What is the difference between traditional lesson plans and lesson plans based on curriculum standards?

First, the concept analysis of traditional teaching plan and modern teaching design

In traditional teaching, the teaching plan is a 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.

Teaching design is a process of analyzing teaching problems, determining teaching objectives, formulating teaching strategies, trying solutions, evaluating the results and modifying solutions based on system theory, communication theory, learning theory and pedagogy theory. At present, the authoritative concept of instructional design is defined as: instructional design is a process of analyzing teaching problems, determining teaching objectives, establishing strategic solutions to teaching problems, trying solutions, evaluating the results of attempts and modifying solutions. This definition is generally consistent with the concept of instructional design put forward by Zhang Zuxin, Smith, Reagan, Pi Liansheng, He Kekang and other experts, that is, they all emphasize that instructional design is a systematic process, including how to make goals, how to analyze tasks, how to choose teaching strategies and teaching media, and how to make standard reference tests. Teaching design is a bridge between teaching theory and teaching practice.

Generally speaking, the theories and methods of instructional design can be divided into three generations from the perspective of learning theory: the first generation instructional design based on behaviorism learning theory (ID 1 for short), the second generation instructional design based on cognitive learning theory (ID2 for short) and the third generation instructional design based on constructivism learning theory (ID3 for short). In the specific teaching design practice, we should learn from each other's strong points and learn from each other's strong points, and also consider the changes in the external environment of the teaching system, especially the changes in educational concepts and the development of modern information technology. Of course, we can't construct everything. Too much emphasis on constructivism and neglect of the essence of traditional teaching will also bring many problems. Modern educational technology is the optimal combination of these three generations of educational technology.

The basic program of instructional design is: 1) pre-analysis, including learning background analysis, learning needs analysis, learner analysis and learning task analysis; 2) Setting teaching objectives, which are the basis of teaching implementation and teaching evaluation; 3) Making teaching strategies is the overall plan to solve how to implement teaching, including the arrangement order of teaching content, teaching mode, learning methods, etc. 4) Selection, organization and design of teaching media; 5) Formulate specific teaching design scheme; 6) Try out the teaching design scheme, evaluate the scheme, and modify and improve the existing problems of the scheme.

Second, analyze the differences between traditional teaching plans and modern teaching design.

1, the concepts of teaching plan design and teaching design are different. The traditional teaching concept holds that knowledge exists objectively and can be passed on to students. Students are just containers to receive knowledge; Teaching is a process in which teachers instill knowledge into students. Modern teaching view holds that knowledge is not purely objective, but is constructed in the process of interaction between students and the external environment; Students are people with life consciousness, social consciousness, potential and independent personality; Teaching is a process of communication, positive interaction and common development between teachers and students.

2. Teaching plan and teaching design have different requirements for teaching objectives. The traditional teaching plan expresses the teaching goal with "teaching purpose", while the teaching purpose is stipulated by the syllabus, which stipulates the upper limit of teaching tasks. Teachers can't go beyond the syllabus in teaching, and there is no room for creativity. The expression of teaching purpose is also relatively general, and the operability is not strong, so it is difficult for teachers to grasp it; The teaching purpose takes teachers as the main body, which embodies the leading role of teachers. The goal is to enable students to master basic knowledge and skills, which is called "double basics".

In teaching design, teaching objectives are expressed through teaching objectives, which are formulated according to curriculum standards, which set the lower limit of teaching tasks, and teachers have more creative space. The teaching goal is also more specific and more operable (for example, the behavioral verbs available at the level of "understanding" include classification, narration, explanation, identification, selection, transformation, difference, estimation, extension, induction, understanding, example, guess, abstraction, rewriting and so on. ); The teaching goal is student-oriented, emphasizing the unity of knowledge and skills, process and method, emotional experience and values (that is, three-dimensional goal).

3. The content of teaching analysis is different. In the traditional teaching plan, the analysis focuses on teaching materials, teaching methods and teaching difficulties. Under the new curriculum concept, classroom teaching is no longer just imparting knowledge, and all teaching activities are centered on the development of students. How to promote students' development and cultivate students' ability in the teaching process is a basic concern of modern teaching philosophy. So teaching has changed from teaching materials to using teaching materials. In the past, teachers mainly cared about "how to teach", so now teachers should first pay attention to "what to teach". In other words, it is necessary to clarify the teaching tasks, then put forward the teaching objectives, select the teaching contents and formulate the teaching strategies. In teaching design, we should first analyze the learning background, learning needs, learners and learning tasks.

4. Teaching plan design and teaching design use different teaching strategies. In the traditional teaching plan, the strategy of teaching and helping students remember is emphasized, and the media selection is mainly traditional media, emphasizing skill training and knowledge mastery. In teaching design, strategies such as learning instruction, scenario creation, problem guidance, media use and feedback control are emphasized, and the media are more abundant, including multimedia computers and the Internet, and the harmony and unity of knowledge, skills, methods, attitudes and values are emphasized.

5. Traditional teaching is very different from modern teaching.

Traditional teaching centers on the podium, teaching materials and teachers, and the teaching process includes five links: organizing teaching, reviewing, giving new lectures, consolidating exercises and assigning homework. Teaching process is a process of imparting knowledge and students passively accepting knowledge. In 1980s, the student-centered teaching theory was put forward. In the 1990s, the double-center (student-centered, teacher-led) teaching theory was put forward. Dicentrism is controversial, and a thing should have only one heart, so it is considered a rebuttal.

The teaching theory of "communicative teaching process" advocated under the background of the new curriculum transcends the teacher-centered theory, student-centered theory and dual-centered theory, and emphasizes equal dialogue between teachers and students, experience and singing, understanding and knowledge. Understanding is a personal feeling. The main contents of the teaching theory of communicative teaching process are embodied in five unifications: teaching is the unity of teaching and learning; Teaching is the unity of upbringing and education; Teaching is the unity of cognitive process and knowledge mastery process; Appropriate unification of deduction and induction; The unity of direct knowledge and indirect knowledge. In the teaching process, create situations to encourage students to improve and develop themselves in the process of experiencing, exploring, discovering, thinking and solving problems.

6. The evaluation of teaching effect is different.

In traditional teaching, the degree to which the content mastered by students conforms to the syllabus is mainly measured by exams. Examination is only a means of evaluation. It is difficult to reflect the value orientation by measuring the mastery of knowledge and emphasizing the mastery of knowledge system. In the new curriculum, the content of evaluation includes knowledge and skills, process and method, emotional attitude and values. The purpose of evaluation is to develop students' knowledge, skills, methods, attitudes and abilities, emphasize metacognition, and lay the foundation for lifelong sustainable development. Evaluation embodies a kind of values.

Third, get rid of traditional teaching concepts and establish modern teaching concepts.

From the comparative analysis of traditional teaching plans and modern teaching design, we can see that the turning point of "getting rid of the shackles of traditional teaching concepts and building modern teaching concepts" is to master and apply modern teaching design technology. Only by making clear the difference between traditional teaching plans and modern teaching design can we truly understand and master the concept and technology of modern teaching design, and we will not be confused when designing teaching.