How to create teaching situations in Chinese teaching design

According to the requirements of the curriculum standards and the characteristics of the teaching object, the Chinese teaching design arranges the elements of Chinese teaching in an orderly manner, and determines the assumption and plan of the appropriate teaching plan.

Generally, it includes teaching objectives, teaching difficulties, teaching methods, teaching steps and time allocation.

Instructional design has the following characteristics.

First, instructional design is the plan for translating teaching principles into instructional materials and instructional activities. Instructional design should follow the basic rules of the teaching process and select teaching objectives to solve the problem of what to teach.

Second, instructional design is a planning and decision-making activity to achieve teaching goals. Instructional design is a form of planning and layout arrangement, which makes creative decisions about how to achieve instructional goals and solves the problem of how to teach.

Third, instructional design is guided by a systems approach. Instructional design regards all elements of teaching as a system, analyzes teaching problems and needs, establishes a program outline for solutions, and optimizes the teaching effect.

Fourth, instructional design is a technological process that improves the efficiency and interest of learners in acquiring knowledge, skills, and interests. Instructional design is an integral part of educational technology, and its function lies in the use of a systematic approach to design the teaching process and make it an operational program.

1. Attention should be paid to improving the relationship between teachers and students in teaching design. The teacher-student relationship is the quality of teaching. According to the teaching content and the knowledge base of students, design which students should give enthusiastic encouragement, which students should give knowing smiles, and which students should give key points and guidance.

In particular, students who cannot keep up with their academic foundation and have distinctive personality characteristics need to be respected by teachers in class.

2. Pay attention to the creation of problem situations in teaching design. The creation of problematic situations related to the content of language teaching can stimulate students' initiative and enthusiasm in language learning. The creation of problem situations can start with the comparison of old and new knowledge, students' emotional experience, etc.

3. In the teaching design, we should pay attention to the creation of thinking situations. According to the teaching content in the classroom, creating unique and novel, suspenseful and divergent thinking situations can stimulate students' desire for language knowledge, promote students' free thinking, and improve students' ability to solve problems independently and basic Chinese literacy.

4. Be good at creating activity situations in teaching design. Through stories, games, characters, and activities, specific activity situations are created, which is conducive to enriching students' Chinese classroom life, enjoying the process of Chinese learning, and improving students' fun in learning Chinese.

5. Life situations can be appropriately introduced into the teaching design. Identify the entry point between the content of Chinese teaching and real life, and appropriately introduce real-life situations, so that students can feel the close relationship between language and life, learn Chinese in life, and use Chinese in secondary school.