How to design classroom teaching effectively

I. Connotation, process and characteristics of teaching design Teaching design is a systematic research method based on communication theory and learning theory, using the viewpoint and method of system theory to investigate and analyze the problems and needs in teaching, set goals, establish steps to solve problems, select corresponding teaching activities and teaching resources, analyze evaluation results and optimize teaching effect. (I) Interpretation of the Connotation of Instructional Design The essence of instructional design is to creatively integrate teaching content based on the standardization, proceduralization and technicalization of teachers' work, which means that instructional design must follow certain norms and procedures and needs certain technical support. The connotation of instructional design can be interpreted from the following two aspects: 1. Instructional design is a problem-solving process. (For teaching problems, it is necessary to make clear the initial state and the target state, and use theoretical knowledge reflecting the learning law and teaching mode with scientific theoretical basis to solve teaching problems. ) 2. The object of classroom teaching problem solving. The problem target state of instructional design is determined by the requirements of curriculum standards, the nature of teaching materials and the characteristics of teaching objects. The initial state of the problems faced by instructional design is determined by the state of students. (2) The compilation process of instructional design (the key point) A complete instructional design process should include the following links: 1. Establish the guiding ideology and theoretical basis. Analyze students' characteristics (analysis of learning situation) and choose appropriate teaching content 3. Set teaching objectives. Establish a suitable teaching mode and choose the appropriate teaching media. Implement classroom learning evaluation. Write the teaching design plan 3. 2. The research method of instructional design is to systematically apply the basic theory of learning psychology to the teaching technology to solve practical teaching problems. 3. The purpose of classroom teaching design is to provide a scientific teaching technology for teachers. Second, the analysis of learning content and teaching objectives (1) The classified learning of learning content is divided into five categories: fact learning, concept learning, skill learning, principle learning and problem-solving learning. (II) Analysis of Teaching Objectives Teaching objectives are a clear statement of the academic achievements that learners should achieve, and are the ultimate behavioral goals in teaching design. Three factors must be considered in determining the teaching goal: one is the factor of social needs; Second, the characteristics of students; The third is the characteristic factors of specific disciplines. 1. Classification of teaching objectives (1) Cognitive fields-including the recall and recognition of relevant information and knowledge, and the formation of intellectual skills and cognitive strategies. According to the complexity of intellectual characteristics, the teaching objectives in the cognitive field are divided into six levels: ① knowledge, ② understanding, ③ application, ④ analysis, ⑤ comprehensive evaluation and ② emotional field, including interest, attitude, thought, appreciation ability and values. The teaching objectives in the emotional field can usually be divided into five levels: ① acceptance, ② reaction, ③ value judgment, ④ organization, ⑤ individualization of value or value complex (3) the field of motor skills refers to making a series of movements skilled and "automated" through practice. The teaching objectives in the field of motor skills are divided into four grades according to the degree of motor coordination required by muscles and nerves: ① imitation ② operation ③ precision ④ connection ②. Compilation of Teaching Objectives (Emphasis) A complete teaching objective generally includes four aspects: (1) Subject-learner. Pointed out the objects required by the teaching objectives. (2) Behavior-what to do, that is, what to ask students to do. (3) conditions-under what conditions. Behavioral goal conditions represent the environment in which learners complete prescribed behaviors. (4) standard-to what extent. 3. Requirements for stating teaching objectives (1) The objectives should describe the teaching results rather than the teaching process. (2) The objectives should reflect the learners' learning ability. (3) The stated objectives should be specific and accurate. (4) The analysis table of learning contents and teaching objectives carefully divides the learning contents according to the knowledge points, determines the corresponding teaching objective levels, and lists them in a table, which is called learning. (See the example of P93) (4) How to deal with the relationship between three-dimensional objects. Three-dimensional targets are inseparable. Knowledge and skills, process and method, emotional attitude and values are the three dimensions emphasized by curriculum standards. The goal of knowledge and skill dimension is to let students learn, and the goal of process method dimension is to let students learn. The goal of the dimensions of emotion, attitude and values is to make students enjoy learning. Any teaching that separates knowledge, skills, processes, methods, emotions, attitudes and values can not promote the sound development of students. Three. Selection and design of teaching mode (I) Overview of teaching mode 1. Teaching mode is a stable structural form of teaching activities under the guidance of certain educational ideas, teaching theories and learning theories, a set of methodology system of teaching activities, and a relatively stable framework and procedure of teaching activities based on certain teaching theories. A complete new teaching model should include the following five factors: (1) theoretical basis: it refers to the teaching theory or teaching concept on which the teaching model is based. (2) Teaching goal: refers to the teaching effect that the teaching mode can achieve, that is, what kind of effect it can have on learners. (3) Operating procedures: refers to the steps of teaching activities and the specific operating methods of each step. (4) Realization conditions (means and strategies): In order to exert the effectiveness of teaching mode, teachers must optimize the combination of various teaching conditions, follow certain principles and adopt certain methods and skills when using teaching mode. (5) Evaluation: Because each model has its own applicable conditions and teaching objectives, its evaluation standards and methods will be different. 2. Classification of teaching modes (1) Teaching modes are classified according to learning theory: ① Behavior correction mode. ② Social ways. ③ Personal model of personality development. ④ Information processing mode. ⑤ Constructivism model. (2) Teaching mode based on the classification of teaching theory: ① Question-and-answer mode ② Teaching mode ③ Autonomous learning mode ④ Cooperation mode ⑤ Research mode (3) Compilation of teaching organization form and teaching flow chart Teaching mode is divided into the selection of teaching organization form, the selection of teaching methods and the design of teaching process (teaching flow chart). (1) the choice of teaching organization form The so-called teaching organization form is the way to organize and arrange teaching activities according to certain teaching ideas, teaching purposes and teaching contents, as well as teaching subjective and objective conditions. In the history of education, there have been some influential teaching organizations such as individual teaching system, class teaching system and small class teaching. (2) Compilation of Teaching Flowchart Teaching Flowchart reflects the relationship among four basic elements: teachers, media, learning content and students. Advantages: First of all, it can intuitively show the relationship and proportion of various elements in the whole classroom activity; Secondly, the key points and difficulties in teaching can also be presented concisely; Third, it can better reflect the logic and hierarchy of teachers' teaching process design. In short, the teaching process flow chart is a condensed teaching process, which is clear, concise and clear at a glance. (See the example of P 106) Need to write a flow chart (II) Selection of teaching methods Teaching methods are the floorboard of the interactive activities between teaching and learning taken by teachers and students in order to achieve teaching goals and complete teaching tasks. Commonly used teaching methods are: (1. Teaching method 2. Conversation method 3. Discuss method 4. Experimental method 5. Exercise method 6. Exercise method 7. Visiting methods). Three most commonly used teaching methods, namely, guiding teaching method, interactive discussion method and independent inquiry method. 1. Leadership teaching method Leadership teaching method is a teaching method in which teachers describe situations, tell facts, explain concepts, demonstrate principles and clarify laws to students through oral language. (1) Correctly understand the leading teaching method ① Leading teaching method does not mean injecting learning ② Teaching is still the main form for teachers to play a leading role. Under the guidance of the new curriculum standards, teachers should take heuristic teaching in teaching on the basis of in-depth study of teaching content and according to the actual situation of students, guide students to actively think and discuss difficult problems, give full play to teachers' leading role, and make the classroom glow with infinite vitality. (2) Advantages and limitations of the advantage teaching method ① Advantages of the advantage teaching method are conducive to greatly improving the effectiveness and efficiency of classroom teaching; The leading teaching method is conducive to giving full play to the leading role of teachers themselves and allowing students to get much more than textbooks; The dominant teaching method is the tool of other methods. Only when the teacher speaks well, the effective use of other methods is the premise. Using the advantage teaching method, the education cost is low, teachers can impart relevant knowledge faster and more, and the requirements for educational equipment and facilities are lower. (2) Limitations of the dominant teaching method Teachers simply use the dominant teaching method, which often hinders the classroom dialogue and communication between teachers and students. The dominant teaching method is easy to make students dependent, which leads to the disconnection between knowledge and ability. A single explicit teaching method can not meet the diverse needs of students' practical ability generation. (3) Effective application of the advantage teaching method ① Basic requirements of the advantage teaching method I Requirements of the teaching content (the content should be selected; The content should be correct. (ii) Requirements of teaching form (logical; Enlightening; Pay attention to language art (2) Optimization of leading teaching method I mobilize students' enthusiasm for "listening" (first of all, we must ensure the "new" teaching content; Secondly, it can effectively promote students' thinking. (B) timely access to feedback information (teaching feedback information is the response of students to teachers' teaching. Only by mastering this information can teachers adjust their teaching in time, have a clear aim and enhance the pertinence of teaching. (4) Strategic thinking on reforming traditional classroom teaching methods. Specific measures are as follows: ① Advocating "meaning acceptance learning". Teachers should first use explicit teaching methods to stimulate students' learning motivation and interest, and then incorporate the contents of each lecture into students' old knowledge structure, so that it has "potential significance" to students. ② Create a good classroom atmosphere while using the leading teaching method. In the classroom, we should advocate dialogue and communication, introduce reasonable methods into "discovery learning", "inquiry learning" and "cooperative learning", and transform the "dominant teaching method" to form a harmonious situation of interaction and communication between teachers and students. ③ Careful design and rational use of courseware and blackboard writing. (The layout of blackboard writing should be reasonable; The content on the blackboard should be concise; The content of blackboard writing should be enlightening; The fonts and charts on the blackboard should be clear. (4) The reform of classroom teaching needs to start with improving teachers' own quality. 2. Interactive discussion The so-called interactive discussion method refers to a way for the educated to understand and solve a problem by asking questions, answering questions, cross-examining, refuting, explaining and supplementing under the guidance of educators, so as to acquire knowledge. (1) Advantages and limitations of interactive discussion ① Advantages of interactive discussion 1. Interactive discussion is conducive to mobilizing students' learning enthusiasm. Secondly, from the thinking characteristics and behaviors of primary and secondary school students, interactive discussion is an effective teaching method. Thirdly, the interactive discussion method helps to concentrate everyone's wisdom to overcome the difficulties in learning. Fourthly, interactive discussion helps to explore the internal logic of things and improve students' learning interest and thinking ability. (2) Limitations of interactive discussion First of all, as a teaching method, improper use of interactive discussion often weakens the systematicness and coherence of teaching content to a certain extent. Secondly, the interactive discussion method is a more difficult teaching method than the lecture method, which puts forward higher requirements for teachers. Third, the interactive discussion method should not be abused at will. (2) Rational application of interactive discussion ① The preparation before discussion is first to determine the topic. Second, the publication of the topic. Third, teachers' knowledge preparation. The inspiration in the discussion mainly focuses on solving the problem of students' thinking mode; Pay attention to the improvement of students' ability to analyze and understand problems. Teachers can start with the analysis of the logical structure of the topic, from the shallow to the deep, and approach at different levels, and ask some questions at the right time. It can also guide students in time when there is deviation in discussion, so that students' thinking tends to be correct and reasonable. (3) Summary after discussion. The first is the summary of the students' discussion speeches. The first is the analysis and summary of the discussion topic itself. 3. Self-inquiry method Self-inquiry method refers to the teaching method in the process of students' learning. It is a teaching method that teachers create a situation or way similar to scientific research in the teaching process, so that students can choose and determine research topics from their own study, life and social practice under the guidance of teachers, and actively explore, discover and experience in a way similar to scientific research. In this way, students can learn to collect, analyze and judge information, acquire knowledge, apply knowledge and solve problems, thus enhancing their thinking and creativity and cultivating their innovative spirit and practical ability. (1) autonomous inquiry method: connotation, characteristics and value ① the connotation and value of autonomous inquiry method is "discovery learning", which is a learning method for students to acquire knowledge and develop inquiry thinking through their own rediscovery. Its basic process is that students draw conclusions from various cases and use these conclusions to solve new problems. In fact, it is "rediscovery of human knowledge", and its most essential feature is to emphasize the inquiry process rather than ready-made knowledge. The characteristics and value characteristics of independent inquiry method: the comprehensiveness of teaching content; Participate in the learning process independently; Creativity of learning results; Diversity of learning evaluation. Value: independent inquiry method helps students to maintain their independent and continuous interest in inquiry; Independent inquiry method helps students to enrich their learning experience; The method of independent inquiry is helpful for students to develop the personality quality of cooperation and enjoyment; Independent inquiry method helps students to improve their independent thinking ability; Independent inquiry method helps students to establish a reasonable knowledge structure; Independent inquiry method helps students to develop a scientific attitude of respecting facts; Independent inquiry method is helpful to stimulate teachers' creativity. (2) Reasons, principles and methods for the application of independent inquiry method in classroom teaching ① The reasons for the application of independent inquiry method in classroom teaching of various subjects are in line with the reality of educational reform; Applying autonomous inquiry method to classroom teaching can make classroom teaching full of vitality; The application of autonomous inquiry method in classroom teaching can break the teaching stereotype of "self-centeredness" of teachers and promote the "* * * common development" of teachers and students in inquiry. ② The principle of introducing independent inquiry into the classroom teaching process and advocating diversified learning methods. Emphasize the diversified design mode of independent inquiry method. In different learning stages, different requirements are put forward for the level of inquiry. The design of inquiry questions should face life and society. The independent inquiry method should face all students and pay attention to individual differences. Provide sufficient support conditions for the development of independent inquiry method. We should dialectically deal with the relationship between students' autonomy and teachers' guidance in inquiry. Exploration requires both hands-on and brains. In the process of inquiry, we should attach importance to and correctly handle students' existing personal knowledge and original concepts, and guide students to reflect actively. The evaluation of independent inquiry mode should be based on formative evaluation. ③ The application of independent inquiry method in "four steps" of classroom teaching-stimulating interest introduction; Analysis and suggestions; And so on; Incentive evaluation. (3) Implementation Strategies of Independent Inquiry Method ① Teachers should give full play to the role of "guides". ② Carefully design inquiry teaching activities. (First of all, we should make clear the teaching ideas: change teaching into guidance and learning into thinking. Second, we should explore the teaching process: let students move. Third, we should design methods accurately: choose appropriate methods for different problems. (4) Selection and application of teaching media (1) Basic basis for selecting teaching media 1. According to the teaching objectives. According to the teaching content. According to the teaching object 4. Basic principles of selecting teaching media according to teaching conditions 1. Shi Lamu formula Probability of media selection = efficacy of media output/price to be paid 2. Media optimization decision model P 14 13. Audio-visual teaching theory (3) Determine the purpose of media use 1. Highlight the key points of teaching II. Solve teaching difficulties 3. Provide teaching materials. Create teaching situation. Provide teaching demonstration. Inspire students to think. The Design of Teaching Evaluation (1) Connotation Analysis The significance of teaching evaluation: The main function of evaluation is to improve or form, not to identify or choose. Its direct purpose is to provide comprehensive and concrete basis for teachers to improve teaching or students' follow-up study. Second, the object and scope of evaluation have broken through the single category of learning achievement evaluation. Including the evaluation of students' knowledge acquisition process and the evaluation of teachers' teaching process. Thirdly, in terms of methods and skills, it is not a simple quantitative analysis, but a combination of quantitative analysis and qualitative analysis. Fourth, evaluation attaches importance to the active participation of the evaluated person and the position and function of self-evaluation. That is to say, the ultimate goal of evaluation is not only management and selection, but also to let the evaluated person learn self-evaluation. Fifth, evaluation pays more attention to the re-evaluation of evaluation itself, making evaluation an open and continuous behavior to ensure the continuous improvement of evaluation itself. Function: adjustment function; Incentive effect; Decision-making role (2) General methods of teaching evaluation 1. Absolute evaluation method-an evaluation method that determines an objective standard outside the set of evaluated objects, compares the evaluated objects with this objective standard, and judges their degree of achievement. 2. Relative evaluation method-it is an evaluation method that selects one or several objects from the evaluation object set as the benchmark, compares the rest with the benchmark, and ranks the advantages and disadvantages. 3. Intra-individual difference evaluation method is an evaluation method to judge the value of the evaluation object according to its own situation. (3) Teaching evaluation type 1. Diagnostic evaluation II. Formative evaluation. Summative evaluation. Contents and steps of teaching evaluation: In teaching design, a complete teaching evaluation includes collecting materials, establishing evaluation index system and judging the value of materials. Step: 1. Collecting data (1) Structured observation (① students' attention in class; ② The enthusiasm and correctness of students' answering questions in class; ③ The enthusiasm of students to participate in class discussion; ④ The independence and correctness of students' formative exercises in class. (2) Questionnaire survey (① Evaluation attitude towards the teaching process; ② Understanding effect of teaching content; ③ Comments on the quality of the media itself; ④ Factors affecting teaching effect. (3) Formative exercises (with strong purpose; The coverage of knowledge points and teaching objectives is large; The number of topics is small and precise. (4) Final examination (mainly applicable to unit examination, mid-term examination and final examination, etc.). 2. Establishment of teaching evaluation index system (1) Establishment of index item system (2) Determination of weight coefficient (3) Division and standard of grades (4) Summary of evaluation index system (P 162) 3. Explanation of teaching evaluation results (1) Developmental evaluation VI. Compilation of teaching design cases (key points) A complete classroom teaching design should include at least two parts: a standardized teaching design case and a list of media materials. A standardized teaching design case must reflect a complete teaching design process, which should include seven aspects (guiding ideology and theoretical basis, analysis of learners' characteristics, clear teaching objectives, selection of teaching mode and design of learning activities, design of teaching resources and tools, design of learning evaluation and feedback, and teaching reflection). (Classroom Teaching Design Template P 165) In the process of writing teaching design cases, we should pay attention to the following five issues: First, we should pay attention to the system design under the educational and teaching ideas; Second, we should correctly handle the relationship between teaching and learning, and pay equal attention to teaching and learning; Third, we should pay attention to establishing learning objectives on the basis of analyzing the learning situation; Fourth, we should pay attention to the integration of goals at all levels; Fifth, we should pay attention to the formulation and implementation of emotional goals.