2. Determine the teaching objectives and choose teaching materials. The teaching goal is a general summary of the teaching task of a class. When determining the teaching objectives, you can refer to the teaching reference or other auxiliary materials. In order to achieve the teaching goal of saving cost better, we need to refine the goal to a small point that can be implemented. Then choose teaching materials according to the target point, which refers to the carrier chosen to complete the teaching objectives in the classroom. I think this carrier should be based on textbooks, supplemented by self-editing. After all, the teaching materials have been studied by experts many times and are very representative. However, we can't copy the textbook as it is. We should use teaching materials creatively according to the teaching objectives and students' reality. For example, we can turn static into dynamic, add a little, modify some, integrate some and so on. So that the selection of teaching materials with stories, life and activities must correspond to the target points, that is, a teaching material should correspond to one or several target points.
3. Find out the presentation mode and determine the teaching method. After the textbooks are determined, we need to consider the presentation of these materials. Generally speaking, the material can be presented statically, demonstrated intuitively, demonstrated by courseware and so on.
4. Design classroom questions and refine teaching language. A material is actually a teaching fragment. When forming teaching fragments, we need to consider teachers' classroom questions, that is, to determine teachers' teaching language. There are five kinds of common teachers' classroom questions, namely, subject questions, questioning questions, guiding questions, communicating questions and transferring questions. The backbone problem is a frame problem in teaching design, which is well thought out. The language should be accurate and clear, and the number should not be too much; Questioning is a profound question under the main question, which can arouse students' profound understanding of the learning content and is profound; Communication is a random problem in the communication between teachers and students, which is comprehensive; Guiding questions are enlightening questions to guide students to answer further. It should be noted that teachers' guidance must follow students' thinking; Changing the topic is an encouraging problem that needs mutual help from peers. In addition to the above five questions, classroom language also includes interlanguage and communicative language.
5. Think about the whole class as a whole and complete the teaching design. After the formation of teaching fragments, the initial teaching design is formed by connecting them with interlanguage. Interlanguage must be used when connecting fragments to form a complete instructional design, which can not only play the role of connection, but also make the instructional design complete. Generally speaking, there are two forms of transition. One is the transition in a certain order, that is, the transition from the result of the previous link to the next link, which we often use; The other is leap-forward transition, that is, one or several links are skipped in the middle, because there is no great connection between the two links, but they are closely related to the previous link or the previous link. The languages of these two transition modes are different, so we should pay attention to them when designing. At the same time, we should also consider the use of courseware and other issues.
6. Revise it repeatedly and improve the teaching design. Good articles are revised, not written. By the same token, a good teaching design has been revised after repeated consideration. Therefore, after completing the teaching design, we must ponder and revise it repeatedly before class, and constantly improve the teaching design. When revising, there can be macro-structural adjustment, such as the adjustment of teaching fragments; Micro-details can also be modified, including teachers' questions, interlanguage, courseware, even a sentence, a sentence, an action and an expression. In this process of repeated adjustment and revision, it is also a process for us to deeply understand the teaching design and memorize the teaching plan.