What elements should be considered in the design of Chinese language teaching in primary schools?

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.

The main links of Chinese teaching design in primary schools The teaching design of Chinese in primary schools mainly includes the following links: 1. Analysis of teaching materials; 2. Teaching design concept; 3. Design of teaching objectives;

Generally speaking, it includes the analysis of teaching materials, teaching objectives, teaching difficulties, preparation of teaching aids, class time arrangement, teaching process (including design intent in each link), board book design, and teaching reflection.

It can be used in either block design or linear design. Sectional design (such as word teaching, paragraph teaching, reading and writing combination, etc., mainly according to the important and difficult points of the section, the representative figure is Xue Fagen's block teaching). Line design (such as introducing new lessons, overall perception of the first reading of the text, re-reading the text, combing the clues, intensive reading of the text, tasting the language, etc.), this arrangement method is suitable for most Chinese teachers.

The first and second periods are slightly emphasized. In the second lesson, you can do some extended exercises. ）

There should be a general view of the teaching material, which can be derived from the design intent of the unit as a whole. In addition, it can also be helpful to analyze the intent of the textbook based on the exercises after the lesson. In addition, it is important to understand yourself.

According to the analysis of teaching materials, design teaching reshoot vertical difficulties. The design of teaching links should be innovative. The sectional design can be clearly organized and focused, but it needs to grasp the characteristics of the article.

The line design is easy to become cliché and patterned. According to the characteristics of the article, the name of each link can be made novel. Gao He quietly.

Try to use the best combination of board books (of course, according to the characteristics of the text), the most important thing is to see the key points of teaching at a glance.

You can reserve the position of each plate first and write it in a filling style, so that it is not easy to lose the link, and at least the basic score can be guaranteed;

You can start thinking with exercises after class, which will help you quickly grasp the key points of teaching.

You can start writing with a board book, which will help you know what to expect from the beginning.

Pedagogical reflection needs to be reserved, but it does not have to be written.

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