The Eight Steps of Mathematics Instructional Design, What Are the Eight Steps of Instructional Desig

Mathematics Instructional Design.

It refers to the comprehensive use of various knowledge and skills, according to the requirements of the curriculum standards, according to the actual situation of students, to design teaching that embodies a certain concept, including mastering and applying the curriculum standards, understanding and selecting design concepts.

Analyze and adjust teaching materials, get to know students, and develop lesson plans.

Write lesson plans. Specifically, it includes the following processes: establishing goals, analyzing content, getting to know students, designing activities, and evaluating results.

1) Establish goals including long-term goals, short-term goals, and process goals.

2) The purpose of the analysis content is to clarify which type of goal the learning topic belongs to, and what kind of mathematical knowledge and methods it contains; What are the prerequisites for the mathematical knowledge that students need to have; Learning Materials and Teaching Objectives.

what is the connection; The evaluation project can examine the achievement of which teaching objectives, etc.

3) The understanding of students should pay attention to whether they have the knowledge and methods required for the mathematics teaching activities to be carried out, and also understand the students' thinking level, cognitive characteristics, and value orientation to mathematics.

Group differences in mathematics activities among students are the basic prerequisites for designing a rational mathematics teaching.

4) Design activities. Students are the masters of mathematics learning activities, and teachers should design activities that are conducive to students' "observation, experimentation, exploration, conjecture, reasoning and communication". (5) Outcome evaluation: Formative evaluation.

The aim is to improve teaching and learning, and it also includes summative evaluations – the purpose of which is to check whether the teaching has met the objectives for which it was designed.

The study of the above contents is the basic task of high school mathematics teaching design, and how to use these contents and methods to solve teaching problems is the implementation process of high school mathematics teaching design. In general, the design of high school mathematics teaching should first analyze several elements such as learning needs, learning content, learners, and learning objectives.

Specific sample templates. Link.

The basic framework is: 1. Teaching objectives.

Subdivisions are three-dimensional and five-dimensional.

Second, the key points, difficulties.

3. Teaching preparation (a brief introduction to the teaching environment, teaching aids, etc., can also be omitted).

4. Instructional design.

Process (main part).

1) Import (review import, scenario import, etc.).

2) Warm-up training (the main purpose is to pave the way for the teaching difficulties of this lesson, to help students familiarize themselves with the basic mathematical methods and knowledge used in this lesson in advance, the topics are simple, the amount of operation is suitable, and most of them are selected and analyzed).

3) Teach or propose a topic. (Usually the beginning of a question or an example problem).

4) Analysis of teaching priorities and difficulties. The new teaching strives to have a gradient, from shallow to deep, in-depth and simple, and must give students enough time to understand and digest).

5) Targeted training.

6) Interactive sessions. According to the actual situation of the students, if the foundation is good and the students are in a good state, the fifth step can be omitted, directly enter the interactive link, control the rhythm of the classroom, make full use of the advantages of the interaction between teachers and students, and students in the classroom, and design various activities or tasks in advance, and "bombard" the teaching objectives of this lesson, 7) Summary, (eclectic in a way).

8) Attainment test (can not be involved, but can also show in-class homework and after-class homework).

9) Summary and homework assignment (the teacher or student must emphasize the teaching focus of the lesson in the final summary statement, correct the student's knowledge and method precautions, design homework in a targeted manner, and generally design three sets of homework with a purpose, and then give it in a timely manner).

Fifth, the design of the board book (strive to be concise, clear, neat and clear).

6. Reflection on teaching.

2. New Teaching: Teach new knowledge in this lesson.

3. Practice: Practice the knowledge of this lesson.

4. Consolidation: Deepen the knowledge in this lesson and consolidate the knowledge learned.

5. Summary: Summarize the knowledge of this lesson, which can be summarized by the students and then supplemented by the teacher.

6. Assignment: Assign targeted homework according to the knowledge of this lesson, which can be arranged in layers.

7. Board book design: the key points and difficulties of the teaching of this lesson.

8. Teaching Reflection: After the class, reflect on the gains and losses of this lesson.

Hello dear, the eight links of instructional design are as follows: 1. Learner analysis; 2. Design of teaching objectives; 3. Selection and organization of teaching content; 4. Design of teaching process; 5. Selection and application of teaching methods; 6. Design of teaching organization; 7. Selection and application of teaching situations; 8. Design of teaching evaluation.

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.

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The eight components of instructional design are:

1. Learner's analysis;

2. Design of teaching objectives;

3. Selection and organization of teaching content;

4. Design of teaching process;

5. Selection and application of teaching methods;

6. Design of teaching organization;

7. Selection and application of teaching situations;

8. Design of teaching evaluation.

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

Teaching design is based on the requirements of the curriculum standards and the characteristics of the teaching object, the teaching elements are arranged in an orderly manner, and the appropriate teaching plan is determined and planned. Generally, it includes teaching objectives, teaching difficulties, teaching methods, teaching steps and time allocation.

The general steps of mathematics instructional design are as follows:

The theoretical basis of the overall design of primary school mathematics unit is mainly based on the theory of children's psychological development, subject education theory, constructivist learning theory, and instructional design principles.

1.Theory of Child Psychological Development:

Based on the research of child psychology, it is necessary to understand the cognitive, emotional and social development characteristics of children at different ages. In mathematics teaching, teachers need to combine children's cognitive level and interest characteristics, and choose appropriate teaching content and methods to promote their learning and understanding of mathematics.

2.Theories of Subject Education:

The theoretical basis of mathematics teaching Sui preland involves the nature, structure and development of mathematics discipline. With an in-depth understanding of the basic concepts, principles, and methods of mathematics, teachers are better able to design mathematics units and provide targeted teaching strategies and resources to help students build a solid foundation in mathematics.

3.Constructivist Learning Theory:

Constructivism believes that learning is achieved through active participation, exploration, and construction of new knowledge. In the teaching of mathematics, students should be encouraged to think, discover and solve problems, and to build mathematical concepts and skills through their own experiences and activities.

4.Instructional Design Principles:

In the overall design of the mathematics unit, teachers can apply some instructional design principles, such as goal-oriented, systematic, step-by-step, and inspirational. These principles help to ensure the coherence and effectiveness of teaching activities, enabling students to grasp the basic concepts and skills of mathematics progressively and to be able to apply them to real-world problems.

Ways to improve students' mathematical comprehension:

1.**Sex Learning:

By designing open-ended questions and situations, students are encouraged to actively explore and discover mathematical rules, and provide appropriate guidance and support. This learning method cultivates students' spirit and self-directed learning ability, and stimulates their interest and curiosity in mathematics.

2.Cooperative Learning:

By organizing students to engage in group activities or collaborative projects, students are encouraged to interact and cooperate, and to develop teamwork spirit and communication skills. In the Mathematics unit, students can work together to solve problems, discuss strategies, and share ideas, thereby deepening their understanding of mathematical concepts.

3.Technology incorporated:

Use technological tools, such as mathematics software, learning platforms, etc., to enhance the interactivity and interest of mathematics teaching. Through digital tools and simulation software, students can experiment and explore, helping them better understand abstract mathematical concepts.

4.Interdisciplinary Integration:

Integrating mathematics with other disciplines, such as science, art or social studies, allows students to apply mathematics in an interdisciplinary context, developing their ability to integrate and think creatively.

1. The teaching design of primary school mathematics includes: teaching objectives, teaching priorities, teaching difficulties, teaching preparation, teaching process, summary, homework assignment, and feedback;

2. Teaching design is based on the requirements of curriculum standards and the characteristics of teaching objects, the teaching elements are arranged in an orderly manner, and the appropriate teaching plan is envisaged and planned;

3. It generally includes teaching objectives, teaching difficulties, teaching methods, teaching steps and time allocation;

4. The later use of lesson plans refers to the copying of old lesson plans;

5. First of all, change the date and time and other information of the Kinadan book, according to the development of information hole hand disturbance technology, the situation of the class taught, the change of the teaching environment, the change of the education and teaching concept of personal information technology, and the teaching of personal education.