教师资格证考试教学设计基础

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,教学设计及其案例解析,教师资格考试培训,华中师范大学,面试程序,第一步：抽题。在工作人员引导下，考生登录面试测评软件系统，计算机从题库中抽取一组试题，考生任选其中一道试题，通过计算机打印试题清单。,第二步：备课。考生持试题清单、备课纸，进入备课室，撰写教案。准备时间20分钟。,第三步：试讲。考生按照准备的教案进行试讲。 10分钟。,第四步：回答规定问题。考生由工作人员引导进入指定考场。考官从试题库中随机抽取2道规定问题，要求考生回答。时间5分钟左右。,第五步：答辩。考官围绕考生试讲内容进行提问，考生答辩。时间5分钟左右。,第六步：评分,一、教,学,设计,教,师作为教的主体，在教学过程中起着举足轻重的主导作用。要使这一主导作用发挥出最好的效果，教师必须对自己的教学活动进行周密的思考和精心的设,计。,考核目标,1.,了解课程的目标和要求,，,准确把握教学内容。,准确把握所教的教学内容,理解本课（本单元）在教材中的地位以及与其他单元的关系。,2.,根据教学内容和课程标准的要求,确定教学目标,教学重点和难点。,3.,教学设计要体现学生的主体性，因材施教，选择,合适的教学形式与方法,。,教学设计的一般路径,目标设计,导入设计,提问设计,细节设计,设计结课,设计媒体,设计教案,教学反思,修改教案,设计板书,教学设计的基本环节,（一）新课程的基本要求,（二）理解教学内容及要求,（三）确定教学目标,（四）组织教学活动（策略）,（五）确定基本的教学环节,（六）板书及其他,(,一,),新课程的要求与目标,英语新课程标准,高中英语课程的目标主要是以学生语言技能、语言知识、,情感态度、学习策略和文化意识,等素养整合的发展为基础，培养学生英语综合语言运用能力。,如何,传统意义上的备课,备教材 备学生 备教法,新课程的备课,备课标 备育人 备资源,备教材 备学生 备教法,（二）理解教学内容及要求,1.,词汇教学,2.,语法教学,3.,阅读理解,4.,情境对话、口语教学,5.,写作教学,具体要求（例）：,朗读所给段落；,配合教学内容适当板书；,针对该段落的内容，设计阅读理解教学活动；,试讲时间约为,10,分钟，采用英语授课。,教材处理,LARA,Leave something out,Amend something,Replace something,Add something,教材处理,-,Amend something,(Complete the following sentences with the given words and expressions.),5. Dr Yuan has a dream that one day his rice will grow in every corner of the world so that no one will suffer from (hunger).,I have a dream that,all weapons will disappear,so that,all the people in the world may (lead) a peaceful life. What is your dream?,课标理念,课程目标,:,综合语言运用能力,-,语言技能、语言知识、情感态度、学习策略、文化意识等素养,学习方式,:,积极尝试、自我探究、自我发现、主动实践以及与他人合作,教材处理,-,Add something,Unit 4, Module 4,Reading-Showing our feelings,Para,3- A smile is the universal facial expression,smile,Smile can open doors and tear down walls.,get through,difficult situations,find friends,apologize,greet someone,ask for help,start a,conversation,feel happier and stronger,Smile,U4,M4,（三）确定教学目标,1.,确定三维教学目标,2.,正确表述和书写教学目标,过程与方法,新课程,情感,态度,价值观,知识与技能,教学总目标的三个维度,传授知识,行为主体,行为对象,行为条件,行为程度,行为动词,教学目标表述中应包括以下五个要素：,教学目标的表述,（,1,）行为主体应是学生，而不是教师,（,2,）行为动词尽可能是可测量、可评价、可理解的,一般用于 “感受、体会、体验、欣赏、领悟”等行为动词。,旨在说明情感性目标,含义明确,含义含糊,用以描述通过教学形成可观察、可操作、可测量的具体行为。,皆在说明“做什么”。,（,3,）行为目标陈述分为两类基本方式,程序性目标,情感性目标,（,4,）必要时，附上产生目标指向结果行为的条件,即影响学生产生学习结果的特定的限制或范围等，皆在说明学生在什么情境和条件下完成学习活动,（,5,）要有具体的表现程度,用完成行为的时间来衡量行为的质量，例如“三分钟内完成”。,用完成行为的准确率来衡量行为的质量，例如“完全无误”。,用完成行为的成功特征来衡量行为的质量，例如“,80,的学生”。,（四）组织教学活动（策略）,1.,根据内容选择教学活动方式,2.,教学活动的任务明确以及可能的结果呈现,3.,主要步骤展示,活动案例,1,明星入课堂,在教学初中一年级上册（外研版）,的用法那节课时， 在设计活动内容时，用了刘翔、姚明、菲尔普斯、郭晶晶等十几位体育明星的图片作为引导，让学生讨论：,What can he/she do?,学生对体育明星十分熟悉，而且还有自己崇拜的偶像。以此来设计活动内容，立刻就会引起学生浓厚的兴趣。为后面的训练做了良好的开头。,活动案例,2,在教学,can,的用法时，我用到以下方式进行活动：,1.,看图猜动词或动词词组，然后抢答。,2 .,口头造句：,I can,。 用上刚才所猜出的动词。,3.,做游戏，让一组同学排队做动作，其他同学说出：,He/She,can,。,4.,小组活动，对明星或你周围的同学能做的事情进行问答,Can he/ she / you?,并由一名同学作总结性报告。这样几轮活动后，同学们不仅能说,I can,还能自然而然的转到,He/She,can,和,Can he/she/you?,等句式。起到了事半功倍的效果。,案例,1.,词汇教学,you are a new graduate, congratulations! Everything youve worked for during your college career has,come to,fruition. If you thought college was fun, this next chapter has the potential to be way more fun. You can stop doing homework,at least,for a little while, and actually relax at night and on weekends (and be able to pay for it!). I graduated college several years ago and, in looking back, wished I knew then what I know now about personal finances and money. Ive distilled these ideas into the seven tips you see below. None of them are difficult to do, theyre just difficult to remember. If you can do all of these tips youll,be ahead of,the curve.,要求（,1,）朗诵所给段落；,（,2,）配合教学内容适当板书,（,3,）解释本段落中黑体的词汇，并设计相应的词汇教学活动,（,4,）用英文试讲,词汇教学案例,Step 1,Lead,-in,Show some photos of a girl and,tell,the students she is a new student ,and she is,aslo,a new neighbor of,mine,Let,the students describe her .,Step 2,Presention,Look at the pictures and guess what happened to the girls in the picture.,Then read the article aloud and find,out,the difficult words ,pay more attention to the words in black ,lonely,folded,basket,fill,attached,Ask students to read the difficult words and guess the meaning of them.,Step 3 Practice,Ask students to make sentences by using the words that given .Then ask them to tell a story by using the words in their groups .,Then share your ideas with the whole class.,Step 4 Test,Fill in the blanks,1, She doesnt have any,friends,so,she is l_.,2, Tom helped his mother f_ the clothes in the bedroom.,3, There is a b_ of,apples,under,the,apple tree.,4,Please,f_the,bottle with the water.,5, The girl a _ a card on the door and left.,Step 5 Summary,案例,2,阅读教学,An old man died and left his son a lot of money. But the son was a foolish young man, and he quickly spent all the money, so that soon he had nothing left. Of,course，when,that happened, all his friends left him. When he was quite poor and alone, he went to see,Nasreddin, who was a kind, clever old man and often helped people when they had troubles. My money has finished and my friends have gone, said the young man. What will happen to me now? Dont worry, young man, answered,Nasreddin,. Everything will soon be all right again. Wait ,and you will soon feel much happier. The young man was very glad. Am I going to get rich again then? He,asked,Nasreddin,. No, I didnt mean that, said the old man. I meant that you would soon get used to being poor and to having no friends.,1,朗读全文,2.,配合教学内容适当板书,3.,针对该段设计阅读理解教学活动,4.,用英文试讲,10,分钟。,案例,3.,语法教学,One person runs behind the sled,shouting,to the dogs to encourage them.The sound of the dogs,barking,the,calls of the drivers and the shouts of the crowd make an,exciting,northern,experience.The,dogs are beautiful strong animals,with long ,thick fur and many with blue eyes.,1.,朗读所给段落,2.,配合教学内容适当板书,3.,针对划线部分，设计呈现该语言现象的教学活动,4.,英文试讲,10,分钟,。,案例,6,语法教学试讲,In England recently three foreign gentlemen came to a bus stop and waited. About five minutes later, the bus they wanted came along. They,were,just,going to,get on when suddenly there was a loud noise behind them. People rushed onto the bus and tried to push them out of the way. Someone shouted at them. The bus conductor came rushing down the stairs to see what all the trouble was about. The three foreigners seem all at sea and looked embarrassed. No one,had told,them about the British custom of lining up for a bus that the first person who arrives at the bus stop is the first person to get on the bus,1.,朗读所给段落,2.,配合教学内容适当板书,3.,针对划线部分，设计语言运用活动。,4.,英文试讲,10,分钟,。,句法教学活动案例,游戏,拍桌子,此游戏就是锻炼学生的听力和反应能力，我准备了十几个句子，要求学生注意这些句子的主谓一致是否正确，如果正确则很快的拍一下桌子，如果是错误的句子就不做任何动作，坐着不动拍错和拍得最慢的被淘汰起立。最后剩下的几名学生就为胜利者，获得加分的奖励。,句子如下：,He was playing basketball yesterday afternoon.,They was swimming in the lake.,Your father was repairing the car.,My mother and I were reading books.,My friends was watching the match on TV.,The children was leaning English.,All of them was playing table tennis.,My homeroom teacher was sitting in the office.,I am looking at the picture .,Neither Lily nor her parents were listening to the radio.,语法活动案例,1.you / play / cards,造句,You were playing cards.,You were not playing cards.,Were you playing cards?,2.Alice / walk / around the lake,Alice was walking around the lake.,Alice was not walking around the lake.,Was Alice walking around the lake?,案例,4,语音教学试讲,If I could save time in a bottle,the first thing that,Id,like to do,is to save every day until eternity passes away,just to spend them with you,If I could make days last forever,If words could make wishes come true,Id save every day like a treasure and then,again I would spend them with you,1.,朗读所给段落,2.,配合教学内容适当板书,3.,设计针对该诗歌重读和节奏的教学活动,4.,英文试讲,10,分钟,。,案例,5,写作教学设计,Read this telephone conversation,：,Lucia,：,Im so glad you called me today. I have a big problem I hope you can help me with.,Clara,：,Whats the problem? Ill help if I can.,Lucia,：,My cousin is coming home tonight from his trip to Europe and Im supposed to pick him up at the airport at seven.,Clara,：,Oh? Is your car giving you trouble again?,Lucia,：,No. I just found out I have to work late tonight. Can you possibly pick him up for me?,Clara,：,Sure. What airline is he coming in on?,Lucia,：,Pan Am. Flight 607. Clara,：,Ok. But how will I recognize him?,Lucia,：,Well, hes medium height. And average weigh. He wears glasses, and he dresses very well.,Clara,：,That could be almost everyone. Can you be more specific?,Lucia,：,Well, his hair is blond and curly. I almost forget! He has a beard.,Clara,：,Whats his name?,Lucia,：,Ernic,Norton.,Clara,：,Okay, not problem. Ill find him.,Lucia,：,Thank you so much!,At the last minute, Clara was unable to get to the airport. She wrote her brother, Tom, a note describing,Ernic,so that he would be able to find him. What did,Claras,note say?,基本要求：,试讲时需先朗读一遍内容；,配合教学内容适当板书。,针对该段落内容，设计引导学生写日记的教学活动。,试讲时间约为,10,分钟，采用英语授课,案例,6,听力教学试讲（,too long,）,1.,朗读所给段落,2.,配合教学内容适当板书,3.,针对该段内容，设计呈引导学生进行预测的教学活动,4.,英文试讲,10,分钟,。,教学设计案例展示,Step 1 Pre - listening,Show some pictures of rehearsal climb the hill“ ”picnic to the,students,and,learn the new words.,Then ask students What do you like to do on weekends?.,Lead,the students to use the new words to express their ideas.,【,设计意图,】,用图片的形式导入，并提出疑问激起学生学习的兴趣和参与课堂的积极性。,Step 2 While -listening,Listen,to the dialogue and check what suggestions they are making in the dialogue.,_ go somewhere outside Edinburgh,_ going up into,Pentland,Hills,_ go for a long walk,_ take a picnic with them,_ take Sarah out for a day,Listen again and find out what suggestion Jack is making at last .,【,设计意图,】,让学生带着问题去听听力，能调动学生的听的积极性，同时问题的设计针对目标语言，有利于掌握本课的目标语言。,Step 3 After- listening,Read the conversation by yourselves and then pay more attention to how to,make,suggestions and how to agree or disagree.,Find,out the target language in the conversation.,【,设计意图,】,学生听完听力后回到听力材料，能积极主动的去寻求用到的内容，同时让学生大声朗读有助于学生的理解。,Step 4 Group work,Then make new conversations talking,about,where,togo,on vacation with your,friendsbyusingthe,target language.,【,设计意图,】,通过学生之间的对话练习，既完成了学生对基本句型的巩固，同时让学生学会如何在交际中运用，达到语用的目的。,Step 5 Homework,（,五）确定基本的教学环节,导入,基本问题,基本活动及其环节（借助物品等）,主要课堂练习展示,结束,（六）板书及其他,1.,字迹清楚整洁,2.,整体规划，布局合理,3.,突出重点，纲要醒目,4.,内容精炼，概括性强,5.,适当留有余地。,板书案例,Whats the matter?,you,have a sore throat,your,nose hurts,If you,have a headache,you might have the flue.,you,have a fever,see the doctor,If you are sick, take some medicine,，,you will be better.,drink hot drinks,stay in bed for a few days,1.,备课的进一步细化与具体化，是教师教学理念、教学方法的具体体现，也是教师驾驭教材能力、教育教学水平的集中体现。,2.,编写教案也是教师职业规范的常规形态,3.,教案是体现教师创新水平的载体。,编写教案,课 题,教学教案的基本内容,课 型,学习目标,了解教学教案的基本结构和书写方式。,学习重点,归纳教学教案的基本要素,学习难点,结合自身设计，提炼创造性的教案。,学习方法,自学与讨论相互结合,课时安排,1,课时,教学用具,多媒体,教学过程,教师活动学生活动,板书设计,布置作业,教后记,编写教案的几点建议,1,整体结构合理，有基本的教学步骤和教学问题。每一教学环节都要紧紧围绕教学目标展开。,2,要体现出方法的设计，关注学生的兴趣和情感态度。找准教学活动的最佳切入点,3,把握预设与生成的关系、留下更多课堂的空间,4,要体现教师自身的创造性和反思性,5.,重点部分，重点设计，体现环节和问题,6.,适当设计时间标准。,M8U2,备课案例,二 教,学实施,课,堂是教师的主战场，课堂教学效果的好坏直接影响教师教学质量的高低。因此，教师的课堂教学实施能力成为其教学专业能力的核心。,考核目标,1.,能够有效地组织学生的学习活动，注重激发学生的学习兴趣，有与学生交流的意识。,2.,能够科学准确地表达和呈现教学内容。,3.,能够适当地运用板书，板书工整、美观、适量。,4.,能够较好地控制教学时间和教学节奏，合理地安排教与学的时间，较好地达成教学目标。,片段教学： 即选取一节课的一个片段内容进行教学，时间一般为,15,分钟。执教者通过完成指定的教学任务，来表现自己的教学思想、教学能力和教学基本功。与正常的课堂教学不同，片段教学是局部的、虚拟的，功用是教研或评价，听课者是领导、同行或专家、评委。片段教学是根据指定的“片段”进行教学，教学设计和实施过程都是独立的。,注意事项,1,、片段教学是课堂教学的一部分，课堂教学的一个环节，重点在教学，,10-15,分钟之内，体现本部分最精华的部分,2,、片段教学的对象是学生，要认为下面坐的是你的学生。,3,、片段教学的时间把握，,10,或,15,分钟，注意压缩、打包， 给学生练习的时间，一两句话带过，马上进入下一个环节。,4,、片段教学的重点在点上突破。,5,、结合教材内容，展现你的强项。良好的开头、平稳的过渡、精彩的收尾，多思考、去挖掘，多角度、多层面地展示出来。,6,、片段教学的教案要从面到点，只一个片段的教案，不要面面俱到 。,7,、片段教学的导入与收尾。 导入的语言要简练， 收尾要自然，不一定布置作业，因为是进行课文呈现部分的教学，还没有到巩固、强化这一片段。,8,、片段教学要有板书，精心设计，不大不小、不多不少，力求工整。,三、教,学评价,教学评价，就是要根据一定的教学目标和标准，对教师的教和学生的学进行系统检测，并评定其价值及优缺点，以求改进。,1.,在教学实施过程中注重对学生进行评价。,2.,能客观评价自己的教学效果。,职业道德,5%,心,理素质,5%,仪,表仪态,5%,言,语表达,15%,思,维品质,15%,教,学设计,10%,教,学实施,35%,教,学评价,10%,面 试 评 价 分 值,谢谢，祝大家考试顺利！,xiulingchen,