What aspects should be prepared for the preparation of microgrid teaching lesson plans?

There are several main aspects of instructional design:

1. Analyze the teaching content.

2. Learner Analysis (Students).

3. Analysis of teaching priorities and difficulties.

4. Teacher analysis.

5. Analysis of teaching strategies.

6. Design of teaching evaluation.

The content of each link:

1) Design of teaching objectives.

Teaching goals include the goals of teaching and the goals of learning. It is a goal that is finally achieved through the teaching of teachers and the learning of students. It is a very important part of instructional design.

In the design of teaching, the design of teaching objectives is generally carried out from three dimensions: knowledge and ability, process and method, and emotional attitude and values, according to the History Curriculum Standards.

2) Design of teaching methods.

Note that there is often more than one method of teaching in a lesson, and it is best to be specific to each sub-item or each knowledge point when designing the method. (For example, in the lesson on the Westernization Movement, the ideas of the Westernists and the diehards can be presented by debate or by comparing and contrasting views; Western-style enterprises can use the chart method; The characteristics of Western-style enterprises can be explained or discussed; The evaluation can be discussed).

3) Design of teaching aids.

History teaching aids are necessary auxiliary means for history teaching, including physical teaching aids, illustrated teaching aids, multi-level teaching aids, etc. Physical teaching aids such as small blackboards, models or samples of historical objects, and other specific objects that are useful for teaching; **Teaching aids are mainly some history**, maps; Multi-class teaching aids are multi-class courseware and related facilities. When preparing lessons, it is necessary to carefully consider the teaching aids that can be selected to supplement teaching, so as to better achieve the teaching objectives.

4) Board book design.

Board book design is an important part of teaching design, and whether the board book design is scientific and reasonable is directly related to the learning effect of students' relevant content. How to design a board book will be described in the next section.

5) Design of teaching ideas.

Pedagogical design is a teacher's overall thinking about how to teach the determined teaching content and the promotion process, in which the focus is on the order of the teaching process. It generally includes the following aspects of work:

Design the time for teacher activities and student activities during the teaching process. Teacher activities mainly include: explanation, questioning, teaching aid demonstration, board book, etc.; Student activities include:

Students read books, ask questions (time can be flexible), discuss, practice, etc. Plan when and how much time you spend doing these activities.

Allocate time for each part of the teaching process. The time arrangement of each link in the teaching process is generally as follows: organize teaching for 1 minute, introduce a new lesson for about 3 minutes, teach a new lesson for 30-35 minutes, and summarize for 3-5 minutes; Assignments are handled flexibly.

Teaching should be carried out according to this schedule.

Design the time taken for each knowledge point;

Design transitions between subheadings.

The basic requirement for the design of teaching ideas is to make the whole classroom rhythmic and interlocking, and become an organic whole. Instructional design is an overall plan for teaching, and it is the premise to ensure the orderly and effective progress of classroom teaching.

The case should not only explain the teaching idea and describe the teaching process, but also explain the results of teaching - the immediate effect of a certain teaching measure, including the students' reactions and the teachers' feelings, what problems have been solved, what problems have not been solved, what regrets, plans, assumptions, etc. With "problems" as the main line, there are contradictions, conflicts and even "suspense", which can arouse readers' interest and in-depth thinking.

The positive demonstration is conducted in front of the learner, and the movement is in the opposite direction to the learner.

The mirror demonstration is conducted in front of the learner, and the direction of movement is the same as that of the learner.

The back demonstration is carried out with the learner's back to the learner, and the direction of movement is the same.

Implementation

The implementation process of microgrid teaching is a teaching skills training process guided by modern learning theory, teaching theory, modern educational technology theory and scientific theory of the system of Changpi model. It has the following pedagogical characteristics.

Theory and practice are closely integrated. A series of practical activities in microgrid teaching can enable the relevant education and teaching theories and psychological theories to be implemented and applied. This teaching method, which closely integrates theory and practice, enhances students' interest in learning pedagogical courses.

The purpose of learning is clear, slow and focused. Due to the use of micro-classrooms for practical teaching, the time spent is short, the number of students is small, and only one or two teaching skills are trained intensively, which is conducive to making the trainees clear about the purpose of learning and easy to concentrate on the key points.

What is Microgrid Teaching? What aspects should I pay attention to in teaching in Weigeri?

The English of micro-grid teaching is microteaching, which is translated as "micro-teaching", "micro-teaching", "micro-teaching", etc. in China. Microgrid teaching is a systematic method that uses modern teaching technology to train the teaching skills of normal students and in-service teachers. One of the founders of microgrid teaching, Dr. Devaette Allen, a doctor of education in the United States, believes that microgrid teaching:

is a smallened, controllable teaching environment that makes it possible for those who are preparing to become or are already teachers to concentrate on a particular teaching skill and content". Micro-grid teaching actually provides a practice environment that streamlines the daily complex classroom teaching and allows the practitioner to get a lot of feedback.

Since the installation and use of the micro-grid teaching system in our school for more than a year, it has played a great role in cultivating students' teaching skills and other skills and techniques, but because the system has been used for a short time. Teachers and students do not have a deep understanding of it, so there are still some misunderstandings in the process of use, the application of the micro-grid teaching system should be noted, the concept of micro-grid teaching The teacher's profession is a professional profession, and the teacher must not only master the professional knowledge, teaching theory, but also master the special skills engaged in teaching. For a long time, the teaching skills training of normal students and in-service teachers was limited to some traditional methods such as observation, demonstration, trial lecture and practice, which could not effectively control the trainees, until the emergence of micro-grid teaching made the teaching skills training scientific and effective control.

Micro-grid teaching, also known as "micro-teaching" or "micro-teaching", is a training method based on pedagogical and psychological theories, using modern audio-visual technology as a means to enable normal students and in-service teachers to master classroom teaching skills. It is a controlled experimental system. Microgrid teaching is generally carried out in a microgrid classroom equipped with television cameras and video equipment; A "micro-classroom" is composed of 5-1 0 students from real students or trainees; The trainee acts as a "teacher"; Use 5-1 0 minutes or so; training in one or two teaching skills; Use audio-visual equipment to record the training process; Then give feedback and evaluation.

Wow, that's ......You asked before you went to the microgrid. Like a....

a Role-playing.

b Prior study and research.

c Board book design.

d Classroom teaching design.

1) Prior study and research. The content of the study is mainly the training method of microgrid teaching, the educational theory base of various teaching skills, the function and behavior mode of teaching skills.

2) Provide demonstrations. Audio-visual demonstrations of teaching skills are usually provided in combination with theoretical learning before training, which is convenient for normal students to perceive, understand and analyze teaching skills.

3) Identify training skills and write lesson plans. Each training session focuses on only one or two skills so that normal students can easily master them; The teaching plan of microgrid teaching is different from the general teaching plan, which requires the description of the training objectives of the applied teaching skills, and requires the detailed description of the teaching behavior in the teaching process design is what skill behavior elements in the teaching skill.

4) Role-playing. In the mini-classroom, more than a dozen normal students or advanced education teachers take turns to play the roles of teachers, students and evaluators, and one instructor is responsible for organizing and guiding, and a camera operator is responsible for recording (which can be played by students). A teacher role-play lasts about 5 to 15 minutes and is recorded with a video camera, and the evaluator fills out the evaluation form.

5) Feedback and evaluation. The video was played, the teacher cosplayed the self-analysis, the instructor and the students discussed and commented together, and the data of the evaluation sheet were entered into the computer for quantitative comprehensive evaluation, or the teacher-student interaction analysis record sheet of Flender was entered into the computer for teacher-student interaction analysis.

6) Revise the lesson plan and re-role-play. Revise the lesson plan according to the constructive opinions of the instructor and the students, and re-teach after preparation. The feedback evaluation method after re-teaching is the same.

If the first role-play is more successful, you can skip the re-teaching and go directly to other teaching skills.

Summary. The implementation of microgrid teaching requires detailed planning and preparation first. The following are the general steps for the implementation of microgrid teaching:

1.Goal setting: Determine instructional goals and target groups of students.

2.Definition of teaching content: According to the teaching objectives, content and student group, develop a teaching plan, including time allocation and implementation methods.

3.Microgrid Design: Design the course content and tasks in the microgrid and identify the skills and knowledge required by students.

4.Instructional strategy selection: Selection of appropriate instructional strategies, including curriculum design, implementation, and assessment.

5.Preparation of teaching resources: Prepare the required teaching resources and supporting materials, such as software, hardware, books and teaching aids, etc.

6.Teacher training: Train teachers to master the microgrid teaching technology and market requirements.

7.Implement micro-grid teaching: Arrange appropriate time and venue, and assign student and teacher roles.

8.Assessment and Feedback: Assess student learning outcomes and the teaching process, and provide feedback and improvements to the curriculum.

These steps help to ensure the smooth implementation of microgrid teaching, improve teaching effectiveness and student learning outcomes.

The first is to carry out detailed planning and preparation.

I'm still a little confused, can you be more detailed?

The implementation of microgrid teaching requires detailed planning and preparation first. The following are the general steps for the implementation of microgrid teaching:1

Goal setting: Determine instructional goals and target groups of students. 2.

Definition of teaching content: According to the teaching objectives, content and student group, develop a teaching plan, including time allocation and implementation methods. 3.

Microgrid Design: Design the course content and tasks in the microgrid and identify the skills and knowledge required by students. 4.

Selection of teaching strategies: Select appropriate teaching strategies, including design, implementation and evaluation of the late burial process. 5.

Preparation of teaching resources: Prepare the required teaching resources and supporting materials, such as software, hardware, books and teaching aids, etc. 6.

Teacher training: Train teachers to master the microgrid teaching technology and market requirements. 7.

Implement micro-grid teaching: Arrange appropriate time and venue, and assign student and teacher roles. 8.

Assessment and Feedback: Assess student learning outcomes and the teaching process, and provide feedback and improvements to the curriculum. These steps help to ensure the smooth implementation of microgrid teaching, improve the teaching effect and the learning outcomes of the students.

1. Microgrid teaching is a systematic method of using modern teaching technology to train normal students and in-service teachers.

2. One of the founders of microgrid teaching, Dr. Devaette Ellen Bobrigade, a doctor of education in the United States, believes that microgrid teaching is "a smallened, controllable teaching environment that makes it possible for those who are preparing to become or are already teachers to concentrate on a specific teaching skill and teaching content."

3. Microgrid teaching actually provides a practice environment, so that the daily classroom teaching can be streamlined, and can enable practitioners to get a lot of feedback.