Question 1: How to write the design concept of the lesson plan. Correct goals mean that the teaching goals set must not only meet the requirements of the curriculum standards, but also meet the actual situation of the students. Teaching objectives are the basis for designing the teaching process, the general guiding ideology of classroom teaching, the starting point of class, and the ultimate destination of classroom teaching. How to formulate a specific and feasible teaching goal? First, we must carefully study the teaching materials, combine the mathematics course goals and teaching content, and formulate a teaching plan for this lesson: what knowledge should students master and what skills and skills should they develop? , what level of proficiency to achieve, what methods to use to solve problems, etc. These are the dual-base goals. The second step is to consider what thinking abilities students should develop through the teaching of this knowledge. This is the goal of thinking abilities. Again, think about what kind of ideological education can be provided to students through the teaching of this knowledge, and what good moral qualities can be cultivated. This is a requirement for permeating ideological education. The last step is to consider where innovative education can be provided to students and how to cultivate students' innovative consciousness and creative ability. This is a requirement for innovative education and is also the most important goal of classroom teaching.

Question 2: How to write the design concept of mathematics teaching plan (1) Teaching material analysis

Writing requirements for the teaching material analysis part: three operational requirements: (1) Analyze the requirements of the "Course Standards" .(2) Analyze the status and role of the content of each lesson in the entire curriculum standard and in each module (each textbook). (3) Analyze the differences and connections between the content of each high school textbook and the relevant content of the junior high school textbook.

(2) Student Analysis

Writing requirements for the student analysis part: three operational requirements: (1) Analyze students’ existing cognitive level and ability status. (2) Analyze students’ existence Learning problems. (3) Analyze students’ learning needs and learning behaviors.

(3) Teaching objectives

Writing requirements for the teaching objectives part: three operational requirements: (1) Determine knowledge goals. (2) Determine ability and method training goals and their teaching implementation strategies. (3) Determine teaching selection points and teaching implementation strategies that guide students’ emotions, attitudes, and values.

Question 3 : How to write answers to design concepts in primary school Chinese teaching plans--What do you want to ask? Primary school Chinese knowledge is taught in accordance with the requirements of the national syllabus. So it must be strictly enforced.

Question 4: How to write kindergarten teaching plan design concepts and design ideas. Basic format and writing requirements:

1. Activity name

The question format should be: Class x xxxx Activity design: xxxxxxxxx (indicate the age group, field and name of activity design)

The name of the activity should be concise and clear. If it is a comprehensive activity, theme activity or half-day activity, it should also be noted.

2. Design Intention

Briefly explain the selection of theme content of the activity design, the background of generation, and the ideas for the design of the entire teaching activity.

3. Activity goals

The setting of goals should be in line with the spirit of the outline and the cognitive level and emotional needs of children. Goals should be written from the perspective of children's development. Use the words "can" and "can" Words such as "will", "master", "learn", "understand", and "understand"; the goals should not be general, but should be specific and clear, with specific experiences, operable, and measurable; the number of goals should not be too many, and the focus should be on new experiences and those that need to be repeated important experience. 2-3 items are appropriate; the goal should directly and clearly present the experience, without first presenting the means and methods (such as "through..." or "in the process of..."), and avoid direct narration and no direct presentation. Experience, (for example, "Let children be a little navigator"); the writing of goals is arranged in the relative order of activity experience gained.

4. Activity preparation

Including material preparation and psychological preparation.

Material preparation includes providing children with an activity environment and activity materials that support their learning based on the teaching content, the names of necessary teaching toys, and a site layout for teaching activities. A schematic diagram of the site layout must be drawn. If children need books, put them at the end of the activity preparation. Materials should not be too many or too complicated, but should be based on the actual needs of the goals and links.

Basic activities for psychological preparation need to be formulated. If psychological preparation is needed, write it down.

5. Activity Process

Teachers can choose effective teaching strategies based on the teaching content and the actual situation of the children, stimulate children's interest in learning, and reflect autonomy, cooperation, inquiry, and experiential The learning method enables the basic concepts of the curriculum to be fully implemented and implemented; the teaching process must be clearly structured, with important and difficult points highlighted, and fully reflect the interaction between teachers and children.

In the activity link, it should be explained what the teacher does and what to guide the children to do. There must be children in every link, and the teacher's words and deeds are aimed at mobilizing children's learning.

The prepared materials should be used in the process, and the materials used in the activities should be explained in the preparation; any self-made games, exercises, paper crafts, etc. must explain the gameplay and have a story. The original story must be attached.

6. Activities extension (if extension is not required, you do not need to write this link)

According to the specific activities, decide whether the activities need to be extended; the activities can be extended to regional activities and life activities. and extension in the family; activity extension can include two types: repeated emphasis and subsequent expansion; explain where to extend, what to do and how to do it, what experience can be consolidated or what new experience can be given to children.

7. Reflection on activities: analyze the successes and deficiencies in teaching activities and propose effective countermeasures.

Other notes:

The order of application levels of numerical numbers in activity design is "one", "two", "three" - "one", "two" and "three" - "1" "2" "3" - "⑴" "⑵" "⑶" - "①" "②" "③", generally use "one" "two" "three" - "1" "2 ""3" - "①" "②" "③" three-level order is enough; *** Use black dots for punctuation after numbers, use pauses after Chinese characters, "first", "second" and "th Use a comma after "three", a bracketed serial number and a circled serial number, and do not add a comma or comma after it; automatic numbering is not recommended.

Question 5: Instructional Design Description How to write lesson plans and instructional design are pre-conceived teaching ideas and a brief description of the teaching measures to be implemented; teaching cases are a reflection of the teaching process that has already occurred. . One is written before teaching and the other is written after teaching; one is the expectation and the other is the result.

The styles of cases and teaching records are relatively close. They are both descriptions of teaching situations, but teaching records must be recorded after hearing them, while cases are selective.

Question 6: How to write the teaching objectives in the teaching design concept of the lesson plan in the understanding of 1 to 5:

1. Students can use numbers 1 to 5 to express the number of objects, and know 1 The number sequence from ~5 can recognize, read and write the numbers from 1 to 5, and pay attention to writing neatly.

2. Cultivate students’ habits of careful observation, active hands-on operation and careful writing.

3. Use the "Safari Zoo" diagram to enable students to initially experience the fun of "using mathematics", and at the same time cultivate good wishes for the harmonious existence of man and nature.

Teaching focus:

Learn to use different items to represent the numbers 1 to 5, and know the number of 1 to 5.

Teaching difficulties:

Be able to express correctly in your own language.

Preparation of teaching aids:

Pictures, courseware, counters

Teaching process:

1. See and speak numbers

Question: Do you know these numbers? Let’s read it together. What do you know about these numbers?

Can you use pictures, beads on a counter, or something of your own to represent these numbers?

Can you find 1, 2, 3, 4, and 5 in our classroom?

(Students observe their surroundings, state the numbers, and praise them for speaking clearly and using correct quantifiers.)

2. Look at the pictures to find numbers

Just found The children said a lot about 1, 2, 3, 4, and 5 around us. The teacher has a picture here. Can you find the number in the picture?

The teacher shows the theme picture, and the students observe carefully and name the numbers in the picture. (1 elephant, 1 sun, 2 rhinos, 2 tamarinds, 3 antelopes, 3 giraffes, 4 white clouds, 4 birds, 4 children, 5 people, 5 flowers)

3. Talk about it

The children have found so many numbers from the picture. The teacher also wants to talk about it with you. This time we will use another method.

Observe page 16 and make a picture and talk about it: One child took out 3, the second child used 3 flowers to represent it, the third child placed 3 circles and stretched out 3 fingers, and mom uses 3 apples, they are both 3. What 3 can you name? What if the teacher says 5? What about 2? What about 4?

4. Comparison

1. Who has the brightest eyes?

Display the pictures on the computer and ask the children to observe carefully and tell how many there are?

2. Who has the best ears?

The teacher puts the final chess pieces in three tea cans and asks the students to listen to the sound to judge how many they have, arrange them in order, and then verify them one by one.

5. Write

Observe the positions of 1, 2 and 3 in the Japanese grid and say what they look like.

Watch the teacher write and pay attention to the order of writing.

Students trace the Japanese characters in the book and show their good works to everyone.

Question 7: How to write the instructional design description? It is the design idea