My opinion of preparing lesson and teaching plan

my opinion of preparing lesson and teaching plan

1. The relationship between preparing lessons and writing lesson plans

The concept of "lesson preparation" and "lesson plan" have long existed the different connotation and extension of the broad and narrow sense in teaching practice:

1, broadly speaking, teachers ' learning and life should be part of the process of preparing lessons, because teachers are also in their own life experience and knowledge of how to teach students how to learn. Suhomlinski, a teacher in the book after a public class said: "For this lesson, I prepared for a lifetime, and in general, for each class, I have a lifetime of time to prepare lessons." However, the direct preparation for the subject, or the site preparation, I only spent about 15 minutes. "

2. Generally, preparing for a lesson is a short-term preparation for the preparation of the school year, semester and lesson plan (or instructional design), which is a lesson plan (whether or not a written manuscript is formed). Teachers can complete a high-quality public class but not to be able to watch the teaching plan manuscript, this situation has been, it is clear that the teacher did a careful design of how to teach, but only implemented in the classroom, but not put into practice literally. In this respect, we can not say that he did not prepare the lesson to make this class.

3. In particular, the lesson plans are written in the above-mentioned teaching programs (sometimes referred to as lesson plans), and lesson preparation is the whole process of writing teaching plan (including the process of conception and the process of writing). Even think, the lesson plan is no word is not preparing.

I think:

1, in order to improve the quality of teaching work, "lesson planning" and "lesson plans" are the most extensive connotation only meaningful, that is: lesson preparation is the "Preparatory course", the lesson plan is "teaching program." If this, "Lesson plan" and "writing lesson plan" are two concepts, reading professional books and doing teaching plans (instructional design) are "Preparing for lessons", but the nature is different.

2, in any case to define the concept of "lesson planning" and "lesson plans", we can say: Lesson plans are both the product of lesson preparation and the task of preparing lessons; lesson plans are only a part of the preparation, not writing lesson plans are not complete, but writing lesson plans are not all, even the most important part.

2, writing lesson plans to become a lesson in the "heavy" is a historical misunderstanding

Preparing for preparation generally requires preparation of syllabus (course standards), preparation of teaching materials, preparation of students, preparation of teaching methods and methods, design process and writing lesson plans. Perhaps because in the specific practice only the written lesson document is the most specific, the most easy to grasp, for a long time we have been the teaching plan as the main index to assess the teacher's preparation of the major indicators and into the regular examination, and decided not to write a lesson plan is not to prepare, even "write lesson plans" become the "top priority".

Class, grading, lesson preparation cycle, the teacher's teaching work is heavy, for the foundation and quality is not very strong and must be a good class teacher is so, "the body is very tired, time is very tight" almost all teachers common feelings. Studying the teaching materials, determining the goal of the class, learning about the students, considering the method of teaching, collecting information, preparing objects are all indispensable in the preparation stage, but when the "writing lesson plan" becomes "the most serious", it also has to take the pain to dilute the end of the book, with the lack of mental thinking of mechanical manual transcription to complete the lesson This kind of teaching plan writing is mainly not for the class, but to deal with the inspection, the leadership of the teaching plan is only to facilitate the management of education but not effectively serve the teaching work. Of course, we do not deny that there are willing teachers to extend their work to spare time, rigorous dedication to complete the process and benefit from it, but we have no reason, and will not have the heart to each teacher to make this request.

The author thinks that the teaching plan and its upgraded version-"instructional design" should be included in the management routine and fits, which will inevitably lead only to the narrow meaning of the lesson plan and neglect the broader connotation of the lesson plan, which is easy to cultivate the teachers ' inertia and time energy, and the easiest to restrain the teacher's innovation and individuality. The most effective way to check the teacher's lesson is to say class and listen instead of teaching plan.

3. How to write lesson plans for the new curriculum reform

In the past scripted, Yiyantang classroom teaching methods, writing lesson plans for a good lesson is very important, "better memory than bad writing"? The classroom structure of the new curriculum is keen on the dialogue and interaction between teachers and students, the student's non-presupposition and uncertainty is increasingly clear and strong, well-designed teaching documents often have to be based on the state of the classroom situation development and the PAA change, even the teacher's lesson plans to write more detailed, more specific more difficult to jump out of the established plan, The Master of the Wise "resolutely led the students to the nose walk."

The writing of the teaching plan is mainly for teachers to prepare for the personal use of materials, whether to take uniform format and projects are not important. I do not know the biological teaching plan should not write, how to write, I want to emphasize is: the curriculum standard corresponding to the preparation of the form is to prepare teaching design, teaching design mainly includes three aspects of the content:

⑴ Teaching Goal: The teaching goal is must carry out the teaching task, also is expected to achieve the teaching result. Any teaching goal must embody the three functions of the curriculum: knowledge and skills, process and method, attitude and emotion and values, promote the students ' cognition, ability, emotion, all-round development and coordinated development. The teaching target must be based on the teaching requirements stipulated in the curriculum standards, and must be based on the students ' cognitive basis and pay attention to the students ' life experience, neither in place nor too high. Learning objectives may not be presented in the form of words or articles, but students must be made explicit.

⑵ Design teaching process: Generally including the creation of situations, guide exploration, independent exploration, expansion and extension, the main role is to clarify the idea, so that teachers in the course of the general outline of the teaching process clear in the chest, must be designed to allow students to independent, cooperation, inquiry, but also for teachers to show the classroom teaching wit sufficient space.

   ⑶ Teaching Reflection: Teaching reflection is an important part of preparing lessons, and is the core factor of teachers ' professional development and self-growth. The reflection before teaching can make the teaching become the self-conscious practice, the reflection in the teaching can make the teaching high quality and efficient, after-class reflection (that is, after the teaching sense) make the teacher summarize gains and losses, learn from experience, for the next teaching use, and it is possible to the teaching experience theory, to improve self-cultivation and teaching value.     In addition, the class (teaching case) is to organize the teaching fact after the text, audio-visual materials, which can also include their own post-teaching sense (reflection) and other people's reviews, generally used for publishing, communication and data preservation. The dialogue and interaction between teachers and students can only be made up after the class, so the lesson is clearly not the teaching design that can be done before the class, we advocate to remember the sense of teaching and the lesson example is not necessary. In short, the class (teaching case) should not be confused with the teaching plan (instructional design).