教学设计、教案、说课稿的区别

教学设计教案说课稿的区别一、教学设计我国的学者认为：教学设计实质上是对教师课堂教学行为的一种事先筹划，是对学生达成教学目标、表现出学业进步的条件和情景所做的安排。1.教学设计的含义英语课堂教学设计是英语教师根据一定的英语教学理念、教学理论、教学实践经验对课堂教学行为的一种策划，是对学生达成英语学习目标，表现出学业进步的条件和情景所做的安排。2.课堂教学设计的内容课堂教学设计内容包括教材分析、学情分析（学生学习水平表述、学习习惯和能力分析）、教学目标（知识与技能、情感态度与价值观）、教学重难点、教学方法、设计思路或意图、教学过程、课堂小结、课后延伸（作业）、板书设计、教学过程自主性评价（教学反思）、教学资源链接、文档的规范等等。3.教学设计案例1、文本：=762=4092、表格：1.教案的定义教案就是教学的内容文本，也称课时计划，是教师根据课标、教材和学生的实际情况，为实现课堂教学目标而拟定的教学方案。二、教案2.教案的内容Backgroundinformation:(可略)TeachingobjectivesTeachingcontents/material（可略）FocalpointsorFocuses(Teachingimportantpoints,Teachingdifficultpoints)Lessontype（可略）TeachingmethodsTeachingaidsTeachingsteps/proceduresHomeworkBlackboardDesignAfterclassreflection教案案例1.说课的总体思路教什么——怎么教——为什么这样教三、说课稿的撰写TeachingMaterialAnalysisofStudentsTeachingMethodsTeachingProceduresBlackboardDesignFramework124532.说课的内容说课的内容可总结为“四说二写一展示”“四说”：说教材、说教法、说学法、说教学程序；“二写”：写出本课课题及板书设计；“一展示”：展示自己设计的辅助教学课件。thepresenterBriefintroductionoftheteachingmaterialtheprocedureoftheLPPPart1LessonPlanPresentation(LPP)ExampleGoodmorning,everyone.I’mXXfromXXMiddleSchool.I’mverygladtosharemylessonplanwithyou.ThelessonI’mgoingtotalkabouttodayisfromGoForIt,Book8A,Unit8Howwasyourschooltrip?Period4，Readingforwriting.I’dliketoexplainitfromthesefiveaspects.1、说教材简析，简要说明本说课的内容来自哪一册书、哪一章节；一说教材2、说教材的地位和作用：分析教材编写意图、主要内容及特点，分析本课教学内容与学生先前掌握的知识和将要学习的知识的内在联系，说明本课教学在单元知识体系中，甚至整个教学中的地位和作用。ExampleTheanalysisoftheteachingmaterialThetopicofthislessonisDayOff.ThereadingmaterialisaletterfromNickabouthisdayoffwhichiswellorganizedinthesequenceoftime.3、说学情分析1）学生年龄特点分析2）学生已有知识经验分析3）学生学习能力分析4）学生学习风格分析ExampleTheanalysisofthelearningconditionEventhoughthetopicDayoffisfamiliartothestudentsinmyclass,stillsomeofthemcan’twriteawell-organizedpassageabouttheirdayoffs.Withthelimitedvocabulary,thestudentsmaylackrichwordstoshowtheirdayoffs.Fortunately,thereadingpassage3aoffersanicemodelforstudentstoimitate.4、说教材处理；6、教学目标知识目标能力目标德育目标5、说重点、难点；ExampleThelearningobjectivesFirst,languageskills.Bytheendoftheclass,studentswillbeabletoreadfortheoutlineofthereadingpassageandwriteashortpassageabouttheirdayoffsaccordingtotheoutline.Thisisalsothelearningfocusofthisclass.Next,languageknowledge.Studentscanusethefollowingwordsandexpressions.(slide)Then,affect.Inthisclass,studentswillsharethehappinessoftheirclassmates’experiencesandunderstandthatweneedtobothworkhardandhavefuninourlife.Asforcultureawareness,studentswillunderstandthemeaningandthefunctionofyardsale.Finally,learningstrategy.Inthisclass,studentswillimprovetheirabilityofautonomouslearningandcooperativelearning.ThelanguagefocusThesearethelanguagefocus(slide)andthesearetheanticipateddifficulties.Mystudentsmayfinditdifficulttofigureoutthestructureandtheymaylackniceexpressionsintheirwriting.Therefore,lotsofattentionwillbepaidtothewritingstructureandniceexpressionsinthisclass.Thesearethepossiblewaystosolvethedifficulty.theteachingmaterialthelearningconditionTheanalysisofthelearningobjectivesthelanguagefocusestheanticipateddifficultiesandpossiblesolutionPart2二说教法教法是完成教学任务，师生相互作用所采取的方式、手段和途径。说教法要说明：1、本课教学中贯彻什么教学原则；2、采用什么教学模式，并做出必要的解释和说明。三说学法学法是指学生学习知识、掌握知识的方法和途径。1、要结合课堂教学内容，说出在本课教学过程中，指导学生学习使用或学会使用什么学习法；2、要说明结合本课教学学生能够培养哪种学习能力。说学法：3、如何调动学生的积极性和激发学习兴趣等。TeachingmethodsandteachingaidsToachievetheaboveobjectives,Iwilladopttop-downmodelforreadingandprocessapproachforwritinginthisclass.IwillusePPTdocumentsandOHPasmyteachingaids.theteaching&learningThestatementofmethodsandteachingaidsPart3四说教学程序教学程序是说课的主要内容。说出自己的教学思路及理论依据，课堂结构及板书等。2、说清各个教学环节的具体活动和时间分配；说教学程序1、要简要说出该课的各个教学步骤的具体教学环节名称及相关教学内容、步骤、教学活动组织和安排；3、要说明如何通过教学突出重点，突破难点，抓好关键，要尽量勾画出课堂教学的概貌。ExampleBeforeclassIwillplayKurtNilsen’ssongDayOffbeforeclass.Thisaimstoattractstudents’attentionandgetthemreadyforclass.Step1.Warming-upTowarmup,wewilltalkaboutKurt’sDayOff.I’llaskstudentstoguesswhatKurtdidonhisdayoffbybrainstorming.Thisisgoingtoactivatestudents’backgroundinformationaboutdifferentkindsofactivitiesandreviewpasttenseofverbwhichishelpfulforstudents’writing.ThenI’llshowstudentstheactivitiesKurtdidtolearnsomenewwordslike:sale,yardandallday.Thiswillgetthemageneralideaoftalkingaboutsomethinginthesequenceoftime.Step2.Pre-readingThroughwarming-upactivityabove,studentsmightknowKurthadagooddayoff.ThenIwillask:“HowwasNick’sdayoff?”I’llshowstudentsapictureaboutNick’sdayoffbeforetheyreadandtalkaboutit.Bytalkingabouttheactivity,theplaceandtheweather,studentslearnthewordslikeyardsale,umbrella,raincoat,getwet,inmyopinionetc.naturally.Besides,bytalkingaboutthepicture,studentsgetsomeinformationaboutNick’sdayoffwhichwillhelpthemreadbetter.Amongtheseexpressions,“yardsale”isespeciallynewtostudents.Inordertohelpstudentsunderstandit,I’llshowthemsomebackgroundinformation.Step2.Pre-readingStep3.While-readingNowit’stimetoread.Studentsareaskedtoreadtheletter,takenotesofwhatNickdidandgivetheiropinionsabouthisdayoff.Thisistheprocessofinputbyreading.Step4.Post-readingAfterstudentsfinishreading,we’llfirstchecktheanswersandsharest