What Is Instructional Design?
Instructional design is based on the requirements of curriculum standards and the characteristics of teaching objects, the orderly arrangement of teaching elements, and the determination of the appropriate teaching plans and plans. Generally includes teaching goals, teaching difficulties, teaching methods, teaching steps and time allocation.
Instructional design is based on the requirements of curriculum standards and the characteristics of teaching objects, the orderly arrangement of teaching elements, and the determination of the appropriate teaching plans and plans. Generally includes teaching goals, teaching difficulties, teaching methods, teaching steps and time allocation.
- Chinese name
- Instructional design
- Foreign name
- Teaching design
- Subject
- Educational psychology
Instructional Design Definition
Gagne once defined (Principles of Instructional Design) (1988) as: "Instructional design is a process of systematically planning a teaching system. The teaching system itself is an arrangement of resources and procedures that facilitates learning. Any organization Institutions can be included in the teaching system if their purpose is to develop human talent. "
Patten (J.V.) pointed out in the article "What is Instructional Design": "Instructional design is a member of the design science family, and the common characteristics of members of design science are to satisfy people with scientific principles and applications. Yes. Therefore, instructional design is the process of planning solutions to academic performance problems. "
Charles M. Reigeluth's definition of instructional design is basically the same as the definition of instructional science. Because in his opinion, instructional design can also be called instructional science. He stated in "What is Instructional Design and Why?": "Instructional design is a discipline that involves understanding and improving the teaching process. The purpose of any design activity is to propose the best way to achieve the intended purpose (means), so "Instructional design is a discipline about formulating the best teaching methods, which can make students' knowledge and skills change as expected."
The new definition of instructional design by Merrill and others in the newly published "New Declaration on Instructional Design" deserves people's attention. He believes: "Instruction is a science, and instructional design is a technology based on this science, so instructional design can also be considered as science-based technology."
The American scholar Kemp's definition of instructional design is: "Instructional design is a systematic method to analyze and study the problems and needs of the interconnected parts of the teaching process. In a continuous mode, establish methodological steps to solve them, and then evaluate the teaching results. System planning process. "
Learning coach Xiao Gang defines instructional design: "Instructional design is a process of systematically designing and achieving learning goals. Does it follow the principle of optimal learning results? It is the key to the quality of courseware development."
Instructional Design Features
Instructional design has the following characteristics.
First, instructional design is a plan to translate instructional principles into instructional materials and activities. Instructional design should follow the basic rules of the teaching process and choose teaching goals to solve the problem of what to teach.
Second, instructional design is a planned and decision-making activity to achieve instructional goals. Instructional design, in the form of plans and layout arrangements, makes creative decisions on how to reach the teaching goals to solve the problem of how to teach.
Third, instructional design is guided by a systematic approach. Teaching design regards each element of teaching as a system, analyzes teaching problems and needs, establishes a program outline to solve, and optimizes teaching effects.
Fourth, instructional design is a technical process that improves learners' efficiency and interest in acquiring knowledge and skills. Instructional design is an integral part of educational technology, and its function is to use a systematic approach to design the teaching process to make it an operational procedure.
Instructional design method
1. Instructional design should start with "why to learn" to determine the learning needs and learning goals of students;
2. According to the learning objectives, further determine which specific teaching content to enhance learners' knowledge and skills, processes and methods, emotional attitudes and values, so as to meet the learning needs of students, that is, determine what to learn;
3. To achieve specific learning goals and enable students to grasp the required teaching content, what strategies should be adopted, that is, "how to learn";
4. Make a comprehensive evaluation of the teaching effect, and modify the above links according to the results of the evaluation to ensure that students' learning is promoted and successful teaching is achieved.
Teaching design purpose
The purpose is to improve teaching efficiency and teaching quality, enable students to learn more in a unit of time, and greatly improve their ability in all aspects, so as to enable students to achieve good development.
Principles of Instructional Design
Systematic principles of instructional design
Instructional design is a systematic project. It consists of subsystems such as analysis of teaching objectives and objects, selection of teaching content and methods, and teaching evaluation. Each subsystem is relatively independent, but also interdependent and restrictive. Organic whole. Among the various subsystems, the functions of each subsystem are not equivalent, and the teaching objective plays a role in guiding other subsystems. At the same time, the teaching design should be based on the whole, each subsystem should be coordinated in the entire teaching system, so that the whole and part of the dialectically unified, systematic analysis and system synthesis organically combined, and ultimately achieve the overall optimization of the teaching system.
Procedural principles of instructional design
Instructional design is a systematic project. The arrangement and combination of subsystems has procedural characteristics, that is, the subsystems are arranged in a hierarchical structure in an orderly manner. The former subsystem restricts and affects the latter subsystem, and the latter subsystem depends on And restricts the former subsystem. According to the procedural characteristics of instructional design, instructional design should reflect the prescriptiveness and relevance of its procedures to ensure the scientificity of instructional design.
Instructional Design Feasibility Principles
For instructional design to become a reality, there must be two feasible conditions. The first is to meet subjective and objective conditions. Subjective conditions should consider students 'age characteristics, existing knowledge base and teachers' level; objective conditions should consider factors such as teaching equipment and regional differences. The second is operational. Instructional design should guide specific practices.
Feedback design principle
Evaluation of teaching effectiveness can only be based on changes before and after the teaching process and scientific measurement of student work. The purpose of evaluating teaching effects is to obtain feedback information to modify and improve the original teaching design.
Basic requirements for instructional design
There is a basic requirement for the design of lesson plans in various disciplines. After each teacher has met the basic requirements, he must write down the characteristics of the subject and his personal teaching style.
There must be:
Teaching content (teaching topics), teaching objectives, teaching priorities, teaching difficulties, blackboard design (and presentation.ppt), main teaching methods, teaching tools, time allocation at each stage, teaching process (five links), teacher activities, students Activities, design intent at each stage, after-school evaluation and reflection.
The same teaching content, in the same period, different teachers can design different lesson plans.
The same teaching content, the teaching plan designed by the same teacher will be different in different periods.
Everyone has their own design methods and styles, only the same basic parts, not the exact same.
Teachers' preparation and lectures should be based on the "Outline" and "Course Standards" and textbooks, but not the "Outline" and "Course Standards" and textbooks. , Secondary development materials. It is necessary to give play to yourself and to show your own value, so that the experts, leaders and teachers attending the class can "find you with insight" in the classroom.
The teaching plan of young teachers should be detailed, but it should not exceed 5 pages of A4 paper. The teaching plan of experienced middle-aged and old teachers should be concise (concise and not simple), but it should not be less than 2 pages of A4 paper. The lesson plans should be kept in both written and electronic forms for later use and inspection. Put an end to no lesson plans, supplementary lesson plans and non-standard lesson plans.
The later use of lesson plans refers to copying old lesson plans. The first is to change the basic information such as date and time. Then, according to the development of information technology, the situation of the taught classes, changes in the teaching environment, the change of personal information technology education and teaching concepts, the improvement of personal education and teaching level and ability, etc., remove the old things in the lesson plan, Add new educational and teaching perspectives, concepts and methods, add new information technology knowledge and skills, and add more practical examples for students in this class ... In the end, the old lesson plan was changed to a new lesson plan suitable for education and teaching.
In the course of classroom implementation, it also needs to change according to the actual classroom teaching situation. It can be flexible and easy to navigate the classroom without being restricted to lesson plans.
The purpose of designing lesson plans is to show it to yourself during class. Not for students or anyone else.
However, we must pay attention to different teaching plans for peer-to-peer teachers in teaching exchanges and discussions; for teaching plans for teaching leaders to check on teaching, for teaching design contests and evaluations, and for teaching plans selected in the "Instructional Design Case".
For the content of the same lesson, lesson plans for different purposes can be written in various forms according to different needs. It is not required to make all classic lesson plans, and it is not necessary to invest too much unnecessary labor. Lesson plans can be complex, simple, coarse or detailed, but they must be taken seriously, and at least they must meet the basic requirements of lesson plan design.
Instructional design lesson plan introduction
Nowadays, there are many new teaching narratives and lesson plans, which make the lesson plans written by teachers in elementary, junior high school, high school and vocational high schools are framed, interconnected, ups and downs. Each has its advantages. A 45-minute classroom lesson plan, some can design more than 20 A4 papers! Just teaching objectives can design twenty or thirty articles, occupying one page! The person who made it look at his lesson plans was as if he had entered Zhuge Liang's gossip array, and could not discern things, and knew nothing. With such great efforts, can you prepare such a lesson plan for 45 minutes of classroom teaching?
The lesson plan should be an outline plan for classroom teaching ideas.
When a lesson plan is designed and completed, a complete teaching plan will be formed in the mind of the teacher preparing the lesson. The written lesson plan is only a skeleton structure for implementing the classroom teaching process. It is impossible to write every sentence, every idea, and every thing the teacher said in the lesson into the lesson plan. During the implementation of classroom teaching, there will be many uncertain factors. We must rely on being fully prepared during class preparation, relying on ordinary knowledge accumulation, and seeking truth from facts.
Teachers have two bases for classroom teaching: one is based on curriculum standards (outline), and the other is based on textbooks (textbooks). According to the actual situation of students, the teaching environment, the teachers' own ability, the development and changes of social science and technology, and the consideration of changes in educational and teaching ideas, they do not fully rely on curriculum standards and textbooks, and give full play to their own Subjective initiative should show its own characteristics in classroom teaching.
One principle for teachers in classroom teaching: no scientific mistakes can occur. Students should not be taught something that is uncertain (may be ...), what they have imagined (should be ...), or that has no scientific basis (I think ...). [1]
Specific writing of teaching design lesson plans
Teaching content: (Project)
"Those who do not seek the overall situation are not enough to find a domain. Those who do not know the overall teaching materials cannot teach a lesson." The teaching content (also known as the topic) of each lesson plan must have specific chapters, sections, and names. The content of the lesson, the specific position in the textbook of this semester. Sometimes this name is written as "teaching content" in order to clearly distinguish it from the scientific research "project" name, so as not to cause confusion. (Research projects are not easily completed in one lesson.)
Course Type: (Type of Course)
The type of lesson determined by the teacher according to different teaching tasks is the lesson type.
For example: new class, review class, experimental class, practical class, inspection class, quiz class, comprehensive class, activity class, etc.
New lectures are lessons for the purpose of explaining new knowledge.
The review class is a class for the purpose of reviewing and consolidating the knowledge learned.
The internship class is a class aimed at developing students' skills and techniques.
Quiz lessons are designed to check students' knowledge and skills.
Comprehensive lessons and activity lessons are cross-cutting activities such as lectures, review consolidation, inspection questions, and homework exercises.
The teacher in charge of the course should determine the type of course according to the selected teaching task and the actual situation of the teaching.
teaching objectives:
Because the main purpose of writing lesson plans is for teachers to see in the classroom (sometimes young teachers), not for students.
"Teaching" is a two-way interaction between "teaching" and "learning". It has both "teaching" considerations and "learning" considerations.
"Learning" is only "learning" in one direction, and there is no "teaching" content.
Therefore, the name of this column cannot be the "learning goal" from the perspective of students, but the "teaching goal" from the perspective of teachers.
When designing classroom teaching goals (knowledge, skills, and emotions), we must pay attention to integrating the three aspects of the curriculum (knowledge and skills; processes and methods; emotional attitudes and values) into each lesson. , Detectability, uniqueness.
For example: Information Technology.
The overall goal of the curriculum in the "Course Standards" is to improve students' information literacy.
Students' information literacy is manifested in: the ability to acquire, process, manage, express and communicate information; the ability to evaluate the processes, methods, and results of information and information activities; to express opinions, exchange ideas, carry out cooperation and solve learning and Ability for practical issues in life; comply with relevant ethics and laws and regulations, and form values and responsibilities that are compatible with the information society.
It can be summarized into three aspects that need attention in the course:
Knowledge and skills; processes and methods; emotional attitudes and values.
(Some people draw "knowledge and skills, processes and methods, emotional attitudes and values" as a number axis, and the three number axes intersect at the origin and are spaced 90 ° from each other to form a three-dimensional spatial three-dimensional rectangular coordinate system. The so-called "three dimensions ", It's just a" word game "!)
The goals of classroom teaching are: knowledge, skills, and emotions.
In each lesson, there are only three specific goals in the classroom.
The teaching goals of knowledge, skills, and emotions can sometimes be written individually, and more often they are written together as one or two or three together. To oppose book doctrine and dogmatism, we must write classroom teaching goals based on the actual situation of classroom teaching.
In knowledge goals, words such as "know", "understand", and "understand" are often used for expression.
In the skill goals, words such as "learning", "mastery", and "proficient mastery" are often used to express.
In emotional goals, words such as "experience", "experience", "feeling", and "knowledge" are often used for expression.
(See Course Standards, Teaching and Research Manual)
The goal of classroom teaching is the more difficult part of writing a lesson plan. It is necessary for the instructor to have a comprehensive and deep understanding of the textbooks of this chapter and section.
The teaching goals are too big and too much, and they are out of the actual situation, and they will not be completed in this lesson.
It is often the case that the macro-curriculum course goals are taken as the teaching goals of each specific course.
Can thinking methods, behaviors, worldviews, etc. be formed in one lesson!
(It is easy to destroy one person, it is not easy to change one's mind and worldview.)
The teaching goals are too small and less written. In this lesson, the knowledge and ability taught to the students are too small, and the density of information is not enough.
The teaching goals were written too far and too far, indicating that the teaching materials were not well grasped, and the understanding and understanding of the teaching materials were not in place.
(The teaching objectives of the knowledge part refer to information knowledge, information technology knowledge, information literacy knowledge, information culture knowledge, information technology subject knowledge, etc. It cannot be knowledge of other subjects such as history, geography, and biology.)
The setting of classroom teaching goals should be specific and operable. It can only be used in this lesson and not in other lessons. The teaching goal of each lesson should be unique.
Method to detect the uniqueness of the teaching goal of a class:
The teaching objectives of this lesson are applicable if they are placed in the lesson plan of the previous lesson, or in the lesson plan of the lesson, or in the lesson plan of one semester or one year, or in the lesson plans of other disciplines , It means that this teaching goal is not unique! It is an undesirable teaching goal.
Evaluate the quality of a class, mainly to see if the teaching goals set before the class can be achieved? Secondly, is it to see if other projects meet the standards? Don't miss any of the "knowledge, skills, emotions" when designing teaching goals! The three aspects of the curriculum (knowledge and skills, processes and methods, emotional attitudes and values) should be well dispersed and implemented into the teaching goals (knowledge, skills, emotions) of each lesson.
Without a thorough understanding of the "three aspects" of the course, it will not be implemented into the teaching goals of each lesson.
For example: many activity classes, experience classes, discussion classes, etc., it is easy to lack "knowledge" items, or even "knowledge" and "skills", only "emotional" items.
If there is no information knowledge, information technology knowledge, information technology subject knowledge, information culture knowledge, information literacy knowledge taught to a student during the teaching process, is it still called an information technology course?
If "knowledge" is not always taught in the subject teaching process, and only "methods" are taught, is it possible that 14 disciplines (foreign language, political history, physical and chemical biology, sound and physical beauty, and information technology and general technology) can be combined into one? What about the subject? If we only teach "emotion", is it necessary to integrate 14 disciplines into one "poor chat" discipline?
In the subject of information technology, some teachers do not fully understand the spirit and concept of the "Course Standards" and have a special love for "emotional goals"! Of the many teaching cases designed (even in some "Information Technology Teaching Cases Collection"), almost none have "knowledge goals"! Only a few cases have "skill goals", and in other cases, there are only "emotional goals".
It is difficult to write the content of "emotion" in the classroom teaching goals. "Here is a technical problem, not a technical problem." Writing "emotional goals" in writing is a technical problem! Hard to write. However, if you write down the "emotional goals" really, you don't think it's the same thing again! Always feel a bit far-fetched and affiliated.
The content of "emotion" should be that "drops of water pierced through the rocks" penetrated and melted in every class of various disciplines. Should be designed through the content of teaching activities, in the course of classroom teaching, naturally, concretely, vividly and flexibly, subtly reflected. So, "It's not a written technical issue here."
First of all, what is "emotion?"
The emotions in an IT course should be:
Cultivate students' affection for information; affection for information technology; affection for information technology knowledge; affection for information technology discipline; affection for information culture.
(This part of the emotion is required to write the content in the emotional goal. It is indeed a technical issue!)
Cultivate students' feelings for the broad masses of working people; feelings for the civilization and history of China for thousands of years; feelings for the brilliant and brilliant culture of the Chinese nation; feelings for the Communist Party of China to lead the people and the nation to build and build a socialist motherland; The feelings of great achievements in the construction and development of the motherland.
Cultivate students 'feelings for the establishment, soundness, and correctness of scientific philosophical thoughts and worldviews; use dialectical materialism to analyze things' emotions; and study and use materialist dialectics to solve practical problems.
(This part of the emotion is required to be imperceptible, water dripping through the ground, and spring rain penetrating in the classroom teaching. This emotional goal can be written without writing, and there is no technical problem written! However, in the teaching evaluation form, there will be For dialectical materialist education scores.)
This is by no means a minor issue!
(The teaching goals of foreign language subjects are a headache for the teaching goals of "emotion"!)
In the teaching goal, if there is no "knowledge" content, there will be no discrepancy between disciplines, and 14 disciplines can be merged into 1 discipline!
"Concepts, facts, and rules" belong to the content of knowledge. The "knowledge" mentioned here refers to "knowledge of information, knowledge of information technology, knowledge of information technology disciplines, knowledge of information culture!" Instead of physical knowledge, mathematical knowledge, language knowledge, historical knowledge, geographical knowledge, biological knowledge , Sports knowledge, foreign language knowledge ..., etc.
Do not use any excuses (such as: "individual lessons can be.") To make a three-dimensional classroom teaching goal into a two-dimensional or one-dimensional teaching goal!
Activity theme: (can be omitted)
Design a specific thing to do in this lesson. Generally, the teaching plan used for teaching does not need to set this column. Generally, it is used for teaching design competitions, teaching plan evaluation, or supervision and review by higher-level business departments. Because you do not have the opportunity to speak at this time, you can only explain it from the lesson plan.
Guiding ideology of the activity: (can be omitted)
Refer to the concept section of the "Course Standard", combined with the actual content of this lesson.
Teaching design
The teaching focus is what the main content of this lesson is.
For example: Some people have proposed new innovations in the reform of education and teaching. They even suggested that the setting of key points and difficult points should be cancelled in teaching design and teaching plans to show "innovation".
If there is no teaching focus item in the teaching design and teaching plan, then people who read the teaching plan will not know what this lesson is about to say? You need to refine it yourself from lesson plans.
Suggestion: This column item must be retained and cannot be omitted!
Set the teaching focus of each lesson accurately and clearly.
The teaching emphasis is sometimes similar to the name of the section. The focus of this lesson written is often the personal explanatory language of the content contained in the title of this lesson. Everyone's interpretation language for the same lesson "Name of a section" varies.
(The name of the section should cover everything in this section. However, please note that some textbook chapters and sections are named in terms of game language and activities, etc., and have nothing to do with the information technology content of this chapter and section!)
When different teachers teach the content of the same lesson, the teaching emphasis should be the same.
Teaching Design Difficulties
The teaching difficulties of each class should be carefully designed according to the teaching environment, students' cognitive ability, understanding ability, and acceptance ability.
The teaching difficulty of this lesson should be the place where (these) students are difficult to understand and accept in this lesson.
For different regions, school teaching environments, and students, the teaching difficulties set in the lesson plan will be different when teachers teach the content of the same lesson.
The same lesson taught by the same teacher is not a difficult place in the classroom teaching of the class, and it may be a teaching difficulty in the class.
Teaching difficulties are set by teachers based on their understanding of students in different classes and the teaching room facilities. When teaching, it may be found that the teaching difficulties set before the class will have some deviations in different classes. After the class, the reflection part of the lesson plan needs to be adjusted and changed, and it is necessary to sum up experiences and lessons in time to improve yourself , Set the precision and accuracy of the teaching difficulties (emphasis, teaching goals).
Accuracy ___, accuracy ___ (fill: high, poor) accuracy ___, accuracy ___ (fill: high, poor)
For example, there are two difficulties that keep people from learning and using computers.
In the process of learning computers and information technology, there are always two problems that are difficult to solve: one is the path; the other is the cursor.
Path is an important part of information resource management (file management, database management), and it is a reflection of the overall structured understanding of information resources.
The cursor appears earlier than the mouse. Under different conditions, when the cursor is the smallest, it usually appears as a flashing vertical line "|" (or the lower horizontal line "_"), and sometimes the cursor appears as a "selected" Invert (or highlight) the part (block). This part (block) may be the entire content of the selected file, and it is also the time when the cursor is the largest.
Teaching design teaching method
There is no end to learning, no way to teach. The method of teaching, in theory, should be countless methods.
In the classroom teaching process, the teaching method is usually the main method, and students cannot be involved in activities and experiences. There are also discussion methods, discovery methods, reading instruction methods, demonstration methods, experimental methods, tutoring methods, tutoring methods, talking methods, táo methods, task-driven methods, communication methods, interactive methods, exercises Method, open method teaching method, etc. In the lesson plan, you can write down the main teaching methods used in this lesson.
As long as the words "sex", "member", "hand", "degree", "", "home", "law", "ism", "ideology" are added after verbs and adjectives, they will become noun.
If you add a word "" after the verb and adjective, it will immediately become a noun, which is a teaching "method".
In the teaching process of a class, the teaching teacher may use many "teaching methods", but it is just that they have not carefully summarized, summarized, combed, and rose to the theory.
Everything can't be biased, and chasing after the wind. The teaching method of theme activities is very good, but it is not the only teaching method. Students must not be involved in activities, experiences, feelings, induction, and summaries. This will waste a lot of precious time for students.
For example: a thermal equivalent test took 40 years.
Just like an old educator, the definition of "education" is: "What is education? It means that in a short period of time, students can acquire a lot of knowledge and abilities. This is education!"
Because of the school's and surrounding environmental conditions, non-repeatability, and space-time constraints, it is impossible for students to practice, experience, and perform many things!
For example: experiments in various disciplines with long time, rapid changes, expensive equipment, high consumption, dangerous, radiation, small micro, large macro, seasonal, difficult to observe, and difficult to succeed.
In the teaching process, teachers should try to avoid adopting: mentally, stupid, stupid methods such as elimination method, trial and error method. Pay attention to the use of the "optimal method" (0.618) to choose the teaching method used.
Educational Tools:
For example: computer, network, projector. System software, application software.
typography design:
Book
The blackboard must have a three-level catalog of chapters, sections, and headings, and a summary of the content in this lesson.
You can use the right 1/4 of the white (black, green) board to keep the questions for writing review questions and homework content.
PPT film
A presentation (PPT) can show outlines, pictures, videos, animations, etc. It should not be used more than one manuscript (presentation). It is not a substitute for physical display, teaching wall charts, demonstration experiments, and experience operations. Presentations (PPTs) are not suitable for so-called classroom teaching "courseware".
When using projection, the two most taboo situations are:
No human figure (skin shadow play) and hand (see how many fights are on the fingers) can be projected on the screen.
The electronic pointer has two points that cannot be pointed: one is the human eye; the other is the display screen.
Computer room environment
Pay attention to children's eye hygiene.
Two factors that cause vision loss:
The first is that the light strongly stimulates the eyes;
The second is that the light is dim and blurry.
The equipment room should be spacious and bright with plenty of sunshine. When the sunlight is insufficient, you can use the light supplement.
The air in the computer room must be circulated to keep it fresh and ensure oxygen supply to the brain (the brain is hypoxic, and brain cells are easy to die. Brain cells are non-renewable!), Which is conducive to positive thinking.
It is necessary to change the phenomenon that "winter is smelly feet and summer is smell of human sweat".
Evaluation and reflection:
Fill in according to the effect of students' after-school learning.
Did the expected (knowledge, skills, emotions) teaching goals be achieved in the pre-class instructional design?
Are the teaching methods and methods appropriate for (these) students? Did you achieve the best results? Does it need to be improved?
Is the teaching difficulty setting accurate? How should it be corrected and changed?
Is the teaching focus prominent? Did the teaching difficulty break through?
...
Are you prepared for the problems that may arise during the teaching process? Is it reasonable to deal with the uncertain factors encountered?
Timely and appropriate for unexpected emergencies in class?
Teaching process:
Habits are formed, and laws are constant.
Example: Get up in the morning.
What time is it to get up every morning? At what time of day does the sun rise, which is an immutable objective law.
What time do you get up every morning depends on the changes in study, work (summer, winter) time in different areas.
Habits can be changed, and laws cannot be changed!
For example: 5 links in classroom teaching.
The five links of classroom teaching (reviewing questions, introducing new courses, teaching new courses, summarizing, and doing homework) are objective laws. Regardless of whether the teacher recognizes these 5 links, write or not write them in the lesson plan, how the names of the 5 links in the lesson plan change, during the 45-minute teaching process, they will consciously or unconsciously follow these 5 The objective law of the link is not shifted by people's consciousness.
Review questions: (2 to 5 minutes)
the main purpose:
Make necessary preparations to solve the difficulties of this lesson.
Example: "Designing procedures to solve problems"
In this lesson, if you want to make use of mathematical formulas, you can lead students to recall and transform mathematical expressions into BASIC expressions, in order to prepare for breaking through the difficulties of this lesson.
Make preparations for the smooth introduction of new lesson content.
Review the last question asked, usually designed as a question that is closely related to the content of the new lesson in this section. You can also smoothly enter the next step of classroom teaching (introducing new classes).
For example: "Import of data"
From reviewing the names of cells in word processing tables to the names of cells in spreadsheets.
From copying / pasting the data information in the web form to the dynamic relationship between the imported web form data and the spreadsheet data.
Principles for filling out forms for designing classroom activities
Correlation | It should be closely related to the teaching content. | objectivity | Must not be subjective or suggestive. |
Suitability | Avoid puzzling jargon. | Briefness | Highlight the key identification, concise and easy to fill in. |
Comprehensive | The design content must be comprehensive, accurate and sufficient. | Openness | There is room to expand creativity. |
Requirements for design classroom questions
Fine design | The difficulty of the question should be that most students need to think about it before they can answer it properly. |
Understanding students | Which students need to be estimated to answer correctly? Which students can answer correctly only after prompting and helping? Which students do have difficulty answering? What kind of wrong answers can students get when answering questions? (There are many uncertain factors. Try to be thorough.) |
Guide correctly | Teachers should concentrate their energy, sharply capture students' uncertain statements, and correct them in a timely manner. For the lack and error of the thinking method of answers, we should pay attention to guidance and inspiration, and help students summarize and form correct answers. |
Choosing the right student | After asking a question, teachers should pay attention to the students' expressions and choose students at different levels to answer. Pay attention to taking care of students with learning problems. |
For the whole | The content of the question should take care of all students as much as possible, so that most students have the opportunity to answer questions. |
proper attitude | It is strictly forbidden to use questions to punish students in disguise. |
Introducing new lessons: (1-2 minutes)
Techniques and examples:
The method of "fu, comparison, and happiness" is used to naturally lead to the content of the new lesson smoothly.
(Fu: direct statement; comparison: parable; Xing: preface, others, eliciting themes)
According to the students 'cognitive law and level, start with the living examples of students' feelings.
(3) New lectures: (31 to 38 minutes. Time can be divided into multiple sections according to the content.)
The content should be clear on the topic and structure. The target can be operated and can be detected.
From special to general, the law is universal. The key points should be highlighted, and the difficult points should be broken through.
Control the time in sections, not broken. The links echoed tightly and the climax was rhythmic.
Outline transfer course standards, spirit and philosophy. Information is the main line and literacy is improved.
Knowledge and skills, accurate and delicate. Teaching and teaching methods, teaching and educating people.
Summary: (3 ~ 5 minutes)
Revisit the topic of structural points, rising from concrete examples to the knowledge of structured knowledge.
The meaning of Yu (yú) sound (yn) (nio) (nio) has not been exhausted, and has expanded from the content of this lesson to concern about related issues.
Homework after class: (1-2 minutes)
For example: requirements for homework assignments in information technology.
It is usually an exploratory work that uses brain, hands, and pens. The content of practical exploration can indeed be completed within the time of the lesson, and cannot be "raised."
There are three main aspects of homework:
The first is to carry out expansive and transferable inquiry learning and practice based on the knowledge and skills learned in this lesson. That is to achieve the purpose of reviewing and consolidating the knowledge and skills learned, but also to cultivate students' interest in active learning.
The second is to test the learning effect of students in this lesson.
The third is to pave the way for the content of the next lesson, and it can also be used as a review of the next lesson.
Some people arrange "after-school homework" to be completed in class. There is no distinction between what is "after-school work" and what is "class practice"!
If you use the time in class to complete the "after-class homework": Explain that you do not know the "five links" of classroom teaching; Explain that your lesson plans and instructional design were not designed and planned well before class, and did not consider adequately Use 45 minutes to teach in the classroom, so that students can learn more knowledge and ability; Explain that your lesson plan, the density of instructional design knowledge is small, the choice of teaching methods and means is not appropriate, and the 45 minutes of the classroom cannot be fully utilized effectively.
Our teaching principle is: in the shortest time, teach more knowledge to students, teach students more capabilities, and make students grow faster!
Instructional design time allocation
Generally, each of the five links of teaching is a time period.
There are only 1 to 5 time periods for teaching new courses.
The length of each time period can be set according to the content. The total is 45 minutes.
Reasonably allocate time and adjust time for a short period of time to be able to grasp the overall time.
Teacher activity common words: (each paragraph can be reused)
Organize questions, lectures, board demos, broadcast, broadcast, guide, explain and arrange.
Show inspection inspection records, log in, explain, listen to inquiries ...
Common words for student activities: (each paragraph can be reused)
Sit quietly and answer the lectures, think, observe, analyze, discuss, read, and watch trainees.
Hands-on internship experience narrative recall contrast explanation ...
plan for design:
In the classroom teaching process, the design intent of each teaching segment, or the teaching idea to be realized.
E.g:
Prepare for new knowledge
Suggest an event theme
Understand ... knowledge (concept, principle, phenomenon, etc.)
Getting ready for
Layered teaching
Deepen understanding
Enhance interest
...
Examples of instructional design
Instructional design
format
The teaching content must have chapter numbers and contents, which clearly indicate the position of this lesson in the textbook.
School Teacher Date
Class hours
teaching objectives
The goal setting should include three aspects of knowledge, skills and emotions, usually about three.
Be specific and operable. It can only be used in this lesson and not in other lessons. It should be unique.
The theme of the event uses a phrase, phrase, or sentence to describe a specific thing to do.
Guiding ideology
Refer to the concept section of the "Course Standard", combined with the actual content of this lesson.
The teaching focus should be accurate and clear. Sometimes the same name as the section.
The difficulty of teaching should be the areas that (these) students are difficult to understand and accept in this lesson.
There is no end to teaching methodologies. You can write down the main teaching methods used in this lesson.
Teaching aids such as computers, networks, projectors. Operating system, application software.
Teaching design blackboard design
writing on the blackboard:
The blackboard must have three levels of contents and abstracts.
You can use the right 1/4 of the white (black, green) board to reserve writing review questions and assignments.
PPT film:
Presentation (PPT) can show outlines, pictures, videos and animations, etc. It is not a substitute for physical display, teaching wall charts, demonstration experiments, and experience operations.
When using projection, no human or hand shadows can be projected on the screen.
The electronic pointer has two points that cannot be pointed: one is the human eye; the other is the display screen.
Computer room environment:
Pay attention to children's eye hygiene.
There are two factors that cause vision loss: one is that the light is strong to stimulate the eyes; the other is that the light is dim and blurry. The equipment room should be spacious and bright with plenty of sunshine. When the sunlight is insufficient, you can use the light supplement.
The air in the computer room should be circulated to keep it fresh, ensure oxygen supply to the brain, and help positive thinking.
It is necessary to change the phenomenon that "winter is smelly feet and summer is smell of human sweat".
Evaluation and Reflection on Instructional Design
Fill in according to the effect of students' after-school learning.
Rethinking and revising teaching goals, teaching difficulties, and teaching methods. Time teaching process teacher activity student activity design intention
Usually each of the five links of teaching is a time period.
Only the teaching link of teaching new courses can be divided into 1 ~ 5 time periods.
The length of each time can be set according to the content. The total is 45 minutes.
Reasonably allocate time and adjust time for a short period of time to be able to grasp the overall time.
Review Questions: (2 to 5 minutes)
Main purpose of instructional design
Make necessary preparations to solve the difficulties of this lesson.
Make preparations for the smooth introduction of new lesson content. Introducing new lessons: (1-2 minutes)
Techniques and examples:
The method of "fu, comparison, and happiness" is used to naturally lead to the content of the new lesson smoothly.
According to the students 'cognitive law and level, start with the living examples of students' feelings.
Lecture on new lessons: (31-38 minutes. Time can be divided into multiple sections according to content.)
The content should be clear on the topic and structure. The target can be operated and can be detected.
From special to general, the law is universal. The key points should be highlighted, and the difficult points should be broken through.
Control the time in sections, not broken. The links echoed tightly and the climax was rhythmic.
The outline turns to standards, spirit and philosophy. Information is the main line and literacy is improved.
Knowledge and skills, accurate and delicate. Teaching and teaching methods, teaching and educating people.
Summary: (3 to 5 minutes)
Revisit the topic of structural points, rising from concrete examples to the knowledge of structured knowledge.
Yu Yin is deliberate and has expanded from the content of this lesson to concern about related issues.
Homework: (1-2 minutes)
There are three main aspects of homework:
Common words
Organize questions, lectures, board demos, broadcast, broadcast, guide, explain, arrange, display, inspect, check, record, explain, listen, and inquire ...
Common words
Sit quietly, answer, listen, think, observe, analyze, discuss, read, watch, trainee, hands-on, practice, experience, narrative, contrast, explain ...
In the classroom teaching process, the design intent of each teaching segment, or the idea to be realized. [1]
Advantages and disadvantages of instructional design
Teaching design advantages
It is conducive to the leading role of teachers and to organize teaching according to the requirements of teaching goals.
This theory has a great influence in the teaching field of schools at all levels and types. It is the mainstream of instructional design.
Insufficient instructional design
In this kind of theoretically designed teaching system, students 'initiative and enthusiasm are often limited, and it is difficult to fully reflect the role of students' cognitive subjects. Gagne's theory of classification of learning results and the five-component goal statement theory, etc., have a good theoretical guidance on the formation of teaching goals and how to prepare lessons in the implementation of new courses.
