How to write a lesson plan

Question 1: The basic form of how to write a lecture is the "four modules" model, which consists of teaching materials, teaching methods, learning methods and teaching procedures. Teaching according to the framework required by this basic model can effectively avoid irregular and outdated teaching forms such as random class, blind class and simple lecture, and gradually form a new teaching model that conforms to the teaching law and is conducive to students' growth. This model is a good way for young teachers who are new to the podium and inexperienced, or teachers who have teaching experience but are in contact with lectures for the first time, to fully grasp the teaching materials, feel the whole teaching process macroscopically, and quickly standardize teaching behavior, which is convenient for teachers to gradually improve their research level and obtain greater benefits.

The specific operations of the "four modules" are as follows:

First of all, talk about teaching materials. This part includes teaching contents, teaching objectives, teaching emphases and difficulties. The teaching content should be clear about the position of this course in the whole textbook, as well as in this book and this unit. Only by knowing the students' original knowledge level and the students' subsequent learning content can the positioning be accurate. The content is determined, and the target can be determined from a three-dimensional perspective. Needless to say.

Second, talk about teaching methods and learning methods. According to the content and students' situation, find out the key points and difficulties, design teaching methods, use what methods to achieve the above goals, and how to guide students to complete their learning tasks, reflecting the leading role of teachers and the main role of students.

Third, talk about teaching procedures. After the above two sections are clear, the next step is how to implement the problem, how to import it, how to highlight the key points, break through the difficulties, and tell the specific ways and means. , presuppose possible problems in the teaching process and find ways to solve them.

Fourth, talk about blackboard design. If there is this plate, its function can be explained. If not, there is no need to go into details.

Among them, the second and third sections are the highlights of the lecture, which reflect teachers' teaching ideas, teaching styles and teachers' overall quality. Talking about lessons is like a piece of paper, which embodies three questions: what (teaching content), why (design of teaching methods and learning methods) and how (implementation of teaching process).

First, the general mode of lectures.

(1) Introduce yourself

Name, unit (current job) and discipline.

(2) The content of the lecture

1.

(1) teaching material analysis and its treatment.

(1) Teaching materials are selected for this course;

(2) What is the position of this section, and what is its internal relationship with the previous and subsequent knowledge? This part of the content is based on what part of the knowledge the students have learned. What knowledge is used and what knowledge is the basis for later learning?

③ What effect does it have on the cultivation of students' knowledge and ability? What is the impact on students' future study?

(2) The establishment of teaching emphases and difficulties.

① Specific requirements of curriculum standards;

② Student reality and social reality;

③ The logical structure and teaching system of textbooks.

2. Oral teaching methods and learning methods

Teaching has the law, but teaching cannot. Design is the most important, and innovation is the most important.

(1) Teaching objectives, teaching emphases and difficulties;

(2) the law of students' cognitive activities and their actual level;

(3) the actual level of teachers.

Objective: To master knowledge, cultivate ability and develop potential.

Why should we adopt this teaching method? How to use this method effectively in specific classroom teaching? What is the expected effect? Choose teaching methods, such as multimedia: purposefulness, practicality, operability and novelty.

3. Talking about teaching procedures (talking about teaching design)

Teaching procedures include: introducing new courses, explaining new courses, evaluating teaching effects and consolidating new courses.

(1) import

Stories, songs, famous sayings, knowing perfectly well past ask (empathize). What method is used to import? What are the benefits? What can it do?

(2) explanation

(1) How do teachers ask questions? How to promote students' positive thinking? What role does the teacher play? What content do students participate in? What do students accomplish independently?

② In the process of explaining the new lesson, what aspects of students' abilities should be cultivated? Achieve what goal? What thinking patterns may appear when students study and must be overcome? If students don't follow the teacher's ideas, what remedial measures are there?

(3) How to make students truly become the masters of learning, so that students can not only learn, but also learn. This is the key and essence of teaching.

(3) Teaching effect evaluation (feedback)

Evaluating teaching effect includes asking questions and classroom exercises. Practice should be targeted and systematic.

(4) Summary

It is important to integrate the knowledge of this lesson into the mutual knowledge system, strengthen the connection between knowledge, and also put forward some thoughtful questions.

4. Talking about blackboard design

A good blackboard writing design should be based on teaching concept, learning concept and textbook intention, and be connected with the original textbook ...

Question 2: What is the specific process of the lecture and how to write the lecture notes? How can I teach a good lesson? The lecture notes can be downloaded from the Internet. The main content is how to talk about this lesson, what is the focus of this lesson, what are the difficulties, what teaching methods to use and so on. During the interview, the examiner also asked about the knowledge of pedagogy and psychology, and suggested getting familiar with it. In addition, I will ask some questions about the content of your lecture. These are the contents and ways. Pay attention to dress dignified and tidy, and don't be nervous.

Adopt it

Question 3: How to write the speech? The teaching process should be detailed, but it is not the same as classroom teaching records. For key links, such as what teaching methods should be used to break through important and difficult points, the content of general links can be said less. Try to avoid the saying that the teacher asks, the teacher estimates that the student will answer, the teacher asks, and the student estimates that he will answer.

There is no fixed pattern on how to arrange each link in the teaching process. We can divide the content of a lesson book into several lessons and then arrange the teaching links one by one. You can talk about the arrangement of the whole link first, and then talk about it step by step. You can talk about the content of one link first, and then talk about the content of the next link in turn, and try to use appropriate interlanguage between links to make the whole lecture confusing.

First of all, about the connection and difference between lectures and lesson preparation.

1. Lesson preparation focuses on studying and solving the teaching content and implementation technical problems such as "what to teach and how to teach" in classroom teaching, saying that in addition to the above problems, it is also necessary to study the teaching theoretical problems of "why to teach like this".

2. In order to meet the needs of the smooth progress of bilateral activities between teachers and students in classroom teaching, the teaching plan should be written in detail, and even the solutions of teaching inversion should be listed in detail to facilitate attention in classroom teaching; In order to meet the needs of listening and speaking teachers, the lecture notes written by the listeners only need to outline and describe the lesson plans abstractly and rationally, and the problems explained to students in class can be less or less (such as the demonstration of examples, etc.). ), and not all the content described is reproduced in the classroom, which violates the role of a director in the classroom.

Second, pay attention to the use of language in oral class.

1. monologue language

Most lectures are in this language, so don't read or memorize notes in the same tone from beginning to end, but use enough volume for everyone present to hear clearly. Speak at an appropriate speed and intonation, so that the audience can experience the changes in the lecture content from your ups and downs. Specifically, teaching material analysis should be concise, have sufficient theoretical basis, make teaching methods and learning methods clear slowly, describe teaching objectives one by one, and emphasize key and difficult points.

2. Language of instruction

Because in class, we should not only say "what to teach" but also "how to teach". To say "how to teach" actually means how you are going to teach, but it is not simply to show the questions and answers in class in such detail, but also to let the listeners know your teaching ideas and specific steps. Ask, speak, read and speak, and bring the audience into your classroom with their own language changes. If you don't enter the classroom, you seem to see the shadow of your class and speculate on your classroom teaching effect.

When to use the medium of instruction?

The classroom teaching designed by (1) uses classroom teaching language.

Attract the audience with novel, interesting or concise leads. When speaking the lead, the lecturer should treat the teacher as a student in his own class, with a high voice and a slow voice.

(2) The concluding remarks in class should be used in the teaching language.

The conclusion designed in oral class should be twofold, both to impress the listener and to let the listener infer from your language that you will deeply attract students in class, which requires the conclusion to be both wonderful and properly expressed.

(3) Applying explanations and questions in teaching language.

Explanatory language, also known as lecture language, mainly explains, analyzes and expounds what is said. This language pays attention to conciseness, accuracy and clarity. Good questioning language can inspire students to think, make students' learning active and vivid, and easily lead questions to depth. Let the listener judge the quality of your question.

Third, pay attention to the theoretical basis.

What theoretical basis should be said in the lecture?

1. The syllabus is the main basis of teaching.

2. The actual situation of students should be the main consideration of teachers' teaching.

3. The characteristics of teaching materials and disciplines are also one of the important theoretical bases.

4. Educational theories and famous sayings can also be used as a powerful theoretical basis.

No matter what kind of theory is used, it should be concrete and convincing, and the following problems should be avoided:

1. Theoretical superposition is not applicable.

For example, the requirements for teaching purposes are based on "from the perspective of information theory and cybernetics …" and "the principles of pedagogy and psychology …" plus "the requirements for the syllabus of minority languages …"

2. An empty theory won't work.

For example, every class is based on the requirements of the syllabus, students' reality and their own teaching practice, which is just an empty shelf. There is no actual content, is it based on the outline >>

Question 4: How to write an example about art teaching plan for you?

Unit 2 Imagination of Spring

Lesson 1: Feel the spring and understand it.

I. Teaching hours: 1 class hour (this class hour is the first class hour)

Second, the field of study: appreciation? Comments and descriptions

Third, the teaching objectives:

1, knowledge goal: guide students to experience the aesthetic feeling and different forms of expression of natural beauty and artistic beauty through appreciation and evaluation.

2. Ability goal: combine students' own observation and discovery, boldly imagine and associate, help students feel the artist's praise of spring from different angles and forms, and express their feelings about spring at the same time, so as to improve students' appreciation ability and painting performance ability.

3, emotional goals:

Stimulate students' discovery and pursuit of beauty, get close to life and nature, and deepen students' understanding of the harmonious coexistence between man and nature. Protecting nature means protecting human beings themselves. Cultivate students' awareness of actively participating in communication and feel the experience of success.

Fourth, teaching focus: understand the related knowledge of natural beauty and artistic beauty and their relationship.

Five, teaching difficulties:

Ask the students to analyze the angle and form of artists praising spring in their works through discussion, cooperation and competition. Through the understanding, exploration and experience of artists' works and aesthetic values, we can understand the different forms of expression of different arts.

Six, teaching preparation:

1. Teacher preparation: multimedia courseware (including literary works, audio-visual materials, pictures and music about spring).

2. Students' preparation: preview this lesson before class, and collect and extract literary fragments and poems describing spring by surfing the Internet and going to the library for reference before class; Chinese and foreign artists' works show pictures of spring; Show photos and songs of spring.

Seven, the teaching process:

(A) the guiding stage

1, create situations, reveal topics and attract interest:

Teacher: Spring is the season when everything in nature recovers and life sprouts, and it is also the season when people work hard and sow hope. Under the blowing of the spring breeze, everything in spring is full of vitality. Let a hundred flowers blossom and birds sing together. It breeds vitality and hope. Next, let's use Mr. Zhu Ziqing's prose "Spring" and a set of photos showing spring to feel and understand spring! (blackboard writing topic)

Courseware display: Recite and record the prose "Spring" and landscape photography pictures.

Question 5: How to write the kindergarten lecture in the kindergarten lecture draft is a new topic of preschool education reform. It can not only enhance teachers' consciousness and purpose in designing and organizing educational activities, but also help teachers to further understand the relationship among various factors in educational activities and improve their comprehensive quality. Early childhood educators in our city are trying and exploring this new teaching and research work. The development of lecture activities has aroused the attention and concern of kindergarten teachers.

The basic form of the lecture:

In other words, the basic framework of the course:

First of all, talk about textbooks.

Second, talk about learning.

Third, say the goal.

Fourth, say preparation.

V. Representation process

Theory of intransitive verbs and learning methods

Seven, highlights or features

Speaking of textbooks:

Teaching materials for analysis. Title, source, that is, where you come from and why you choose it-that is, if your activities come from the theme, explain the content and value pursuit of the theme, the position of this textbook in the theme, and whether it is related to other textbooks in the theme. If your activities come from children's life, explain why you choose this textbook from life, and analyze children's age characteristics, psychological characteristics, learning characteristics and their relationship with the textbook to promote children's development. If your activity comes from an independent textbook, explain the attraction of the textbook itself and analyze the intrinsic price of the textbook. (Example: The story of kissing a giraffe is selected from the theme of "interesting animals" in the next semester of a small class. The story chooses rabbits and giraffes that children are familiar with and like as characters, and tells a story of a giraffe aunt helping others, especially the story of a rabbit kissing a giraffe aunt, which makes people feel very interesting and conforms to the age characteristics of small class children. In life, we often see the children in our class kissing the teacher's hand or face to show their love for the teacher. Considering that most children nowadays are only children, especially those in small classes are young, all of them are "self-centered" and lack the quality of friendship and mutual assistance, I think this story conforms to the age characteristics of children in small classes and the actual needs of children. So, I chose this story, combining language and society. )

Second, talk about learning:

Analyze what? Children's age characteristics, psychological characteristics, learning characteristics and their relationship with teaching materials (for example, kissing giraffes in small classes: children in small classes are about 4 years old. They are in a typical game age, which is the peak of role-playing. They are particularly interested in games and usually like to imagine themselves as characters in stories. But because of the lack of vocabulary, children want to say it in the game, but they don't know how to say it. Even if they say it, it is difficult to fully express themselves. So I want to let children experience the fun of the game through activities and provide them with opportunities to speak. )。 The analysis of learning situation is the most easily overlooked by kindergarten teachers in class. The purpose of learning situation analysis is to choose appropriate teaching methods and learning methods.

Three goals:

How to determine the goal-emotion, cognition and ability. The goal is to dig. The premise of mining is the analysis of teaching materials. The evaluation of the target focuses on whether it is clear, specific and verifiable. At the same time, it is necessary to analyze the key points and difficulties of the textbook, as well as the determined reasons or breakthrough methods (for example, in the language field of "Guidelines for Kindergarten Education", it is proposed that "the key to developing children's language is to create an environment in which children want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response." And "encourage children to express their thoughts and feelings boldly and clearly, and develop their language expression and thinking ability." According to this goal and requirement, combined with the age characteristics and language development level of small class children in the next semester, children are young, easily distracted and self-centered. I put forward the goal of this activity from three aspects: cognition, ability and emotion.

1, cognitively: understand the story content in the game scene and deepen the understanding of giraffes.

2, ability: actively participate in the discussion of clean stories, willing to boldly express their ideas.

3. Emotionally: experience the happiness brought by friendship and mutual assistance.

The goal is to understand the story in the game scene and experience the happiness brought by friendship and mutual assistance. Therefore, in the activity, I take this as the teaching focus. Children in small classes have incomplete language expression, and sometimes they can't say more or express their ideas if they only say half a sentence. According to the development of children's language, I determine that the difficulty of this activity is to express their thoughts in relatively complete sentences.

Four people said to prepare:

What are the parts? -material preparation, knowledge and experience preparation, etc. And why such preparation is needed besides material preparation ... >>