It can be seen that in teaching design, teachers should consider students' learning needs in order to design a class better. As we know, students' learning needs mainly include students' cognition, interest, knowledge and experience background, learning methods and so on. In the process of classroom teaching, we should also respect students' actual cognitive level, adjust the teaching progress and difficulty in time, and ensure the effectiveness of students' mastery of knowledge. In the process of classroom teaching, we should always pay attention to students' reactions. A student's eyes, an action and a frown can all reflect the students' learning situation. Only by adjusting the teaching plan at any time according to the students' reaction and starting from the students' actual level can teachers achieve the purpose of effective teaching.
The ultimate goal of teaching activities is to promote the development of students. Therefore, we should change the traditional teaching methods, not according to our own teaching ideas, but according to students' learning rules. When designing teaching, we should think from the students' point of view and fully respect students' existing knowledge and experience. For example: What knowledge did the students learn? How well do you master this knowledge? What knowledge have you reviewed for the knowledge construction of this lesson? How to design the teaching process is more conducive to students' learning and development? In short, the designed course (lecture notes) should conform to the actual situation of students, and the classroom teaching methods should be determined according to this situation. For example, how to introduce new knowledge, how to explain a concept with familiar life phenomena, how to create a scene, how to summarize the learned knowledge points and so on. , must conform to the reality of students, in order to play an efficient role.
Teachers often use vivid and interesting teaching methods in teaching design, which conflicts with students' original knowledge and stimulates students' strong thirst for knowledge. For example, when I was teaching Cognitive Ratio, the first volume of sixth grade primary school mathematics published by Jiangsu Education Press, I asked the students: Do you know which organs of people have interesting ratios? If you buy a pair of socks, as long as you turn the bottom of the socks around your fist, the ratio of its length to the length of your feet is about 1: 1. At this time, the students' curiosity was aroused, and they were anxious to know what comparisons there were between people. Taking advantage of the students' great interest, I went on to say that the ratio of arm to height is about 1: 1, the ratio of foot length to height is about 1: 7, the ratio of wrist circumference to neck circumference is about 1: 2, and the ratio of neck circumference to waist circumference is also about1:. The more students listen, the more surprised they are, and they are eager to verify whether it is correct. After the students checked, I said, what's the use of knowing this? If the police find the suspect's footprints, they can use the knowledge of ratio to calculate the suspect's height and so on. Carefully set questions to arouse suspense and make students have questions. This can cause the contradiction between the known and the unknown, arouse the interest in understanding, and students can use existing knowledge to solve unknown problems, thus generating a strong thirst for knowledge, thus acquiring new knowledge and promoting the development of thinking.
Analysis of instructional design:
In this teaching case, the teacher tried his best to make the math class come alive. That is to say, in the mathematics curriculum, starting from students' life experience and existing knowledge background, we should contact life mathematics, mathematize life experience, make mathematics problems live, turn mathematics curriculum into an activity class for students to know life and mathematics, embody the idea that mathematics comes from life, exists in life and is used in life, stimulate students' interest in learning mathematics, and let students learn to observe and analyze the real society with mathematical thinking mode, so as to solve problems in daily life and other disciplines.
The new curriculum standard emphasizes the life of mathematics curriculum, which not only needs to reflect the life of curriculum content, but also needs to reflect the life of curriculum concept, curriculum standard, teaching method and teaching design. The new curriculum standard fully embodies that mathematics comes from life and is applied to life. Mathematics teaching should closely connect with students' life experience, turn abstract mathematics into something interesting, vivid and easy to understand, and let students feel that mathematics is everywhere. Mathematics learning is based on daily life, and learning mathematics well is for better life and solving problems. Therefore, teaching design should make full use of this, make mathematics teaching alive, integrate students' experience into the classroom, build a bridge between mathematics and life, give students more opportunities to learn and understand mathematics from familiar things around them, eliminate students' strangeness to mathematics, and shorten the distance between mathematics and real life. Let students experience that life is inseparable from mathematics, which comes from and serves life. Realize that mathematics is around, feel the interest and function of mathematics, and appreciate the charm of mathematics. As a result, he developed a strong interest in mathematics and a strong thirst for knowledge, thus constantly exploring new knowledge on the road of science.