For example, how to write a standardized lesson plan design for a sixth grade Chinese subject

Chapter 1 Title of the topic.

Designer (name, mailing address).

1. Overview. Explain the subject (math, language arts, etc.) and grade level (secondary, elementary, preschool, etc.).

Briefly describe the topic** and the required class time.

Outline what you've learned.

Outline the value of the lesson and the importance of the learning content.

2. Analysis of teaching objectives.

From the three dimensions of knowledge and skills, process and methods, emotional attitudes and values, this paper makes an overall description of the expected teaching objectives of the topic.

3. Learner characteristics analysis.

Explain the learner's learning preparation (learning starting point) in three aspects: knowledge and skills, process and methods, and emotional attitudes, as well as the student's learning style. Pay attention to the specific context and avoid the vagueness.

Explain how the teacher conducts learner profiling, for example, through daily observation and understanding; Or through the compilation and use of ** topics, etc.

4. Selection and design of teaching strategies.

Explain the basic concepts of the design of this project, the main teaching and activity strategies adopted, and the key issues in the implementation of these strategies.

5. Design of teaching resources and tools.

Teaching resources and tools include two aspects: one is to support teachers in teaching; The second is resources and tools to support student learning, including learning environments, multiple teaching resources, specific reference materials, references, cognitive tools, and other traditions that need special explanation.

In the case of other project-based and research-based courses, it may be necessary to describe the human support needed and availability.

You can't find this out, please be realistic. No one will give it to you. Who would want to give you 30 fortune worth? People are selfish. It's better to break the bank and buy it.

The objectives of the new curriculum set out the substantive content and specific requirements for comprehensive quality education under basic education for teachers. The goal is to focus on students' learning, learn to learn, and promote students' all-round development and lifelong learning. In this context, while actively participating in this curriculum reform, teachers should reflect on the educational concept and teaching process in a timely manner, and re-examine their role as teachers to meet the requirements of the new curriculum objectives.

In the face of the deep-rooted popularity of quality education and the full launch of new curriculum objectives, we have moved from "syllabus" to "curriculum standards". First of all, teachers are required to earnestly update their educational thinking and change their educational concepts. Ideology is the precursor of behavior.

Renewing the concept of education is a prerequisite for the implementation of quality education. The new curriculum will change the learning life of students, and it will also change the teaching life of teachers. As a teacher, only by giving full play to their role can they fully understand the new curriculum and ensure the effectiveness of the new curriculum.

The traditional role of teachers is mainly to pass on textbook knowledge as the center, to master the amount of knowledge as the main purpose, which is reflected in the teaching of rote memorization as the main learning method, strengthening the leading role; This has led to the "sea of questions" campaign and the "cramming" teaching method, which uses grades as the standard for measuring good students. The traditional role of the teacher is no longer suitable for the new curriculum, or it is far from sufficient. The teaching of the new curriculum pays more attention to the use of students' learning strategies, not for the purpose of mastering the amount of knowledge, but to provide students with a knowledge platform.

However, at the same time, it is necessary to participate in students' learning activities in all aspects, communicate and communicate with students, accurately understand the learning situation, and guide students to solve problems or adjust teaching plans in a timely manner, so as to realize the transformation to learning methods, and develop students' ability to search and process information, their ability to acquire new knowledge, their ability to analyze and solve problems, and their ability to communicate and cooperate. In this process, the teacher is not a ruler or authority, but as a guide, communicator and collaborator of students, sharing problems with students, sharing their feelings and ideas, inspiring students, seeking truth with students, and being able to admit their own mistakes and mistakes, and finally the students themselves get the answers to solve the problems. This shows that the teaching process under the new curriculum system is an interactive process of communication and common development between teachers and students.

Through exchanges, we will rebuild humane, harmonious, democratic and equal teacher-student relations, establish a new "learning community", and advocate cooperative learning.

First of all, it is necessary to know the knowledge points and goals to be achieved in the Chinese curriculum standards. secondly, we must learn to interpret each text and understand what knowledge points can be implemented in this text; Thirdly, understand the student's situation and mastery of relevant knowledge points; Fourthly, according to the curriculum standards and the actual situation of students, determine the teaching focus and difficulties of this course; Fifth, set up teaching links and implement teaching priorities.

Chinese instructional design is the main content of lesson preparation. Generally, it includes the following contents: topics, teaching content, teaching difficulties, teaching aids preparation, teaching hours, teaching process, after-class reflection, etc., the most important of which is the teaching process, and the teaching process can be divided into:

Introduce new lessons, elaborate texts, practice consolidation, homework design, etc.

Write an analysis of the learning situation, then set the teaching objectives, teaching preparation and number of class hours, and then the teaching process.

The design of Chinese teaching can be completed in the following steps: teaching objectives, teaching priorities, difficulties, teaching preparation, teaching process, teaching summary and feedback training, etc.

1. Take a look at the teaching staff, there is a lot of useful information on it.

2. Take a look at the teaching time of this semester, which corresponds to the class schedule.

3. Set goals and write specific measures according to the teaching results you want to achieve this semester.

It is available in the teaching reference book and can be modified according to your own situation.

1.Didactic content analysis.

2.Teaching Objectives:

3.Teaching is a major and difficult task.

4.Teaching time (several hours completed).

5.Preparation of teaching aids and learning aids.

6.Teaching process.

There should be a uniform format in the school.

Modeled after the Lesson Plan and Assignment Design

Write with your heart and with your own feelings.