China's Classical Design Concept

1. How to write the design concept of the lesson plan? The minimum lesson plan is 0.27 yuan. Open a library member to view the complete content > Original publisher: * * * The design concept of Asian lesson plans Part I: The design concept of Chinese teaching in primary schools in the new curriculum. Concept 1: Based on the development of each student (someone in the eyes) 1, for all students (try to design learning activities that every student can participate in); Respect each student's differences, autonomy and independence; Let every student enjoy quality education equally.

2. Pay attention to students' development (learning meaningful content); 3. Pay attention to the all-round and harmonious development of students (the design of different forms of homework \ the choice of different forms of learning methods). Idea 2: Realize the integration of three-dimensional goals (with goals in mind)? Three-dimensional goal integration (1) The goal of knowledge and ability focuses on learning basic knowledge and skills that meet the requirements of lifelong learning, especially strengthening the ability to cultivate learning ability, collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate with people.

(2) Process and Method Objective: Pay attention to students' learning process, discover, summarize and master the laws and learning methods of knowledge in independent, cooperative and inquiry learning, and pay attention to formative process evaluation. (3) The goal of emotional attitude and values is based on students' development, which can stimulate students' positive learning enthusiasm and correct learning attitude, cultivate students' noble moral sentiment and healthy aesthetic taste, and form correct values and positive outlook on life.

Three-dimensional goals have their own emphasis, mutual penetration, integration and coordination. Idea 3: Establish a new teaching method concept (interest in learning)? Realize the diversification of teaching methods and combine receptive learning with inquiry learning, autonomous learning, participatory learning, experiential learning, cooperative learning and practical learning.

Establish an open learning concept-initiative (stimulate interest and participate happily)-independence (create opportunities for independent learning)-experience (design.

2. What are the ideas in the design of Chinese lesson plans for primary schools? For a long time, due to the interference of exam-oriented education, one-sided pursuit of "one-dimensional interpretation" of "the only answer" has become the main value orientation of reading teaching in primary and secondary schools.

Teachers interpret the text and design related questions according to the "unique answer" provided in the "teaching reference". Students understand the text according to the questions preset by the teacher. This kind of alienated reading teaching can neither promote the improvement of students' reading literacy, but also annihilate students' personality.

In view of this problem, the Chinese curriculum standard clearly points out: "The rich humanistic connotation of Chinese curriculum has a profound influence on students' spiritual field, and students' reactions to Chinese materials are often diverse. Therefore, we should pay attention to the influence of Chinese, the value orientation of teaching content and the unique experience of students in the learning process. "

"Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice." This requires us to re-examine the values of traditional reading teaching and establish new values.

In other words, it is necessary to change "unitary interpretation" into "multiple interpretation", so that students can display their personality, improve their personality and improve their comprehensive reading quality in the process of multiple interpretation.

3. Design concepts I don't think you need to learn concepts, history or anything at all.

1: I suggest you learn three major components. Plane composition, color composition, three-dimensional composition. Don't just look, you must start painting. It will improve your color and composition.

I suggest that you receive training in graphic creativity. Divergent thinking can also improve imagination.

Sketching seems useless, but it is actually useful. Improve your modeling ability.

4. Read more books and learn more, especially foreign masters.

I personally don't support the view that software is a designer. I think an excellent designer still needs professional study. The above four suggestions suggest that you can learn and try to draw by yourself. 1 and 2 are important. I think it's better to consult with a teacher once in a while, instead of an advertiser, you can find a student from the Academy of Fine Arts. Their software may not be as good as yours, but their theoretical knowledge is definitely good. At least the composition and color are good.

4. What kind of instructional design concept does the new curriculum advocate? Take a class as an example, specifically explain what kind of teaching design the new curriculum advocates. As the name implies, it is a preset teaching activity plan for teachers before they engage in teaching.

Any teacher engaged in classroom teaching must do two basic tasks-teaching design and organizing teaching activities. In a sense, the former is more important than the latter.

Because high-quality teaching design is the basis and premise of efficient classroom teaching. With the comprehensive start of the basic education curriculum reform, the promulgation of "Chinese curriculum standards" has triggered the renewal of educational ideas and concepts.

Under the advocacy of the new curriculum concept, we must reform the old Chinese classroom teaching design mode and explore new teaching design to meet the needs of curriculum reform, so as to improve classroom teaching efficiency and promote students' all-round and healthy development. Breaking "teacher-based design" and establishing "student-based design" The so-called "teacher-based design" refers to the teaching design that focuses on "teacher teaching" and focuses on solving the problems of "what to teach" and "how to teach".

This kind of teaching design, its teaching resources all come from teaching materials and teaching reference. Designers seldom consider students' learning situation and teaching resources generated in the classroom.

The whole teaching design can see the teacher's clear "teaching" trajectory in the classroom, but can't see how students learn actively in the classroom. Classroom teaching design under the new curriculum concept is to organically integrate curriculum resources under the guidance of the concept of "Chinese Curriculum Standards", the training objectives, implementation principles and evaluation system of the new curriculum reform, and complete teaching objectives, formulate teaching strategies, implement teaching evaluation and compile teaching plans on the basis of analyzing curriculum objectives and teaching tasks, students' reality and teaching environment and resources.

On this occasion, the new curriculum pays special attention to interaction in the learning process, emphasizing students' emotional and psychological needs, emphasizing students' personality differences, emphasizing the subjectivity of student activities in the classroom, strengthening the "dynamic generation" of learning resources, and emphasizing the space left for students' independent development. Obviously, "teacher-based design" does not conform to the new curriculum concept at all.

We advocate "student-oriented design". The so-called "student-based design" refers to the teaching design that teachers focus on promoting students' learning needs, focusing on how to learn effectively, and focusing on solving students' problems such as what to learn, how to learn, to what extent and how to learn.

Let students learn and develop actively with certain emotions, attitudes and values in class. Therefore, in teaching design, we must consciously break the "teacher-led role" of "teachers are the authority of knowledge" in the past, establish the "student-led role" of "teachers and students learn from each other equally", and fully embody it in our own teaching design, which is the basic requirement of the new curriculum reform for teachers' role.

In the past, when preparing lessons, teachers were always used to using teaching reference books as the only reference resources for teaching materials. The design of teaching objectives and teaching process comes from "teaching reference".

Regardless of the depth and shallowness of the "teaching reference" to teaching material analysis, whether the reference content of the "teaching reference" is valuable, whether the learning methods provided are in line with the actual learning situation of the students in this class, and of course, the valuable teaching resources generated in life and classroom are not considered. Here, designers are very concerned about the established teaching tasks stipulated in the "Teaching Reference" and regard whether the established teaching tasks stipulated in the "Teaching Reference" can be completed on time as an important symbol of whether the "teaching objectives" are realized.

The established tasks in teaching design have been completed, but the substantive issues such as "whether students really study effectively and get real development" are rarely considered. Therefore, the teaching plan designed by teachers under the above mindset is basically a "variant" of teaching reference books. Teaching reference books of any subject can be said to be an important reference for teachers in teaching design, but they cannot be used as the only reference resources.

Under the new curriculum concept, teachers should make diversified reference to teaching resources on the basis of understanding "curriculum standards" and "teaching reference" when designing teaching. First of all, we should do theoretical thinking.

When making a teaching design, we should consider which basic idea should be emphasized in teaching according to the teaching content and the students' cognitive starting point and actual learning situation. Is "cooperative learning" the main line, or "subjective learning" and "experiential learning" the main line, or even the integration of various learning methods? Second, think about the theme. A high-quality teaching design needs a main title that reflects certain educational ideas.

Through this main title, we can see teachers' understanding of the new curriculum concept, as well as students' learning methods or expected corresponding teaching effects. The theme of teaching design is distinct, which actually gives teachers a clear direction in classroom teaching and can receive the teaching effect of "scattered in form but not scattered in spirit".

Once again, we should think like students. The main target of classroom teaching is students.

Therefore, students should be important teaching resources in dynamic classroom teaching. Instructional design serves for students to learn effectively in the classroom.

Teachers should think about "the cognitive basis of students in this class and whether the selected teaching methods are suitable for students in this class" in the specific teaching design. In addition, some teaching links should be predicted and explained in the process of teaching design.

Fourth, we should consider resources. In teaching design, teachers should also seriously consider what valuable resources are available for the teaching of this course besides textbooks and "teaching reference".

Some resources need to be carefully collected, arranged or produced by teachers or students before class. When considering the available teaching resources, we should pay special attention to how to effectively integrate and utilize these teaching resources.

Finally, we must find a way. In the specific teaching design, teachers must seriously consider what kind of teaching methods are most suitable according to the teaching content of this course: "cooperative inquiry method", "discussion and exchange method" and "experimental discovery method".

Breaking "universal design" and establishing "conceptual design" The so-called "universal design" refers to the teaching design that used to be composed of "relatively universal teaching objectives", "teaching process characterized by teachers' activities" and "blackboard design characterized by inductive knowledge". Because this teaching design is a basic design, there is a big gap with the spirit of the new curriculum reform.