What are the instructional designs for the introduction method

The following are the instructional designs for the introduction method:?

01 Direct introduction.

The teacher directly articulates the learning objectives and requirements as well as the teaching content and teaching arrangements of the lesson, and draws the attention of the students through a short verbal narration, posing questions and so on, so that the students quickly enter the learning situation. The direct introduction that opens the door and directly points out the topic can make students quickly enter the topic and save teaching time.

02Intuitive introduction.

Intuitive introduction refers to the teacher through objects, specimens, wall charts, models, charts and other visual aids, as well as slides, projections, television, video, computers and other media on the information related to the content of the teaching of the demonstration of a method of introduction.

03Story introduction.

Story introduction refers to a method of introduction that stimulates students' interest, enlightens students' thinking, creates a situation to lead to a new lesson, and makes students consciously learn new knowledge through the telling of stories, fables, legends, etc. related to the content of the teaching of scientific and philosophical nature.

04 Scenario introduction.

Scenario introduction refers to the teacher through the music, drawings, animation, video or passionate language to create novelty, vivid, interesting learning situation, so that students to develop a rich imagination, such as hearing their voices, such as to see the feeling of its shape, thus evoking students emotional **** Ming, so that students can not help but enter the learning situation of a method of introduction.

05 Warm introduction.

Warm introduction refers to the teacher to help students review the old knowledge related to the new knowledge to be learned, from which to find the linkage between the old and new knowledge, logical, logical lead to new knowledge of a method of introduction. It is oriented from the known to the unknown, the transition is smooth and natural, suitable for the introduction of the content of knowledge before and after the coherence and logic is strong. This method of introduction can make students from the known field into the unknown field naturally, so that students review the old knowledge, to obtain new knowledge.

06 Problem introduction.

The question of the introduction of a variety of forms, can be asked by the teacher, can also be asked by the students; can be single-handedly, directly put forward the problem, but also from the side of the question to set up a suspicion; can be presented in the form of a direct question, but also by the form of the "riddles" and so on to present.

07 experiment introduction.

Experiment introduction refers to the teacher through the demonstration of vivid and interesting experiments, guiding students to carefully observe and actively think about the various phenomena in the experiment, so that the students enter the learning situation of a method of introduction.

08Suspense introduction.

Suspense introduction refers to the teaching, the creation of questions with suspense, to create a sense of mystery to the students, thus arousing the curiosity of students and desire for knowledge of a method of introduction.

09Activity game introduction.

Activity game introduction refers to the teacher through the organization of students to do closely related to the content of the activities or games, stimulate students' interest in learning, active classroom atmosphere, so that the students in both nervous and excited about the state of unconsciously into the learning situation of a method of introduction.

10Exercise introduction.

Practice introduction is the teacher in the classroom to provide students with a certain amount of practice problems, let the students answer, through practice to find out the problem, into the new lesson. Practice introduction to choose the exercises should have a certain degree of difficulty, and closely related to the content of the new lesson, in order to stimulate students' curiosity and produce a strong desire to learn.