Only when teachers have a good grasp of themselves and mathematics can they give full play to their abilities and better promote students' mathematics learning and teachers' professional development. 1. Why is teaching design the most basic way to achieve educational goals and improve students' quality? Effective design is the basic condition for successful teaching. In mathematics teaching, teachers pay attention to teaching objectives, students' participation, classroom efficiency and quality. We have done a lot of creative work, but there are still some problems. For example: 1, there are many differences between students today and those in the past. Facing the change of students, the change of teaching can't be followed up. 2. Some teachers' teaching objectives are completely vague, and the teaching process and methods are arbitrary, which makes the implementation of teaching objectives insufficient. 3. Some teachers are keen to use all kinds of teaching methods under the new curriculum, but they often become a mere formality, with form but no substance; 4. Teaching evaluation can not effectively guide and stimulate students' interest in learning mathematics. 5. Teachers can't actively improve and standardize teaching. 6. The essence of teaching is the root. Teachers sometimes ignore the essence of teaching while paying attention to teaching methods and forms. Feeling: I feel that I have many problems in many places about these problems pointed out by the author, but I still don't think much about what problems students will have in teaching. How to deal with it is not enough, that is, the students are not prepared well enough in preparing lessons. Second, what is instructional design? Teachers must consider from the following four aspects: what to teach, that is, what is the teaching goal, and design the teaching goal around the teaching content; What students already know, according to students' understanding and the needs of teaching content, design pre-test; How to carry out teaching and design a route for students to achieve teaching objectives; How to evaluate students' achievement of teaching objectives and design evaluation questions? When writing teaching design, we should focus on several aspects: 1, the guiding ideology and theoretical basis of teaching. When designing the guiding ideology and theoretical basis of teaching, we should not be superficial, but simply use some broad ideas as omnipotent embellishments. Let the idea really enter the teaching. It embodies the guiding ideology of teachers in the teaching design of this course or this unit. The theoretical basis is the support of viewpoints, which in turn shows that practice is justified. 2. Teaching background analysis, including the analysis of students' situation, the explanation of teaching methods and teaching means, technical preparation and the situation before teaching. Problems, countermeasures and other research instructions and thinking. 3. Teaching goal design, including knowledge and skills, process and method, emotional attitude and values, teaching content arrangement, etc. The teaching goal should describe the behavior changes that students should know and know after learning. 4. Teaching process and resource design. This part is the core of teaching design, and the teaching content, teaching process, student activities, required teaching resources and teaching guidance strategies should be clearly expressed. A teaching flow chart can be attached. 5. Evaluation and design of teaching and learning effect. For the evaluation and analysis of students' learning effect and teachers' own teaching effect, the evaluation method should be as purposeful, operable and flexible as possible. 3. Teachers are more accustomed to writing lesson plans in teaching design, which is a new thing for teachers. Compared with the two, the main differences are as follows: ① The teaching plan is mainly for teachers' teaching, and it is a teaching design. ② The teaching plan pays more attention to how to teach, the teaching design is more systematic and the teaching effect is more important; ③ The starting point of teaching design is higher and the vision is wider; ④ Teaching design pays more attention to developing effective teaching activities in all teaching links to serve the improvement of teaching quality; ⑤ Teachers present their understanding of students' situation and evaluation of learning effect in their brains when compiling teaching plans, while teachers analyze students' situation more clearly in teaching design, so that students can understand clearly, think about evaluation methods in advance to test the effectiveness of teaching design of this course, and adopt certain evaluation tools for objective and scientific evaluation and timely feedback. Timely regulation. Teaching design pays attention to the realization of teaching objectives. Teachers pay attention to the formulation of teaching objectives in teaching design. The form of teaching design itself is beneficial for teachers to design the teaching process around the implementation of teaching objectives. Teachers make presuppositions according to students' learning foundation, learning rules and the characteristics of students they teach, and consider the possibility of students' learning activities as much as possible to enhance the openness of presuppositions. When dealing with some problems, they can adopt various schemes. Choose a plan in the classroom, deal with students' situation immediately, reduce low-level and predictable "generation", stimulate students' advanced and wonderful "generation", and thus enhance the effect of implementing teaching objectives. The teaching design completed after the implementation of classroom teaching can also be set with a reflection link, in which the implementation of teaching objectives can be evaluated and the reasons can be analyzed from the perspective of teaching philosophy and teaching behavior. Reflections on effective ways to achieve teaching objectives. Fourth, the details that need attention in the design of teaching objectives: 1. The teaching goal has changed from paying attention to teachers' teaching to paying attention to students' learning. Teachers should design multiple schemes according to the specific conditions of the students they teach, and transform the teaching process from a straight line to a tree according to the preset goals, and preset the various conditions of the students in advance, especially considering different teaching plans designed for students of different levels. According to students' different reactions, we decide which branch to choose, continue to implement mathematics teaching, and promote the improvement of teaching objectives in interaction. Students' thinking is different from that of adults. Teachers should consider whether their designs conform to students' thinking and their way of thinking. Why do students have problems when they have problems, that is, their reactions are inconsistent with those of teachers? Is it because they are not smart enough or because they don't conform to the students' ideas? In fact, many situations are caused by the teacher's antecedents, and students can't keep up with the change of the teacher's rhythm, so they still stay in thinking about the last question. As a designer, teachers think that almost every link is natural, but do students think so? When students have "problems", the first question I suggest the teacher give me is "What are the students thinking at this time? 2. Teaching objectives should not float. To be integrated into the teachers' knowledge and skills goals, the process and method goals are free, and the emotional attitudes and values goals are labeled. Design goals should be practical. Three-dimensional goals can be achieved through teaching activities. They are not separated from each other. Any learning process is an organic whole of certain cognitive process and emotional process. No learning process is divorced from knowledge and skills, processes and methods, or emotional attitudes. Three-dimensional goals can be integrated into the same teaching activity through appropriate mathematical activity design. 3. The teaching goal has developed from focusing on knowledge and skills to focusing on three-dimensional goals. However, the teaching objectives should not be too broad. Not every class can highlight three-dimensional goals. Teaching goal design allows attention to one of the three dimensions. It is better to make a breakthrough than to cover everything. Teachers should not only pay attention to preset goals, but also pay attention to generating goals: teachers should make presets according to students' learning foundation, learning rules and the characteristics of students they teach, consider the possibility of students' learning activities as much as possible, and enhance the openness of presets. When dealing with some problems, they can adopt various schemes. In the classroom, we should choose a scheme to deal with students' situation immediately, reduce low-level and predictable "generation" and stimulate high-level and wonderful "generation", thus enhancing the effect of implementing teaching objectives. For teaching design, teachers should handle the relationship between teaching presupposition and teaching generation on the basis of careful analysis of teaching materials and students, so that effective presupposition becomes the premise of effective generation. Teachers can dynamically grasp the problems that may arise in the teaching process and give effective guidance. Continuously improve the quality and efficiency of classroom teaching. 4. The design of teaching objectives should be considered as a whole, not only long-term goals, but also short-term goals and the goals of a class. 5. Teaching design pays attention to the analysis of teaching background. In teaching design, teachers can deeply analyze students' situation, teaching content and expected learning effect according to their own teaching practice and the appropriateness of teaching content and students' characteristics. Analyze the teaching methods and means used in this course. Countermeasures are given while analyzing the background, and specific support is given to the implementation plan through background analysis to make the implementation plan more convincing. When analyzing students' situation, teachers should not only pay attention to what students have mastered, but also pay attention to their way of thinking. Sixth, the design of teaching methods pays attention to practical results. According to the teaching content, according to the teachers' own teaching advantages and the characteristics of the students they teach, various teaching methods are compared. Making more effective classroom teaching design, realizing the organic combination of various teaching methods in classroom teaching and giving full play to the role of classroom teaching as the main channel of teaching and educating people can serve to continuously improve the quality of education and teaching. Seven. Only teachers can deepen the case study of teaching design and enter classroom teaching. The in-depth development of curriculum reform puts forward higher and newer requirements for teachers. The improvement of teachers' professional level plays a vital role in the adjustment of classroom teaching quality in the practice of new curriculum. Teaching design research is a process in which teachers apply advanced education and teaching theories to teaching practice. First, it is conducive to the professional development of teachers. Instructional design provides a space for teachers to explore their potential and effectively stimulates their desire for innovation. It can enable teachers to develop a large number of creative labor achievements with their own educational wisdom, and then promote the cultivation of teachers' innovative ability through the development of innovative work. Second, it is conducive to strengthening the effectiveness of classroom teaching. The research of instructional design guides teachers to think about the dynamic generation resources of classroom teaching and handle the relationship between teaching presupposition and teaching generation. In the research and implementation of classroom teaching, teaching activities are designed on the basis of careful analysis of students. And deeply reflect on the previous related teaching behavior, so as to promote teachers' thinking and testing of classroom teaching effect and improve the effectiveness of classroom teaching. Teachers should think carefully and plan comprehensively when designing teaching, so as to improve the scientificity and feasibility of teaching design scheme. Teachers can pay attention to several aspects to improve the level of teaching design. Teachers should recognize their own experience and wisdom, and produce new experience and wisdom in the dialogue with experts and teachers. Make yourself a research-oriented teacher. 2. Teachers should deepen their understanding of students, think about effective methods and effectively understand students' knowledge base and way of thinking. 3. Learn more. Read the textbook deeply, refer to other textbooks, better explore the essence of mathematics, learn from others' experience, and compare other teachers' teaching designs. 4. Think more and reflect frequently. After the implementation of teaching design, reflect on your own teaching design. Think about successes and setbacks. Sometimes success is just a small step. Everyone's intelligence level is not much different. A small step forward will put you in the forefront. 5. Do more research. Discuss with teachers around you, listen to the opinions of key teachers and experts, and absorb the ingredients that suit you.