I. Project Name
The title of the topic is the name of the course.
Second, the class type and class hours
Class type refers to the type of classroom teaching divided according to teaching tasks.
According to different standards, the classification is also varied.
Common teaching plans include lectures, practice classes, review classes, experiments, demonstration classes, seminars, lectures, observation classes, quality classes, video classes and so on.
Class hours mainly mean that the teaching content should be completed in several class hours.
Third, the teaching objectives
Teaching objectives are put forward by teachers according to the requirements of curriculum standards and the actual situation of students, aiming at the teaching content of topics or class hours, which refers to the specific goals that students should achieve at the end of the course or the teaching tasks that teachers should complete.
The teaching objectives advocated by the new curriculum concept include three parts, namely knowledge, ability, emotional attitude and values. Specifically, what knowledge to teach students, what ability to cultivate students, and what emotional attitudes and values to educate students.
The teaching objectives should be clear and specific, and conform to the students' learning reality.
Fourth, the difficulties in teaching
Teaching emphasis refers to the content that must be explained and analyzed emphatically in the teaching process.
Teaching difficulty means that students can't understand or understand difficult content after self-study.
When compiling teaching plans, teachers should not only grasp and accurately grasp the teaching difficulties, but also consider adopting appropriate methods to help students break through the difficulties and remove obstacles for students to understand the teaching materials. At the same time, it is necessary to grasp and grasp the teaching focus, properly handle the teaching materials, and ensure that the teaching objectives can be better realized.
Verb (abbreviation of verb) teaching aid
Teaching AIDS, also known as teaching aid preparation, refer to tools used to assist teaching methods.
Such as multimedia, models, specimens, objects, audio and video, etc.
Sixth, teaching methods.
Teaching method refers to the method used in the teaching process.
Such as classroom questioning, discussion, inspiration, self-study, demonstration, speech, debate and so on.
Seven. teaching process
Teaching process is the specific teaching steps and measures taken by teachers to achieve teaching goals and complete teaching tasks.
Teaching process is the core and subject of the whole teaching plan. When compiling, it should be refined and omitted according to the specific situation of teaching objectives and teaching materials, so as to make the content substantial, focused, detailed and appropriate, and beneficial to teaching.
All links in the teaching process should be linked step by step, and the teaching activities should be integrated into a whole to ensure the smooth completion of the scheduled teaching tasks.
Specifically, it includes the following parts:
1. Import
Lead-in is a teaching behavior that guides students to enter the learning situation, thus forming an appropriate state of psychological preparation for learning.
The proper use of lead-in plays a guiding and basic role in a class.
Commonly used import methods include preface import, attempt import, demonstration import, story import, question import and example import.
When designing lesson plans, teachers should try their best to make the lead-in novel, vivid and accurate, so as to attract students.
Teach new courses
Teaching new lessons is the main link in compiling teaching plans.
When designing this part, teachers should choose different teaching methods according to different teaching contents; Imagine how to ask questions and how to gradually inspire and induce students to understand new knowledge; How to teach students to grasp the key points and difficulties, and the time and specific arrangements needed to complete the course content.
Consolidation exercise
Necessary exercises are helpful for students to master new knowledge.
Therefore, the design of exercises should be exquisite, hierarchical, gradient and density.
Specifically, we should also consider the way of practice, whether it is a teacher or a student.
If you are a student, who should perform on the blackboard and how long should this link be controlled?
4. Summary
Inductive summary refers to the teacher or student's review of the main points of the content learned in this lesson at the end of the lecture.
Teachers can consider the actual needs when designing, be simple and clear, and summarize in time.
Eight, homework design
Homework is a way for teachers to arrange extracurricular exercises or tasks in a planned and step-by-step manner according to students' age characteristics and existing knowledge level, so as to promote students to master classroom teaching content.
Homework is an extension of classroom teaching and an indispensable link to achieve teaching objectives.
There are many forms of homework design, such as written homework, inquiry and discussion homework, practical groping homework, situational performance homework, reading review and so on.
When designing homework, teachers should closely follow the teaching content, properly contact the old knowledge and step by step.
At the same time, we should also consider students' learning differences, design homework with different difficulties for students of different levels, and try our best to make each student get a corresponding sense of learning achievement.
Nine, blackboard writing design
Writing on the blackboard is a teaching behavior that teachers use words, pictures, tables and other visual symbols to convey teaching information on the blackboard in order to cooperate with teaching.
It has the functions of prompt, reinforcement, demonstration, analysis, intuition and summary.
Teachers should design blackboard books with clear purpose, reasonable layout and appropriate timing, and should combine the content and progress of lectures.
X. after-school reflection
After-class reflection is a summary of the experience in the implementation of lesson plans. Its purpose is to improve and adjust lesson plans and provide better lesson plans for the next round of teaching.
This requires teachers to comprehensively examine the teaching process, pay attention to recording and carefully analyze unexpected discoveries, small gains, individual omissions and supplementary methods.
XI。 answer
Defense is not only a supplement and extension to the written test effect, but also a process of direct "two-way communication" between examiners and candidates, and a process of further examining the comprehensive situation of candidates' ability, quality and work experience on the basis of written test. Give the examiner a comprehensive and objective three-dimensional image and provide an important basis for selecting suitable talents.
Answering questions is generally divided into two categories: * * and personality.
Draw lots to answer questions (that is, * * questions) is to determine some questions that need to be answered by candidates before the exam and make them into questions. After the candidates enter the venue, they will answer the questions raised on the test questions to the examiner by drawing lots on the spot; Random questions (that is, personality problems) are based on the different experiences and job requirements of candidates, which can predict the status or level of candidates' learning experience, work experience, attitude and ability. They are randomly put forward by examiners and asked according to the on-site situation.