教学设计方案数学_教学设计方案格式通用4篇

1/32教学设计方案数学_教学设计方案格式通用4篇为了确保事情或工作有序有效开展，通常需要提前准备好一份方案，方案属于计划类文书的一种。怎样写方案才更能起到其作用呢？方案应该怎么制定呢？以下是网友精心分享的“教学设计方案数学_教学设计方案格式通用4篇”，仅供参考，欢迎大家参考下载。教学设计方案数学教学设计方案格式【第一篇】主备人：使用班级：1-22使用日期：1、使学生明白什么是“逆向思维”2、学会在写作文中运用“逆向思维”的方法使学生明白什么是“逆向思维”学会在写作文中运用“逆向思维”的方法讲练结合“反弹琶琶”即逆向思维在写作中的运用，“反弹琵琶”作文学...。所谓逆向思维，即克服思维定势，从问题的相反方向进行思索，从而显露出新的思想，塑造新的形象。逆向思维法就是反过来想一想，不采用人们通常思考问题的思路，而是从相反的方向去思考问题。逆向思维法具有挑战性，常能出奇制胜，取得突破胜解决问题的方法。2/32“反弹”就是从某论点的对立角度去确立新观点，去阐发新见解。即反其意而用之，是求异思维的一种形式和结果，是经过了多种多样方向的求异之后，最终确定了朝原来的信息相反(或相对)的方向发展的一种表现，即是一种逆向求异思维。运用逆向求异思维的方法，立意才会有新的意境，发人深省。例如：1、阿拉伯的一个大财主，对两个儿子说，你们去赛马，终点是沙漠中的绿洲，谁的马后到，我的全部财产就给谁。两个儿子听后，都骑上自己的马，缓慢的行走，太阳炙热，沙漠烤人，没过多久，两个人便热得支撑不住了。正巧一个“智多星”路过这里，给他们出了一条妙计，让两人换马骑。因为父亲说要看哪匹马后到，两人一换马，比慢的赛马就变成了比快的赛马。换了马，骑的是对方的马，对方的马先到了，自己的马就会后到。这个办法看起来只是换了一种骑法，实际上是换了一种思维方式，换了一个角度分析问题。这个问题若只是从正面讲话进行思考，是根本解决不了的，只有从反面去考虑，才可将问题解决。2、有一个故事说的是一个星期六的早晨，在条件很差的情况下，牧师在准备讲道，高中三年级语文教案《“反弹琵琶”作文学...》。那天下着雨，他的妻子没在家，他的小儿子吵闹不休，令他心烦。他无可奈何地他拿起一本杂志，一页一页的翻着，他翻到了一幅色彩鲜艳的大图画——世界地图。他把地图撕成碎片，丢在地上，对儿子说：“小约翰，如果你能把这3/32些碎片收拢，我就给你两角五分钱。”牧师以为这件事会花费小约翰上午的大部分时间，免得再反烦他。没想不到十分钟，小约翰就来敲他的门了。牧师见儿子如此快地拼好了那地图，十分惊讶。他问道：“小约翰，这件事你怎么做得这么快？”小约翰回答说：“这很容易，在地图的背面有一个人照片，我把这个人的照片收拢，然后把它翻过来。我想，如果这个人是正确的，那么这个世界也是正确的。”……这个故事告诉我们，思考问题、解决问题，有时侯若从反面去思考、去解决，会找到更好的方法。正是，反弹琵琶是逆向思维方法。我们在思考一个问题时，常常有“卡壳”的现象，会感到山重水复疑无路，此时如果折回来从事物的反面去思考，有时会出现“柳暗花明又一村”的境界。这种把通常的思维反过来，在对立的思维道路上打开新局面的思维叫做逆向思维。1、学会逆向思维，敢于提出与众不同的见解，敢于破除习惯的思维方式和旧的传统观念的束缚，跳出因循守旧、墨守成规的老框框，大胆设想。发前人之未发，化腐朽为神奇，标新立异。2、立论要经得起推敲。逆向求异应在一定的语言环境或特定的社会背景中进行，只有严格遵循客观规律，准确把握事物的本质，才能避免从一个极端走向另一个极端。如果把“反弹”误为“乱弹”，立论偏颇，就会画虎不成反类犬，贻笑大方。4/323、有时，反其意而用之只表现为局部范围的补充、发挥，并不一定要全部推翻原采的观点?没有异想，哪来天开?，熟不一定生巧，弄斧应到班门，不看风焉能使舵等，都是在一定的语言环境或特定的社会背景中的合理的逆向思考。对于这一类的反其意而用之，一定要严格遵循事物的客观规律，严肃地探索，准确地把握事物的本质，避免从-个极端走向另一个极端。反弹”不具普遍性，不是任何事物或观点都能逆向求异。那些违反科学道理，有悖于人们共识和伤害人感情的“反弹”，都是不可取的。如“螳臂挡车”，贬抑螳螂已成共识，你若想褒扬它，想借此改变人们的传统观念，人们将难以赞同。我建议同学们用“反弹”这一手法时还是先作一番思考。一般来说，以下几种情况不适用“反弹”。一是自古以来人们公认的道理。比如“尊老爱幼”，你不能说要“欺老骗幼”。二是一些寓言、神话、成语、典故，不能单从表面字意理解，而应把握其内在含义。如《愚公移山》告诉我们要学习的是一种精神，如果从愚公的做法这一角度思考，得出：移山不如搬家“这一结论，这是有悖于出：移山不如搬家“这一结论，这是有悖于寓言的原意的。三是对名人的优秀事迹不宜反弹。四是对国家政策、路线、方针、不宜用反弹。总而言之，我们写文章要有新意，要敢于表达意见，但这5/32并不是说我们可以怀疑一切、否定一切。教学设计方案数学教学设计方案格式【第二篇】1、锻炼学生听说读写能力，培养学生在综合活动中的创新意识和创造能力。2、培养学生合作意识和根据主题收集、整理、筛选资料的能力。3、关注母亲河，接触黄河文化，培养热爱祖国的思想感情。1、培养口语交际的能力。2、培养自主、合作、探究学习的习惯。活动阶段学生活动教师活动课时安排课外阶段（自主、合作、探究学习）申报阶段：自由结合成小组，根据小组具体情况申报研究学习项目布置活动任务，提出活动目标，划分研究学习项目《黄河颂》第二课时后15分钟收集阶段：围绕下列五个主题项目收集有关资料为学生提供黄河相关资料星期五、六整理阶段：对有用材料加以整理，制成卡片或手抄报指导学生如何筛选、裁剪资料→指导学生把有用资料办成手抄报→6/32指导小组根据申报项目整理成文字报告两个课外活动课内阶段（作品展示、口头汇报）汇报阶段：小组长汇报研究学习过程所做工作主持汇报会、评价小组研究性学习工作课内一课时展示阶段：分组分项展示主题手抄报组织对主题手抄报评定等级一个读报时间竞赛阶段：选派代表组织竞赛：《黄河知识知多少》（竞赛的要求与规则：每组派出一名代表，轮流进行，每说出一条相关内容得一分，如内容不符合要求或与他人答案重复则无分，最后把分值累积起来。）课内30分钟感悟阶段：谈谈综合学习的收获评价综合性学习：重过程，看实效课内10分钟本次活动内容多，课时紧张，应以“探寻黄河文明”为核心，化整为零，宜把它分解成五个研究学习项目。主题项目项目内容黄河之貌了解黄河发源、汇入地和沿河流域概貌。黄河之城了解黄河流域内的重要城市。黄河之水关注黄河流域的水土流失、环境保护和可持续发展及对黄河之水的有效利用等内容。黄河之歌收集关于黄河的古今诗词、歌曲、民谣、传说故事。黄河之史了解黄河的历史与文化7/32教学设计方案数学教学设计方案格式【第三篇】��������1��öªê¶ä¿ï¿½ê£ºê¹ñ§ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å£¬ï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¢ï¿½ï¿½ï¿½ï¿½ï¿½êµäºï¿½ï¿½å£¬ï¿½ï¿½ï¿½õ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¢ï¿½ä¹ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2������ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ü¹ï¿½ï¿½ï¿½ï¿½ã¹ï¿½ê½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3�����ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½í¶ï¿½ï¿½ï¿½ï¿½ê¶ï¿½í½ï¿½ô¼ï¿½ï¿½ï¿½8/32���äºï¿½ï°ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1���øµã£ºê¹ñ§ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¢ï¿½ï¿½ï¿½ï¿½ï¿½êµäºï¿½ï¿½å£¬ï¿½ï¿½ï¿½õ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¢ï¿½ä¹ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2���ñµã£ºï¿½ï¿½ï¿½â±¾ï¿½ï¿½ï¿½ï¿½ï¢ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ö®ï¿½ï¿½ä¹ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¢ï¿½ï¿½ï¿½ã¹«ê½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½â¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1��ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¥ï¿½ï¿½ñ°ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ë½ï¿½ï¿½ð¹øµä´ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½9/32����2�����ð¶ï¿½ï¿½ú´ï¿½ï¿½æ¾ï¿½ï¿½ï¿½ï¿½3����������ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é½ï¿½ï¿½é£ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ñ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ð¡ï¿½é½»ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½10/32����ê¦ï¿½ï¿½í¬ñ§ï¿½ç£ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ö°ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ï¿½ï¿½ï¿½âµä¹ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ê²ã´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê£ï¿½âµï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ãµï¿½ç®ï¿½ø£ï¿½ï¿½ï¿½ç®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê²ã´ï¿½ã´ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¢ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¾ï¿½ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£ºï¿½ï¿½ï¢ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì¸ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ç°ï¿½äµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡11/32���������������������������í¬ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ù£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ì²ï¿½38����39ò³ï¿½ï¿½ï¿½ï¿½ï¿½ý¡ï¿½ï¿½ï¿½ä»ï¿½ï¿½ê¾ï¿½ï¿½ñ§ï¿½ï¿½ù£ï¿½ï¿½ï¿½ï¿½ï¿½1��������������2�������������ê½ï¿½ï¿½ï¿½ï¿