Correctly understanding the text is the first step of proper teaching design. Candidates should not only be familiar with the textbooks during the preparation period, but also often look through excellent teaching plans and teaching design cases. Through the analysis of teaching materials and teaching reference materials, we can correctly grasp the key and difficult points of teaching materials and the relationship between knowledge and knowledge. At the same time, teaching materials should be processed and created according to students' specific conditions, so that teaching materials can become teaching texts rather than the main content of teaching. Secondly, in the exam, candidates should first carefully examine the questions. Then read the text carefully. Understanding knowledge points and grasping important and difficult points are all high-frequency questions. The analysis of teaching materials should focus on the following six points.

1) Find out the specific embodiment of the requirements of the textbook for the Curriculum Standard.

2) Understand the arrangement system of teaching materials.

3) Grasp the characteristics of teaching materials.

4) Clarify the teaching objectives of the textbook.

5) Clarify the key points and difficulties in the textbook.

6) Solve the doubts and problems in the textbook. Candidates will feel relaxed psychologically when faced with familiar texts. But there are few opportunities to meet familiar texts in the exam. In the face of a strange class, candidates must first stabilize their mentality. Then contact related familiar texts for comparative analysis. For example, many articles about landscape writing in Chinese class have the same teaching objectives and methods. In mathematics, the relationship between the knowledge points of number and shape modules is very confidential. Candidates can speculate and analyze according to their familiar modules.

Step 2: Highlight new design ideas and embody the concept of curriculum reform. Many candidates design teaching introductions or other teaching links, which are very single. Lack of students' participation and concern. Just teaching textbooks rigidly. This design naturally does not get high marks. The new curriculum reform advocates that teachers are the leaders of learning and students are the subjects of learning. Therefore, in teaching design, no matter which link, students' needs should be put in the first place. Respect students' experience and their cognitive habits. For example, in the lead-in part, vivid, vivid and interesting lead-in methods can be adopted in the primary school stage.

Such as game import, riddle import, story import and so on. For middle schools, we can adopt the introduction methods with speculative meaning, such as talking and debating. Candidates should be familiar with all aspects of teaching. The purpose of the design is to give full play to students' autonomous learning ability and cooperative communication ability.

The texts of the unified examination are mostly new lectures, which can be designed in the way of introduction-Protestantism-consolidation-review-summary. Pay special attention to students' participation and activities when designing. In this way, you can often get higher scores when grading.

Step 3: pay attention to language expression and highlight design logic. Candidates should pay special attention to the logic of language when answering questions. Teaching design itself needs strict logic and thinking.

A good teaching design requires extremely high language expression. Although some students' designs have some bright spots, their language expression lacks coherence and hierarchy. It is not conducive to the marking teacher's marking, and naturally he can't get high marks. Candidates can design in the logical order of total-minute-total.

Attention should be paid to evidence in design. In other words, it is necessary to point out the concept of new curriculum reform and the related theories of pedagogy and psychology. Using theory to support and guide your own design will make the teaching design more reasonable. At the same time, candidates should pay attention to summary and reasoning after link design. This will make the finishing touch.

For example, candidates for the introduction design of Sun Moon Lake can answer this question: Japanese Tan is a text in the first volume of the second grade of primary school published by People's Education Press. This is an excellent landscape essay. Fluent writing and beautiful sentences can arouse the aesthetic interest of primary school students. At the same time, the theme of landscape writing is also closely related to students' lives.

Therefore, teachers can introduce the text by dialogue. Teachers can ask students, "Dear students. Where have you traveled? Where do you think the scenery is the most beautiful? " Stimulate students to discuss and communicate. So it is natural to transition to the teaching of this class.

This kind of lead-in is not only easy, natural and straightforward, but also easy to cause students to sing, which has laid a good experience preparation and ideological preparation for this class. Through the introduction of the above three-step answering method, candidates can have a clear understanding of the answering ideas of educational design, and in the process of preparing for the exam, they can choose some commonly used questions for design exercises. Through constant practice and consolidation, you will be more proficient in answering these questions and get high marks.