How to write a good teaching design

Many young teachers examining the editorial or participate in the evaluation of the title, always on the teaching design what to write in order to obtain high scores have doubts, therefore, choose this article for reference.

I, the basic elements of instructional design

"Mode" is a concise reproduction of the theory. Regardless of which instructional design model, it contains the following five basic elements: teaching tasks and objects; teaching objectives; teaching strategies; teaching process; teaching evaluation. The five basic elements of object, goal, strategy, process and evaluation are interrelated and mutually constraining, constituting the overall framework of instructional design.

(I) Teaching tasks

Under the new curriculum concept, classroom teaching is no longer just about imparting knowledge, and all activities of teaching are geared towards the development of students. How to promote the development of students in the teaching process, develop students' abilities, is a basic focus of modern teaching ideas. Therefore, teaching has changed from teaching materials to using them. In the past, teachers were mainly concerned with the problem of "how to teach", but now teachers should be concerned first of all with the problem of "what to teach". That is to say, it is necessary to clarify the task of teaching, and then put forward the teaching objectives, select the teaching content and develop teaching strategies.

(2) Teaching objectives

The teaching design of the objectives can reflect the teacher's understanding of the objectives of the course and the teaching task, but also the teacher to complete the teaching task of the destination.

The new curriculum standards from the focus on student learning, emphasizing that students are the main body of learning, teaching objectives are teaching activities of teachers and students **** the same pursuit, rather than manipulated by the teacher. Therefore, the main body of the goal should obviously be teachers and students.

The teaching objectives establish the knowledge and skills, process and method, emotional attitude and values of the curriculum teaching objectives of the trinity, which is very different from the traditional classroom teaching only focus on the acceptance of knowledge and skills training. Embodied in the classroom teaching objectives, is to focus on the pursuit of knowledge and skills, process and method, emotion, attitude and values of the three aspects of the organic integration, highlighting the status of the process and method, so in the description of the teaching objectives, the knowledge skills, abilities, emotional attitudes and so on, should be taken into account.

(C) Teaching strategy development

The so-called teaching strategy is to achieve the teaching objectives, to complete the teaching task adopted by the methods, steps, media and organizational forms and other teaching measures constitute a comprehensive program. It is the basic basis for the implementation of teaching activities, is the central part of the teaching design. Its main role is based on specific teaching conditions and needs, to develop the best way to provide students with teaching information to guide their activities, methods and steps.

1. teaching organization. 2. teaching methods. 3. learning method guidance. 4. teaching media

It is especially important to point out that the board as a traditional, conventional media in our teaching should also have a place, and also occupies a considerable proportion of the design of media, so do not ignore the design of the board.

(D) teaching process

As we all know, the modern teaching system consists of teachers, students, teaching content and teaching media and other four elements, the movement of the teaching system changes manifested in the process of teaching activities (referred to as the teaching process). Teaching process is the core of classroom teaching design, teaching objectives, teaching tasks, analysis of the teaching object, the choice of teaching media, the choice and combination of the type of classroom teaching structure, etc., will be reflected in the teaching process. Then how about in the new curriculum concept, the factors well combined, is a major problem of teaching design.

(E) Self-evaluation of teaching design

Under the new curriculum concept, the function of the teaching design is different from the traditional lesson plan in that it is not only the basis for the lesson. Teaching design, first of all, can prompt teachers to think rationally about teaching, and at the same time in the teaching of metacognitive ability to improve, only in this way, can truly reflect the teachers and students of the dual development of the purpose of education.

Two, teaching design writing

1. writing content and steps

(1) teaching design description: write the intention of the teaching design and the overall thinking (highlighting the characteristics of the new curriculum); (2) teaching analysis: including the analysis of the teaching content and the analysis of the learning situation; (3) teaching objectives: knowledge and skills, process and methodology, affective attitudes and values; (4) teaching strategies (or learning methods); (5) teaching and learning methods; (6) teaching and learning methods; (7) teaching and learning methods; (8) teaching and learning methods, teaching and learning methods; (9) teaching and learning methods, teaching and learning methods, teaching and learning methods; (10) teaching and learning methods. Teaching strategies (or learning method guidance): the choice of teaching methods, teaching tools, media and board design; (5) teaching process; (6) teaching reflection, evaluation.

2. Writing instructions

(1) the form of writing. Writing can be text-based or form-based, or a combination of both text and form.

General text form can be more fully express the ideas and specific content, informative, but not suitable for intuitive reflection of the teaching structure of the relationship between the elements. The form form can be more concise, comprehensive reflection of the teaching link teaching and learning the integration of factors. Therefore, we believe that, either written in table form, or text and form writing form into one, the latter way is more ideal presentation, the use of text form writing front-end analysis, the teaching process is generally written in the form of forms, so as to organize into a teaching design program.

(2) teaching design writing form is not set in stone, can be flexible according to the specific requirements of the content to show, so unconventional, write personality, write creativity, write style.

(3) teaching reflection evaluation as a teaching design is also an essential part.

Finally, it should be noted that the content and form of teaching design should be based on the need, if the design in order to peer-to-peer discussions and exchanges, it should be selected more detailed and stronger theoretical presentation of the main content and the corresponding form, if the teacher himself in order to serve as a pre-session understanding of the class and the planning, you can be relatively diluted theoretical color and simplify the analysis of the elements, pay more attention to the process, methodology, strategy and teaching process and board. The process and methodology strategy and the design of the teaching process and board book. In short, the diversification and innovation of classroom teaching design program is the goal we are pursuing.

Third, the difference between instructional design and lesson plans

We use the form of a table to compare the lesson plans and instructional design from which we can see that from focusing on "the study of specific teaching materials and teaching methods" to focusing on "the study of effective teaching strategies to promote student learning "is a fundamental turning point from the traditional lesson plans to modern instructional design, I介)只有弄清了二者的区别，才能够真正理解并掌握现代教学设计的理念和技术，在进行教学设计时不会将二者混淆。

① pulse to "accurate" - is the "starting point" of the instructional design;

② goal to "clear

①The vein should be "accurate" - the "starting point" of the teaching design;

②The goal should be "clear" - the "direction" of the teaching design;

③The intention should be "new" - the The "wings";

④ The idea should be "skillful" - is the teaching design of the "wings";