How to design the unit of the new curriculum

The overall teaching design of the unit is as follows:

"Large-unit teaching design" refers to the analysis, integration, reorganization and development of learning content centered on major themes or tasks, and the formation of a structured overall planning and scientific design with a variety of course types with clear themes (or topics, topics, and big problems), goals, tasks, situations, breaking activities, evaluations and other elements. Practical research is the process in which teachers implement and present the "large-unit teaching design" in the classroom.

Features: System analysis: refers to the "reconstruction" of the entire unit planning and lesson design, which must be built on the basis of in-depth analysis of curriculum standards, core content, and basic learning conditions.

Overall design: It refers to the formation of units on the basis of system analysis before teaching, the overall planning of the unit, and the design of the lesson under the overall planning. Determine the theme - clarify the goal - reverse design (evaluation precedes activity design) - structured tasks, progressive activities - overall arrangement and scientific design of lesson types, class hours, assignments and tests.

A good teacher with ideals and beliefs, moral sentiments, solid knowledge, and benevolence" can be said to be the standard of excellent teachers in the new era. The core of this standard is in the main position of the classroom. Attending every class well is a necessary condition for winning this main position.

In order for teachers in the new era to take on this responsibility, they need to design "large-unit teaching", which is a requirement of national policy and a front-line response to the will of the country.

At present, most of the teachers' teaching design is confined to the lecture of a single lesson content, which lacks the overall grasp on the one hand, and lacks room for maneuver in the selection and application of various teaching elements on the other hand. Therefore, an obvious difference between "reading and matching unit teaching" and traditional single-lesson teaching is that the former is systematic teaching, and the latter is scattered and then summarized. The three-dimensional curriculum objectives of knowledge and skills, process and methods, and emotional attitudes and values proposed in the new curriculum are an interconnected and interpenetrating whole, which are multiple aspects of students' scientific literacy improvement in learning activities.

In a general sense, each lesson of the teacher should reflect the three-dimensional goals of knowledge and skills, processes and methods, and emotional attitudes and values, because these goals are inseparably integrated. However, in terms of a specific classroom lesson, there is a question of what goals need to be highlighted. Some course content should be enlightened by "experiencing the process", so that the goal of "process and method" can be highlighted. Some courses contain rich ideological and moral factors, and we can focus on the education of "emotional attitude collapse and values".

It is not appropriate to apply 3D objectives mechanically to every lesson without analysis. The author believes that in actual teaching, it is necessary to pay full attention to the three-dimensional objectives and integrate them into a unified teaching process. The basic unit for the implementation of the three-dimensional objectives should not be a lesson, but a unit.

Analyze the content of the unit according to the curriculum standards and refine the thematic meaning of the discourse; Correlation of unit learning content and discourse theme, meaning, filial piety, imitation and slowness to construct the big concept of the unit; Formulate teaching objectives for each level based on the concept of unit size and learning situation; Uphold the concept of English learning activities to promote the design of integrated teaching and assessment.

Design process. We need to analyze the content of the unit according to the subject area of the curriculum standards, and integrate and sort out the theme of the teaching unit. Based on the students' logical cognition, the analysis of different discourses in the unit, the theme meaning of each discourse is refined, and the clever model association between the discourses and the educational function are found, so as to form multiple sub-themes, and students form small concepts after learning the meaning of multiple sub-topics.

When forming the same shouting of thematic ideas, we also need to sort out the small concepts of language, which can support students to understand meaning, express meaning and construct meaning, and the two echo each other.

Teachers prepare lessons.

Requirements for the overall instructional design method of the unit:

1. It is necessary to fully reflect the change of the role of teachers and the change of students' learning methods.

2. It is necessary to highlight the design of mathematical thinking and emotional attitude. To provide students with time and space for exploration and communication, to return the initiative of learning to students, to achieve a true sense of equal dialogue, so that students can participate in extensive cooperation and exchanges.

3. Teaching design should promote the improvement of students' mathematical quality. Students' mathematical literacy includes students' acquisition of mathematical knowledge, application of mathematical methods, absorption of mathematical ideas and mathematical emotional investment. To improve students' literacy, it is necessary to turn knowledge into wisdom and culture into quality.

4. Teaching materials should be realistic. When students learn mathematics in their daily lives and around them, they will have an affinity.

5. The teaching design should reflect the process of knowledge generation, development and application, and should be conducive to students' active construction.

6. The form of teaching content should be rich and colorful, and attention should be paid to the creation of learning situations, such as stories, scenes, animations, games, experiments, etc. Be flexible and focus on the learning needs of different students.

7. The design of teaching should be targeted, used by me, improve efficiency, make a fuss about stimulating interest and breaking through difficulties, and avoid formalism.

Unit teaching design means that the designer starts from the perspective of a chapter or a unit, according to the needs of different knowledge points in the chapter or unit, comprehensively uses various teaching forms and teaching strategies, and allows learners to complete the learning of a relatively complete knowledge unit through a stage (rather than a class hour) of learning.

In terms of teaching content, the teaching design of a lesson is mainly designed for the learning content suitable for implementation in a class time, while the unit teaching design is mainly designed for the relatively complete and comprehensive learning content such as a chapter or a unit in the textbook. In terms of the amount of class schedules.

The instructional design of a lesson refers to the use of one class hour to complete the group excavation, while the unit instructional design generally needs to be completed in multiple class hours. In terms of teaching form, there is generally only one kind of teaching design for a lesson, and the teaching design of a unit is based on the needs of different knowledge points in the unit or chapter, which generally includes a multi-teaching form of the collapse of the foundation core.

Through comparison, it can be seen that the advantage of unit teaching design is to break the barriers between individual knowledge points, not only to let learners master individual knowledge points, but also to let learners understand the internal connection between each knowledge point in a chapter or a unit, this systematic teaching design method, not only helps teachers to grasp the teaching content and teaching form of chapters and units as a whole, but also makes it more convenient for learners to clarify the relationship between knowledge points, and forms a more complete system and a more solid knowledge structure.

Preparing for a lesson is an iceberg, and lecturing is the tip of the iceberg.

Multiply when preparing for class and divide when lecturing.

These two sentences all point out to us the relationship between lesson preparation (instructional design) and lectures, and from the perspective of the sequence of work procedures, the design of teaching is naturally before the lecture, so the following is a brief talk about the teaching design in the context of the new curriculum.

The instructional design in the context of the new curriculum is more demanding than the previous teaching, and the previous instructional design considers too much about how the teacher teaches in the classroom, which can be said to serve the teacher, while the instructional design in the context of the new curriculum should be based on the principle of "design for students", that is, to serve students.

When designing teaching, it is necessary to prepare both teaching materials and methods; Prepare both teachers and students; Prepare both the teaching and the learning. We must "have the text in our hearts, the students in our eyes, and the methods in our hands". It is necessary to constantly analyze the learning content and student characteristics, and then carry out systematic teaching design after doing a good job of these, so as to transform the previous one-way teaching program into a multi-directional teacher-student interaction, so that teachers and students can learn from each other and improve together.

As for the important part of teaching design, feedback and evaluation, we should pay enough attention to the new curriculum background, and we must change the single evaluation mode of teachers in the past when designing, so that students can participate extensively. Teacher evaluation, teacher-student mutual evaluation, student-student evaluation, and evaluation of students' student effects in a class are evaluated in various ways. At the end of a lesson, students must know why they want to learn this lesson.

What did you learn in this lesson? How did you learn this knowledge? Only in this way can students learn one lesson at a time, and if they persist in it for a long time, their enthusiasm for language learning will be stimulated, and a good atmosphere will be formed in which everyone learns and loves language.

In order to change the hard work of teachers and the tired learning of students in the past, but the effect is very small.

When designing instruction, it is important to understand that the classroom is not a place for teachers to show their personal charm, but to involve students. The classroom is not a place for individual outstanding students to showcase, but for all students to participate. Only with this in mind will you be able to design your teaching in all aspects and be comfortable in your lessons.

Remember, a good lesson, the person in the lesson, the lesson in the heart. To be specific, a good teaching design must be: being, intention, and thinking, and this kind of Chinese teaching must have a Chinese flavor and human touch.

The teaching process generally includes the following four links.

Import link(e.g., creating a situation introduction, story introduction, etc., reviewing old knowledge, and establishing a connection between old and new knowledge).

Teach a new lesson,Clarify the basic meaning and general points, tell students what they are learning, **is the key, **help for future life or work and life, which can enhance their interest in learning, and at the same time, tell students what aspects to pay attention to in dealing with the hall god shouting exam, which can make them more focused on learning.

Lesson summaryAfter this lesson, summarize the knowledge points, and then let you deepen your memory and be able to correctly understand the knowledge points in your undergraduate years.

Consolidation exercisesAccording to the teaching content, teaching objectives, and students' actual situation, the textbook exercises can be appropriately combined and adapted in the form of practice blind examples. In the comprehensive exercises, the difficulty of the textbook exercises can be appropriately increased and comprehensive training can be carried out.