How to design thematic units

Define the theme and core concepts.

Describe the diverse objectives of the thematic unit.

Analyze the learning content involved in the thematic units and the corresponding curriculum standards.

Design the learning outcomes and learning tasks that can be included in the thematic unit.

Design the learning process based on the learning outcomes and learning tasks.

Design appropriate assessment methods for different learning processes.

Design and create resources for thematic units.

Carry out large unitsInstructional designHere's how:

1. Determine the large units of a semester.

"Unit" refers to a structured learning unit organized according to the learning logic according to the overall center, and is a kind of micro-curriculum plan to achieve the goal of literacy.

The unit design is not fixed, it has multiple threads.

How to determine a large unit for a semester, teachers need to consider the following elements:

1) Study the curriculum standards and textbooks. (2) Analyze students' cognitive and psychological preparation. (3) Organize the available resources and determine the number of units according to the class hours.

Sort out the logic of the big unit and the name of the unit this semester, and use the big task or big project to lead the way, or the big concept or big problem.

A unit should be connected to a discipline literacy, according to the literacy requirements, combined with the teaching materials, and in accordance with the logic of the big task, concept, project, and problem.

2. Clarify the process of large-unit teaching.

Zhibi Pai, the core literacy of the discipline, has forced a change in teaching design, and the teaching design should change from designing a knowledge point or class hour to designing a large unit.

How to design a large unit of learning needs to benchmark the core literacy and academic quality of the subject, study the textbooks, especially different versions of the textbooks, compare them, and select a suitable clue from the big ideas, big tasks or big problems to organize the unit.

3. Sort out the core concept system.

Unit teaching is a student-centered approach that emphasizes the broad organization and in-depth learning content, rather than being confined to a single subject area or a single content section within a discipline.

Sorting out the core concepts is conducive to the design of unit teaching, which requires us to have a systematic and in-depth understanding of subject concepts. Discipline concepts can be divided into different levels, from abstract to concrete, from theory to application.

Benefits of Thematic Unit Approach to Teaching:

1. Instructional design of thematic units.

It can be seen as a kind of meso-teaching design, and the thematic units bring together closely related and common teaching contents, covering multiple disciplines.

2. The design of the theme unit puts the theory of multiple intelligences.

In the teaching design, the teaching content will be divided into multiple topics according to the curriculum arrangement, and each topic will be further refined, including the objectives of the topic, the content family, the activity and the evaluation

3. In the theme unit learning, information technology has a broader space for development, which can not only be used as a tool for knowledge display, but also provide learners with a variety of resources and tool support, promote learners' meaning construction, and communicate with learners.

4. The teaching of the theme unit takes information technology as the technical support, the theme, problem or task activity as the core of the design, and carries out learning activities characterized by students' active participation.

5. There is a clear teaching evaluation system and an evaluation scheme with quantifiable evaluation elements, which is more conducive to students to find their own shortcomings and consolidate the knowledge they have learned.

Deficiencies. 1. The design of the theme unit lesson plan conflicts with the design of the lesson plan, and the teacher can easily fail to complete the teaching seepage task. It takes too long.

2. At present, the unified semester or the end of the school year is still being carried out, and the test results are used to evaluate and assess the work performance of teachers, and teachers do not have a lot of time and energy to rearrange and sort out the teaching materials and design the teaching theme of the unit.

3. At present, the information technology equipment of the school cannot meet the needs of comprehensively promoting the teaching of theme units. 、

4. Theme design is to be carried out in each unit. It is necessary to pay attention to the penetration of knowledge structure.

Requirements for the overall instructional design method of the unit:

1.It is necessary to fully reflect the change in the role of teachers and the change in the way students learn.

2.It is necessary to highlight the design of mathematical thinking and emotional attitudes. 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 a wide range of cooperation and exchanges.

3.Instructional 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 emotional investment in mathematics.

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.Instructional 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, to be used by me, to improve efficiency, to stimulate interest and to break through the difficulties of laughter, to avoid **