How to write a lesson plan?

If you want to write a good instructional design, you must first know what instructional design has. According to the requirements of Beijing teaching design, the teaching design has these contents.

(A) the guiding ideology and theoretical basis

(B) Analysis of teaching background

Teaching content analysis

Analysis of learning situation

My thoughts

Analysis of Teaching Methods and Means

Technical preparation and teaching media

(3) the design of teaching objectives

(D) Teaching process and teaching resources design

(E) Evaluation design of learning effect

(VI) Compared with previous or other instructional designs, the characteristics of this instructional design.

Second, how to write instructional design

(a) clear the subject area, grasp the basic direction and basic requirements of the content in this field, so that the basic things will not go astray.

For example, the teaching design of the understanding of numbers within 10,000 should know that it belongs to the understanding plate of numbers in the field of numbers and algebra. In the teaching of digital understanding, students should be helped to establish, understand and master digital concepts from six dimensions. At the same time, in the process of establishing digital concept, we should not only help students to establish digital consciousness, but also infiltrate the idea of position value. ...

Another example is the teaching design of carry addition within 100. You know, it belongs to the arithmetic disk of numbers in the field of numbers and algebra. In computing teaching, students should not only master the basic methods of computing and the vertical writing process, but also know what it is to cultivate students' lifelong literacy with the help of computing teaching and what the value of computing teaching is. ...

Another example is the understanding of writing centimeters, which belongs to the measuring board in the field of space and graphics. It is necessary to help students to establish the sense of measurement and cultivate their spatial concept from five dimensions. ...

……

(2) study textbooks and seek common ground while reserving differences.

When learning textbooks, it is important to see what others can't see and interpret the textbooks from the perspectives of editors, students and teachers.

Basic methods of reading textbooks:

Take a look: What's in the textbook?

Two thoughts: Why?

1. Don't do this, don't do this, why do you have to do this? What does the textbook convey?

2. What is the logical relationship before and after the textbook?

3. What are the teaching strategies determined according to the textbook arrangement?

4. If there is a problem, what to take and how to take it.

Answer 3: What is it-don't stop if you don't understand.

Test 4: Reflection-Reading Teachers and Books

(c) Studying students and accumulating their experience.

To study students, we should be scientific and rigorous, seek truth from facts, and constantly think, reflect and practice. There are three basic methods to learn textbooks-pre-test, trial lecture and interview.

According to the content of lectures, we can understand students' learning foundation and life experience about this knowledge point, accumulate students' learning process experience through trial lectures, facilitate teachers to adjust the teaching process, and understand students' distinctive thinking processes at different levels through personal interviews, which can help teachers cope with the complexity of students' thinking in various ways.

(4) Put forward your own thoughts and determine the theme of the design.

The theme should be clear, vivid and interesting, highlighting the essence. A good theme can not only show the author's wisdom, but also stimulate others' interest to the maximum extent and increase the strength and thickness of the article.

(5) Writing style

Writing should be structured, forward-looking and closely linked, and a good article should be well organized, focused and clear-headed.

Three. Matters needing attention in writing teaching design

The title vividly shows the soul.

The ideological foundation is appropriate and appropriate.

The background analysis is accurate and unique.

The teaching objectives are specific and detailed.

The teaching process is concise and clear.

The teaching process is exquisite and wonderful.

The effect evaluation is close to the theme.

Summarize the characteristics of rebate theme

Fourth, how to examine your own teaching design

The theme of the exam-breaking the question

Review link-interlock

Now give further examples to illustrate how to write instructional design.

Solving problems with multivariate representation

-People's Education Press Mathematics Volume IV P4 Case 1 Solving problems by two-step calculation method.

First, the guiding ideology and theoretical basis (this link is to solve the problem, and write three things clearly: what is solving a problem, what is multivariate representation, and why we should use multivariate representation to solve a problem)

Problem-solving teaching is distributed in all fields of primary school mathematics learning. For the part of solving problems, the mathematics curriculum standard clearly points out that students should experience the process of abstracting some life problems into mathematical problems, feel the reality of mathematical knowledge, make them learn to observe, discover, analyze and solve practical problems from the perspective of mathematics, obtain some basic methods of analyzing and solving problems, experience the diversity of problem-solving methods and develop their application consciousness.

Using multiple representations to solve problems is to help students capture useful information in more complex situation diagrams, grasp the quantitative relationship, and form thinking methods and strategies to solve problems with the help of four representations in the process of mathematics learning: action representation, image representation, semantic representation and mathematical symbol representation (considering the characteristics of mathematics). This is because the second-year students have the initial ability to capture information by looking at simple situation diagrams, but they have some difficulties in extracting useful information from relatively complex situation diagrams and grasping the quantitative relationship between them. By using multiple representations, they can use a variety of problem-solving strategies to deal with the complexity of students' actual situation, so that students can get their own methods.

Second, the teaching background analysis

(teaching material analysis wants to write clearly-how the textbook arranges problem solving, and what are the representations;

The analysis of learning situation should be clearly written-how students solve problems and what representation forms students have in the process of solving problems;

My thinking should be clear-how to improve students' problem-solving ability with the help of multiple representations in the teaching process)

(1) teaching material analysis

1. Overall analysis of solving problems

The first volume of senior one: solving practical problems with pictures and symbols as the main presentation form is the first time that students come into contact with complete practical problems.

The second volume of senior one: Ask questions according to the information in the situation map, and emphasize the cultivation of students' problem consciousness.

The second volume of senior two: extract information from more complicated situation diagrams and learn practical problems solved by two-step calculation. The key point is to help students get some basic methods to analyze and solve problems in the learning process.

With the increase of students' cognitive range and the improvement of mathematical operation ability, the textbook continues to arrange a series of practical problem-solving research, with the aim of cultivating students to learn to discover and extract useful information, ask questions and analyze problems, form basic methods to solve practical problems, and improve students' ability to solve practical problems.

Volume II of Grade Three, Volume II of Grade Four, Volume I of Grade Five and Volume I of Grade Six (omitted)

Throughout the textbook of PEP 12, in the arrangement of solving problems, we pay attention to creating problem situations from students' life experiences and gradually cultivate students' mathematical thinking from shallow to deep; In the way of presentation, actions, images, semantics and symbols are organically combined, which not only is close to students and life, but also broadens students' horizons and feels the authenticity of mathematical knowledge, laying a foundation for improving students' ability to solve problems flexibly by using what they have learned and their awareness of solving simple practical problems by using what they have learned.

2. Understanding of the content of this lesson

This is the first time that students have formally learned to solve practical problems with two-step calculation method. The textbook starts with the familiar life situation of students, and uses images, semantics and symbols to help students experience the problem-solving process, understand the general methods of solving problems, develop students' problem-solving ability and cultivate students' application consciousness.

(2) Analysis of learning situation

Students have come across some problems when solving practical problems with addition and subtraction, mainly learning the operation order and calculation method. Today, students are exposed to learning with the unit theme of "solving problems" for the first time. The focus of learning is to help students experience the whole process of solving problems, understand the quantitative relationship between them on the basis of understanding the meaning of pictures, explore the methods of solving problems, check the correctness of the selected methods and realize the steps of solving problems.

In order to understand the students' learning foundation, in the previous teaching, I showed this picture in two situations, allowing students to express the meaning of this picture with their own ideas.

1. Static demonstration scene diagram

(1) Most students can use actions and semantics to express images and meanings.

(2) A small number of students use images to express their ideas.

(3) Students' action standards and semantic representations are diversified.

2. Dynamically present the scene.

(1) Go first, then arrive.

(2) Come first and then go.

Students' performance is presented in two forms:

Most students can use actions and semantics to express images and meanings.

A few students will use images to express their ideas.

Students' action representation and semantic representation are single.

Although students' representations are basically the same in the two cases, their problem-solving strategies are quite different. The scene diagram is presented dynamically, and students are disturbed by the animation process, so the thinking of solving problems is relatively simple. The static presentation of scene diagram is beneficial to students' overall observation, and there are two or three ways to solve problems.

(3) My thoughts

(1) present the scene diagram statically, and let the students express their understanding of the diagram in their favorite way.

(2) Solving problems with multiple representations helps students to experience the whole process of solving problems and feel the methods of solving problems.

Three. Description of teaching methods and means (the selected teaching methods and means also serve for solving problems and multiple representations)

The teaching method of teachers' guidance and students' independent inquiry is adopted. By guiding students to express their understanding of the same situation diagram in different forms, it provides rich image support for students to understand and analyze problems, and helps students form basic methods to analyze and solve problems.

Fourth, the teaching objectives and difficulties (closely around the problem-solving, multi-representation of writing teaching objectives, teaching priorities and difficulties)

1. Preliminary perception uses multiple representations to understand the meaning of pictures, perceive quantitative relationships, and explore ways to solve problems.

2. Cultivate the ability of extracting information, solving problems and application consciousness in the process of solving problems by means of multivariate representation.

3. Perceive the close relationship between life and mathematics, and form the habit and consciousness of looking at things from multiple angles.

Teaching emphasis: the whole process of solving problems with the help of multiple representations.

Teaching difficulties: communicate the relationship between several forms of expression and master the basic methods to solve problems.

Five, the teaching process (each link should highlight the essence of solving problems, a variety of appearances)

(1) Semantics and actions represent the meaning of the scene diagram.

1. Show the scene: Some students go to the amusement park on weekends to see what they are playing!

(Show the courseware to cheerful music-amusement park map)

2. What else did you see besides the games they played?

3. Focus on Puppet Show: What do you see and what do you know?

Monitoring: ① What does "original" mean? Who are you referring to?

(2) Where did you see "six people left"?

③ What does "13" mean? Who are you referring to?

④ What does "now" mean? What do you mean, "people who watch the drama now"?

Please describe the meaning of this painting in your own words.

Please use your own language to describe the meaning of this picture with gestures-individuals, groups and groups.

(Design intention: With the help of five discussion questions, help students experience the observation process from the whole to the part, experience the process of abstracting some life problems into mathematical problems, feel the reality of mathematical knowledge, and learn to use semantics and actions to represent the meaning of situational diagrams. )

(2) Images and symbols represent the meaning of the scene map.

1. Please draw a picture to show the meaning of the scene diagram and calculate it in parallel.

2. Communication and presentation, using three forms of questioning:

(1) Ask students to show their creative drawings and explain them.

Do you have any questions about what the needle told him and what he drew?

Who understands the meaning of his painting? Can you talk about it?

3. Summarize the student algorithm:

Method 1: 22+ 13 = 35 (person) 35-6 = 29 (person)

Method 2: 22-6 = 16 (person) 16+ 13 = 29 (person)

Method 3: 13-6 = 7 (person) 22+7 = 29 (person)

Monitoring: ① What is the significance of each method and what is the story.

There are several steps to solve this problem. Why are these steps divided? What are you looking for at every step?

4. Compare the three methods: Why are there three different ways to answer the same question, and what are the internal relations between the three methods?

5. Communication comprehensive formula and step-by-step formula.

6. Summary: Students use semantics, actions, representations and symbols to express the meaning of this scene. Use whichever you like.

(Design Intention: Interpreting the situation diagram with four representations will not only help students understand the meaning of the situation diagram from multiple angles, levels and directions, clarify the quantitative relationship, and explore the methods and strategies to solve problems, but also help students find their own representation methods through comparison, initially learn to observe, discover, analyze and solve practical problems from a mathematical perspective, obtain some basic methods to analyze and solve problems, experience the diversity of problem-solving methods, and develop students' application consciousness. )

(C) to communicate the relationship between the Four Represents

1. One person said the idea, and another person proved it with his actions.

2. One person says the formula and the other describes the meaning of the formula.

3. Summarize the relationship between several forms of expression.

(Design intention: With the help of one representation, seek the other three representations corresponding to it, help students to further understand the relationship between the four representations, deepen their understanding of different representation forms, and find a method suitable for them. )

(D) Using multiple representations to solve problems

(Design intention: solve problems with multiple representations, feel the whole process of solving problems again, and improve the ability to solve problems. )

(5) Summarize the process of solving problems with multivariate representation.

Monitoring and combing:

① Look at the scene diagram to understand the meaning and extract mathematical information.

② Multidimensional representation of scene meaning.

③ Communicate the relationship between several representations.

(Design intention: To help students form the thinking process of solving problems, master the general methods of solving problems, and understand real life is the classroom for students to learn mathematics. )

(6) Blackboard design

Five, learning effect evaluation design (closely around the problem solving, multiple representation design theme)

Sixth, the characteristics of this instructional design (focusing on solving problems and writing with multiple representations)

1. With the help of multiple representations, help students go through the whole process of solving problems.

This kind of teaching design represents the meaning of situation map through semantic and action activities, grasps the starting point of students' learning, represents the meaning of situation map through the activities of images and symbols, and carries out mathematics learning, which prolongs the process of students' understanding of the relationship between situation map and quantity. In the process of communicating the relationship between the four representations and solving problems with multiple representations, students not only understand their similarities and differences, but also lay the foundation for choosing the method that suits them. In the process of solving problems with multiple representations, help students experience the process of abstracting some life problems into mathematical problems, feel the reality of mathematical knowledge, initially learn to observe, discover, analyze and solve practical problems from the perspective of mathematics, obtain some basic methods of analyzing and solving problems, and experience the methods of solving problems.

2. By listening and communicating, change students' learning style and improve their learning ability.

After students express their understanding of the situation map with images and symbols, they can cultivate their ability to analyze, think and read other people's thinking through the display and communication between students, and initially form the habit and consciousness of accepting and tolerating their own way of thinking.