Secondly, we should prepare for students, prepare for the text, prepare for their own, there are teaching ideas
The format of the lesson plan: a teaching content analysis; two teaching objectives (divided into cognitive objectives, skills objectives, emotional objectives) three teaching key points and difficulties; four learners' characterization; five teaching strategies and design; six teaching process (focus); seven teaching evaluation design; eight post-course reflections and self-evaluation.
Mathematics Teaching Case
Volume of a cone I. Teaching objectives:
1. Let the students derive the calculation of the volume of a cone by themselves and be able to use the formula to solve problems skillfully.
2. To develop students' thinking ability and spatial concept.
3. Cultivate students' spirit of exploration and cooperation.
II. Teaching focus and difficulties:
Master the derivation of the formula for the volume of cones.
Third, the teaching process :
(a) create a scenario.
Teacher: how to calculate the volume of the cylinder? (Name the students to answer)
Students: answer (teacher summary)
Teacher: What are the characteristics of a cone? （
Teacher: In our daily life, we often see some grain piles, sand piles. Do you know how to find their volume? If you use a truck to transport, how many cars need to be used? (volume of cones)
(B) learning to explore
1, learning to explore the volume of cones
Teachers: Please think about how we know the formula for the volume of the cylinder:
(the "cylinder" into a "rectangle") "to derive the volume of the cylinder.")
Teacher: Today we also based on this method, to study the volume of cones. Do you have the confidence to study by yourselves? (Students are very interested.)
Teacher: Please discuss in your group, what are the characteristics of the test supplies brought by your group?
Students: discuss and exchange, and concluded that: a group of cones and cylinders with equal base and height, a group of cones and cylinders with equal base and height, a group of cones and cylinders with unequal base and height.
Teacher: let the students guess the same relationship between them (students talk, each expressed their views, each other)
Teacher: students, how do we know the correctness of their guesses. (test)
2, students do experiments in groups, the teacher patrol.
Students test, group communication.
Feedback from each group.
Teacher summary: I found that some groups are using water to do the test; some are using sand to do the test. You can conclude that the volume relationship between the cone and the cylinder with the same base and height: V (cone) = 1/3 V (cylinder). And I also found a group of students unique, with a cylinder shaped playdough, with a knife to cut it into a cone with its equal base and height, cut off the part of the two cones and the first cone the same size of the cone, so that we get the same size of the three cones, but also get the cone and the volume of the cylinder relationship. Offer praise!
3, teachers and students *** with the completion of the example, the teacher for individual training.
(C) consolidation exercises to deepen understanding.
1, multiple choice questions.
The volume of a cone is 18 cubic meters, and it is equal to the bottom and height of the cylinder volume is ( )
(1) 54 cubic meters (2) 6 cubic meters (3) 9 cubic meters
2, Dongdong's home there is a cylindrical bucket, filled with water is 30 kilograms, and how many containers and it is equal to the bottom of the conical container to fill?
3. Some questions from the book.
(d) Summarize: what have you got today?
VII. Reflection:
This lesson I focus on the transfer of knowledge, because the old knowledge is the basis of new knowledge, any knowledge is built on the basis of existing knowledge. Cultivate the students' observation ability, hands-on ability, let the students hands on the brain at the same time, let them cooperate with each other, *** with the exchange, in order to achieve the knowledge of *** enjoy. I let the students through guessing - verification - conclusions. It cultivates students' spatial concept, the conversion of graphics, and in the design of the practice problems, it focuses on the cultivation of students' graphic measurement ability. Interest is the best teacher. In the creation of scenarios, I use the examples of daily life to stimulate students' interest in learning, stimulate their spirit of exploration, especially the emergence of different methods of exploration, vigorously praised, in stimulating students' interest in learning at the same time, cultivate students' creative thinking.
In short, this lesson I stimulate students' interest at the same time, so that students experience the process of acquiring knowledge, experience the joy of success, cultivate their thinking, according to the actual development of students' spatial concepts. ... >>
Question 2: How to write the teaching preparation in the lesson plan Selecting a fair teaching content is the condition of preparing a good lesson, the choice of teaching content should be based on the characteristics of knowledge, the intention of the preparation of the textbook, the time required to complete the teaching task and the actual situation of the students and other factors to decide. How to choose the teaching content of a lesson in a fair way? The first is to choose according to the organization of the textbook. Usually we divide the knowledge of an exercise into several small paragraphs, each small paragraph for the teaching content of a lesson, the current math textbook is so arranged, teachers in the preparation of the textbook as long as you look at the content of the new teaching as well as the preparation of the corresponding exercises, you can determine the content of the teaching of a lesson. The next step is to choose according to the degree of difficulty of the knowledge. Generally speaking, relatively simple, students are easy to accept and understand the knowledge, the content can be selected more; for students difficult to understand, difficult to grasp the knowledge, due to the teaching to spend more time, so the content should be appropriate to select some less. Selection of a lesson time teaching content should be specific circumstances specific treatment, to a lesson can successfully complete the teaching task, the knowledge taught is conducive to students to understand and grasp prevail.
Question 3: How to write a lesson plan template Unit Theme Designer
Lesson Title
Teaching Objectives
Teaching Difficulties
Preparation
Ingraduate Arrangement
Teaching Procedure
Teaching Remarks
Question 4: How to write a lesson plan? 1. Teaching purpose. The purpose of teaching refers to the final effect that the teacher wants to achieve in teaching. Teachers only clear teaching purpose, in order to make the "teaching" targeted, so that "learning" has a goal to follow. Teaching objectives in the lesson plan should be clear, specific, concise. Generally should be selected 1 to 3 teaching purposes.
2. Teaching priorities and difficulties. Teaching focus and difficulty is the core of the whole teaching, is the key to complete the teaching task. The focus is prominent, the difficulty is clear, is conducive to students to grasp the overall idea of teaching, easy for students to cooperate with the teacher to complete the teaching task.
3. Teaching methods and teaching process design. Teaching methods, although a variety of teaching methods, but each lesson must be based on the content of the teaching and the students' ability to determine the acceptance. Teachers of the art of teaching, it is important to see whether the use of teaching methods is skillful and appropriate. Teaching process is also called teaching steps or teaching procedures, that is, the steps used to guide and standardize the teacher's classroom activities. Only by arranging a good teaching process, teachers can complete each teaching link in the classroom in an organized and successful manner.
4. The introduction of teaching content. The introduction of teaching content is the classroom introduction. Classroom introduction is an art, it is the link between teaching and learning, is to let the students into the material, mastery of the material bridge. Therefore, the teacher should be determined according to the purpose of teaching, content, for the students' psychology, carefully designed classroom introduction, skillfully introduce the new class, in order to stimulate the interest of students, so that students can wholeheartedly into the classroom learning.
5. Teaching content. Teaching content is the core of classroom teaching, because the other parts of the preparation are for it. When writing a lesson plan, the content of the teaching must be written clearly in steps and at different levels, and if necessary, should also indicate the time required after each part of the content. In this way, the content taught can be made to proceed steadily according to the expected time, so as not to appear before the loose after the tight or before the tight after the loose situation.
6. training content. Exercise is the knowledge structure of the textbook into the cognitive structure of the student's ties, is a way for students to combine the theoretical knowledge learned and practice, but also a good way to timely feedback on the effectiveness of classroom teaching, therefore, regardless of the content of the knowledge taught is the nature of the classroom should be arranged to practice the time, and should not be full of irrigation.
7. Summary and homework. A good lesson plan should have a beginning and an end. Summary is both the end of classroom teaching, but also an essential means of strengthening the focus of teaching. A good summary can play the role of a finishing touch. Homework is the teacher according to the content of the lecture assigned after class exercises, so that students can review, understand, digest the content of the lecture, to learn the content of the next lesson to lay a solid foundation.
A pre-course system part (a) analysis of teaching materials Teaching materials analysis part of the writing requirements: three operational requirements: (1) analyze the requirements of the "Curriculum Standards". (2) analyze the content of each lesson materials in the overall curriculum standards
"How to write a teacher lesson plan"
Article "How to write a teacher lesson plan" body start > > -
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A pre-course systematic part
(a) analysis of teaching materials
Teaching materials analysis of the part of the writing requirements: Three operational requirements: (1) analyze the requirements of the Curriculum Standards. (2) Analyze the position and role of each lesson's content in the whole curriculum standard and in each module (each textbook). (3) Analyze the differences and connections between the content of each textbook in high school and the relevant content of the middle school textbook.
(B) Student Analysis
The writing requirements of the student analysis section: three operational requirements: (1) analyze the existing cognitive level and ability status of students. (2) Analyze the students' learning problems. (3) Analyze students' learning needs and learning behaviors.
(C) teaching objectives
Teaching objectives part of the writing requirements: three operational requirements: (1) determine the knowledge objectives. (2) Determine the objectives of ability and method development and their teaching implementation strategies. (3) Determine the selection of teaching to guide students' emotions, attitudes and values objectives and their teaching implementation strategies.
A, the four basic elements that must be present:
Behavioral subject The subject must be the student rather than the teacher, people judge whether the teaching has the benefit of the direct basis for the students have not obtained specific progress, rather than the teacher has not completed the task. Generally in writing the teaching objectives when the subject of the behavior can be omitted, but the format must pay attention to such as the general can take the following expression: "through ...... learning, can say ......". "Learning through ......, can analyze and summarize ......", instead of "so that students master... ..." and "teach students to ......"
Behavioral conditions Behavioral conditions refer to the specific constraints or boundaries that affect the outcome of a student's learning. For example, "by gathering information," "by watching the movie ......," "by learning from this lesson."
Behavioral verbs ...... >>
Question 5: How should a lesson plan be written and what are the considerations? Different lesson types, the preparation of their lesson plans, although the above ****, but also have their own characteristics. Here are a few common types of lesson plans to explain the respective points.
1. new class (l) grasp the transition of the teaching links, articulation
① design a good review of the content of the introductory class. Grasp the connection between the old and new knowledge, or mining students' daily life and the content of this lesson related to the physical phenomena, based on old knowledge or life as a basis, design and put forward appropriate questions, so that students realize the importance of learning new knowledge and the need to arouse their interest in learning, so that students are prepared for the natural transition to the new lesson. Therefore, in the lesson plan for the introduction of the new lesson, what questions, students may answer a variety of situations and for a variety of different situations to ask what questions, or what kind of key language to guide, how to skillfully and smoothly transition to the content of the new lesson and other issues should be specifically and clearly reflected in order to facilitate the implementation of the teaching.
② write the logical level of the new content. The introduction of new concepts, the acquisition of new laws, should follow the principle of gradual and orderly progress, and clearly guide students to a level of scientific steps. Therefore, the pre-concepts necessary for eliciting new concepts and the thinking procedure for their elicitation should be written concisely on the lesson plan. The method of obtaining new physical laws, (e.g., whether through experimental summarization or deductive reasoning), and its ideas should also be clearly written in the lesson plan, so that the actual teaching of smooth thinking. In addition, the new concept of the law of the connotation, extension of the points to be emphasized and its application in the application of the problems to be noted, etc., in the lesson plan should also be reflected, in order to pave the way for the use of new knowledge and consolidation of the summary.
③ consolidation of the summary process should be designed to appropriate methods and issues, leading students to make the final "sprint", rushed to the "apex" of knowledge, so that students can condescendingly grasp the ins and outs of the knowledge, systematic understanding of physical knowledge. Therefore, the summary of the question asked, in order to enable students to learn new knowledge and old knowledge linked to or for the subsequent study of the ambush set up the key words needed to pull, etc., should be reflected in the lesson plan.
(2) write effective measures to facilitate the breakthrough
The reasons for the formation of teaching difficulties are manifold, but as long as the causes are identified, timely and appropriate medication, can be broken. In the lesson plan for the lesson of what is the difficulty and its elimination measures and methods should be clearly written, such as the concept of abstraction, students and the lack of perceptual understanding of knowledge, need to cite what examples, when to do what demonstration experiments, prompting students to pay attention to the observation of what; for the students' life experience and the physical knowledge of the contents of the contradiction, the need to borrow the specific analysis of what issues, how to guide the students to recognize the physical aspects of different sides, analyze the essence of the physical process, and so on. Laws, analyze the essence of the physical process, etc., there should be a written outline.
2. Exercise class (1) designed to ask questions and timing
In order to effectively reflect the teacher-led, students as the main body, in the analysis, the answer to the physical exercises, should be set up a series of step-by-step questions, in order to guide the students to actively engage in scientific thinking. Therefore, in the preparation of the lesson plan, in addition to writing the example and its analysis, solve the process, it is more important to write the analysis, solve the example of several key aspects (such as the analysis of the characteristics of the physical process, the characteristics of the physical state, etc.) and the need to raise the issue of the question and questioning the timing of the implementation of the teaching process in order to inspire the students to think positively in a timely manner.
(2) write a good methodological summary
In the lesson plan should be exhaustively written to solve the problem after the method, step by step summary, is conducive to the students to solve the problem of the method and the ability to cultivate.
(3) Clearly inspired to guide the direction of thinking
Physics problems have varying degrees of scalability, an exercise class is not possible to fully develop the potential of an example, but in the lesson plan should be clearly written out of the example of multiple solutions, multiple changes, multiple questions, multiple thoughts and directions, which will help to summarize the summary of the purpose of inspired to guide the thinking of the students to give full play to the role of the example.
3.
3. Review class (1) clear objectives, questions
Review class should make students in the knowledge, methodology, ability to form a complete structure, to achieve a rational leap. Therefore, in addition to the lesson plan should be written clearly to review the content of the knowledge level, should also be written in a comprehensive overview of the material on the basis of the new issues raised, write in this period of learning students often errors and skills skills and other deficiencies, so that the class can accurately target the students' learning deficiencies in the review to improve.
(2) the right medicine, the implementation of remedies
For the problems in student learning, to take appropriate remedial measures. Such as the more theoretical, new concepts, new terms more content, should be written to review the outline, in order to help students rationalize the knowledge system; on similar concepts, laws are easily confused, should be designed in the lesson plan a specific cross-reference comparative table, in order to facilitate the comparison of students ...... >>
Question 6: How to write the teaching content of the lesson plan First of all, which subject do you want to write the lesson plan? The teaching steps are different for different subjects. Such as language a, teaching content, two teaching purposes three teaching key points, four teaching difficulties, five teaching preparation, six teaching process (a) the introduction of the new lesson, (b) the new teaching content (c) the lesson summary (d) review and consolidation (e) homework, seven, the teaching board eight, teaching reflection and other steps
Question seven: teaching design description how to write lesson plans and teaching design are pre-conceived ideas for teaching, is a brief description of the teaching measures to be implemented. The teaching of the teaching measures ready to implement a brief description; teaching case is a reflection of the teaching process that has taken place. One is written before teaching, one is written after teaching; one is expected, one is the result.
Cases and teaching factual examples are relatively close to the body, they are the description of the teaching situation, but teaching factual examples are heard, while the case is selective.
Question 8: How to write teaching measures for small group lesson plans Teaching Curriculum ... Teaching objectives ..... Teaching important and difficult points ...... Teaching aids preparation ....... Teaching Content ....... After class summary .........
Question 9: How to write the preparation of experience in the kindergarten lesson plan Activity Objectives:
1, understand the content of the children's song, try to learn to read the children's song with the teacher and peers.
2, willing to look and talk, and play games with friends.
Activity Preparation:
animal pictures, classroom materials, music tapes; like animals and know some common animals