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effective teaching
Effective teaching design, including reverse teaching design, Lesson preparation and teaching design, connotation of teaching objectives, Common mistakes, Principles and methods, etc.
Edited at 2024-01-17 21:58:18- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
effective teaching
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
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- Outline
instructional design
Reverse instructional design
Definition: A way of thinking in teaching design, which is a method of thinking about problems used by teachers in the preparation stage of teaching.
1. Expected results (learning or teaching objectives)
2. Evaluation method
3. Specific teaching activities
proposer
Grant Wiggins
Jay McTighe
Basic assumptions
What do I want? (Target)
How do I know if it is implemented (evaluation)
How to achieve this? (method)
Advantages (in line with tradition compared to instructional design)
It can ensure that teaching activities never deviate from the requirements of curriculum standards and make the goals of teaching activities clearer.
Instructional design activities start from the "end point", that is, starting from the results pursued by the teaching activities.
Reverse teaching design and Comparison of forward instructional design
Reverse instructional design
Starting point of teaching (design learning objectives first) Teaching evaluation (evaluation methods are designed before teaching design is carried out) Teaching activities and methods (teaching activities and methods serve the goals) Textbooks (use textbooks, which are just one of the teaching resources)
Forward teaching design
Starting point of teaching (clear teaching content first, vague goals) Teaching evaluation (evaluation methods are not considered until the end of teaching activities) Teaching activities and methods (teaching activities and methods only consider teaching content and rarely take into account the goals) Textbooks (teaching materials, teaching materials are the only teaching resources)
Lesson preparation and instructional design
The difference between lesson preparation and instructional design
Lesson preparation: focus (teacher) starting point (teacher’s teaching) Purpose (preparation for how teachers teach) Outcomes (lesson plans)
Instructional design: focus (students) starting point (students’ learning) Purpose (planning for how students learn) Results (teaching design plan)
stages of instructional design
Unit and lesson design: pay attention to the integrity and systematicness of the subject Academic year design Subject section design Long-term design of disciplines
principles and methods
Meet the requirements of national curriculum standards and understand long-term goals as short-term goals
The goal should not be too general and abstract, but should be specific, operable, and testable
The goal should reflect the core competencies of the discipline and the correct values, necessary character and key abilities that can adapt to lifelong development and social development.
Design goals with students as behavioral subjects
The goal statement is to achieve the "four-in-one"
Common mistakes
Teaching (learning) goals are general, abstract, unspecific, and undetectable
There are too many teaching (learning) goals that are impossible to achieve
Confusing the relationship between long-term goals and short-term goals
Make 3D objects independent of each other
The connotation of teaching objectives
teaching objectives Diverse understanding
The west
Bloom: Goals are desired results
Ralph Taylor: Various Ways of Behavior The change is the teaching goal
Babanski: Educational goals are divided into upbringing, education, and development goals
China
The relationship between tendencies and teaching purposes
Teaching goals are the expected learning results that students achieve through teaching activities, and are the expected learning gains of students at the end of a certain teaching activity.
Can be divided into courses, academic years, units, and class teaching objectives
Teaching goals and learning Differences and connections between goals
difference (subject of statement different from the object)
Teaching objectives: Teachers hope learners will learn What to learn to what extent
Teaching objectives: What do learners want to learn? What can be done.
connect
Same connotation
Essentially the same