, the main forms of teaching plans are: teaching objectives and requirements, teaching priorities, teaching difficulties, preparation of teaching AIDS, arrangement of class hours, text of teaching plans, and feelings after teaching.
The text also includes introduction, detailed teaching methods of each part, interlanguage, summary and generalization.
This kind of lesson plan, from introducing new lessons to assigning homework, from general content to key and difficult points, from teacher guidance to student activities, from asking questions to possible answers, to the overall structure, is as small as one sentence.
As we all know, the "teaching purpose and requirements" in the teaching plan is to copy the teacher's reference books from the original text.
Now that it is in the reference book, the teacher can read it well. Why did he copy it again? This is really a typical "modern eight-part essay".
The teaching process includes five links: organizing teaching, reviewing, teaching new lessons, consolidating exercises and assigning homework. Kailov, an educator in the former Soviet Union, has always followed the model. (2) The difference between teaching design and lecture notes is somewhat similar. In fact, instructional design can also be a brand-new development of lectures. The specific difference between teaching plan and teaching design is: 1. Teaching plan is a teaching design scheme and a teaching content text.
Generally, there are table format, class record type, ordinary text type and so on.
Mainly for the teaching objectives, content, links to prepare lessons.
Teaching plans are used by teachers to guide their classes.
It is also a basis for examining a teacher's lesson preparation.
Mainly reflects how to design.
Teaching design is a description of teaching, and more importantly, it explains why it is designed like this.
As far as the current situation is concerned, our teaching plan is tangible and recorded, and the teaching design is intangible and in our hearts (except for participating in competitions and activities).
2. The teaching plan is the embodiment of the traditional teaching thought centered on "classroom, teachers and teaching materials", and its core purpose is how teachers can explain the teaching content well.
The compilation of lesson plans attaches great importance to students' closed knowledge imparting and skill training, which strengthens teachers' subjective position, but often ignores students' subjective position, which often leads to the convenience of students' knowledge growth and is not conducive to their ability training.
Teaching design not only attaches importance to teachers' teaching, but also attaches importance to students' learning. How to make students learn better and achieve better teaching effect is the guiding ideology of teaching design, so analyzing the characteristics of learners is an indispensable step in teaching design, which embodies the distinctiveness of modern teaching theory.
It emphasizes the unity of teachers' subjective status and students' subjective status and pays attention to the improvement of students' learning ability.
Instructional design also attaches great importance to designing and making full use of existing media to create a good learning environment and learning effect. Many teachers carry out classroom teaching design activities around the media.
Teaching design also attaches great importance to the design of teaching objectives and teaching evaluation. Therefore, from the perspective of communication, the setting of teaching objectives and the implementation of evaluation play a forward-looking and feedback role in the teaching system respectively, which is an important part of the teaching information dissemination process.
3. These two elements have different meanings.
Teaching plans generally include teaching objectives, teaching methods, analysis of important and difficult points, teaching process, the use of teaching AIDS, class types, the specific use of teaching methods, time allocation and other factors, thus reflecting the planning and arrangement of classroom teaching.
Theoretically speaking, teaching design consists of seven elements: learners' demand analysis, learning content analysis, clear learning objectives, learners' analysis, teaching strategy formulation, media analysis and teaching evaluation. But in the actual teaching work, we mainly discuss three elements: learning objectives, teaching strategies and teaching evaluation.
Third, the importance of teaching design The reason why teaching design is valued and emphasized is that it can better reflect the characteristics of new education and teaching concepts than teaching plans.
Under the new curriculum concept, the function of instructional design is different from the traditional teaching plan, and it is not only the basis of class.
Teaching design, first of all, can promote teachers to think rationally about teaching and improve teachers' teaching cognitive ability. Only in this way can we truly embody the educational purpose of the dual development of teachers and students.
Compare the teaching plan with the teaching design? It can be seen that it is a fundamental turning point from traditional teaching plans to modern teaching design, from focusing on "research on specific teaching materials and methods" to "research on effective teaching strategies to promote students' learning". Only by making clear the difference between them can we truly understand and master the concepts and techniques of modern instructional design, so as not to be confused in instructional design.
Fourth, the specific content of teaching design includes teaching tasks, teaching objectives, teaching emphases and difficulties, teaching process, teaching strategies (the design of teaching methods and learning methods), teaching media and other factors, so what should these designs look like under the concept of quality education? 1. The elaboration of teaching objectives in teaching design can reflect teachers' understanding of curriculum objectives and teaching tasks, and it is also the destination for teachers to complete teaching tasks.
Starting from paying attention to students' learning, the new teaching concept emphasizes that students are the main body of learning, and teaching objectives are pursued by teachers and students in teaching activities, not manipulated by teachers.
Therefore, the main body of the target should obviously be teachers and students.
The teaching goal establishes the trinity of knowledge and skills, process and method, emotional attitude and values, which is completely different from the traditional classroom teaching that only focuses on the acceptance of knowledge and the training of skills.
Reflected in the classroom teaching goal, it pays attention to the organic integration of knowledge and skills, process and method, emotion, attitude and values, and highlights the status of process and method. Therefore, in the description of teaching objectives, we should consider knowledge, skills, ability, emotional attitude and so on.
2. The determination of teaching key points, difficulties and key points and the breakthrough of teaching key points are the most critical, basic and important central contents in the teaching materials and the main clues of classroom structure. Mastering this part of the content plays a decisive role in consolidating old knowledge and learning new knowledge.
Teaching difficulties are the contents that students find difficult to understand or comprehend, or abstract, complex or profound.
Therefore, teachers should be good at finding out the difficulties from knowledge (from simple to complex, from concrete to abstract) and the development law of teaching.
Some teachers also set teaching priorities. The so-called key is the key to open the door of knowledge. If you learn the decisive things and knowledge in a unit and a class well, you can master and use the teaching materials smoothly. This is the key to knowledge.
3. Design of teaching strategies (teaching methods and learning methods) Teaching strategies are the way to achieve teaching goals.
The so-called teaching strategy is a comprehensive scheme composed of teaching measures such as methods, steps, media and organizational forms in order to achieve teaching objectives and complete teaching tasks.
It is the basic basis for implementing teaching activities and the central link of teaching design.
Its main function is to work out the best ways, methods and steps to provide students with teaching information and guide their activities according to specific teaching conditions and needs.
According to the characteristics of quality education, teachers should pay attention to the following issues when designing teaching strategies: First, highlight the students' dominant position.
Teachers should change their ideas and change "commanders" into "guides".
We should design the teaching process from the students' point of view, guide students to actively participate in the learning process and carry out autonomous learning activities.
The second is to face all students and pay attention to their individual differences.
Under the class teaching system, how to improve and develop students at different levels in the class through classroom teaching activities is the most basic criterion, which is to face all students, face up to students' personality differences and teach students in accordance with their aptitude.
4. Design of blackboard writing As a traditional conventional media, blackboard writing should still have a place in our teaching and occupy a considerable proportion, so don't ignore the design of blackboard writing when designing media.
Writing on the blackboard is the embodiment of teaching ideas and a guide for students to review after class.
When designing blackboard writing, we must pay attention to the clarity of blackboard writing and the rationality and conciseness of logical reasoning.
5. Teaching process As we all know, modern teaching system consists of four elements: teachers, students, teaching content and teaching media. The movement table of the teaching system appears in the process of teaching activities (teaching process for short).
Teaching process is the core of classroom teaching design. The analysis of teaching objectives, teaching tasks and teaching objects, the choice of teaching media and the choice and combination of classroom teaching structure types will be reflected in the teaching process.
Teaching media is the material condition for participating in teaching design.
With the improvement of school teaching conditions, the teaching media for teachers to participate in teaching design are becoming more and more rich and advanced.
In addition to traditional wall charts, models, specimens and experimental equipment, video, projection, recording and other equipment have also been widely used in the classroom, and the use of multimedia is nothing new.
However, judging from the requirement of cultivating students' innovative spirit and practical ability in implementing quality education, it is necessary to further expand the design of teaching media.
First of all, we should create more abundant material conditions for students' study and practice.
Second, we should pay attention to the application research of multimedia in teaching.
Computers play an irreplaceable role in the information age.
Although in the current classroom teaching, especially in various public teaching activities, the use of multimedia tools is not uncommon, and these multimedia courseware has played a great role in helping students understand and master knowledge, but most courseware has obvious shortcomings in interactivity, and even fewer directly guide students to surf the Internet.
Therefore, when studying the application of multimedia computer in teaching, we should strive to improve students' participation, especially to create conditions for online teaching and learning.
It is invisible to guide students to collect information, analyze problems and solve problems online, but it is much more important than lesson plans, which is why we should attract everyone's attention through this kind of competition. After all, this is a very important way for us to improve our personal teaching ability.
6。
There are many ways to design teaching evaluation, including how to stimulate students to preview and review before class, how to mobilize students' enthusiasm and feedback in class, and carefully design and correct homework after class.
The above is my understanding of teaching design, and I would like to share it with my colleagues.
References: 1. History teaching in middle schools-New Vision Education Press II. Middle school history teaching reference: Shaanxi Normal University Press.