教学设计、教案、说课稿的区别.ppt

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1、教学设计教案说课稿的区别一、教学设计我国的学者认为：我国的学者认为：教学设计教学设计实质上是对教师实质上是对教师课堂教学行为课堂教学行为的的一种一种事先筹划事先筹划，是对学生，是对学生达成教学目标达成教学目标、表现、表现出学业进步的条件和情景所做的出学业进步的条件和情景所做的安排安排。1.教学设计的含义英语课堂教学设计英语课堂教学设计是英语教师根据一定的英语教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学理念、教学理论、教学实践经验对课堂教学行为的为的一种策划一种策划，是对学生达成英语学习目标，表，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。现出学业

2、进步的条件和情景所做的安排。2.课堂教学设计的内容 课堂教学设计内容课堂教学设计内容包括包括教材分析教材分析、学情分析学情分析（学生（学生学习水平表述、学习习惯和能力分析）学习水平表述、学习习惯和能力分析）、教学目标教学目标（知识与技能、情感态度与价值观）、（知识与技能、情感态度与价值观）、教学重难点教学重难点、教学方法教学方法、设计思路或意图设计思路或意图、教学过程教学过程、课堂小结课堂小结、课后延伸课后延伸（作业）、（作业）、板书设计板书设计、教学过程自主性评、教学过程自主性评价（价（教学反思教学反思）、教学资源链接、文档的规范等等。）、教学资源链接、文档的规范等等。3.教学设计案例 1、

3、文本：、文本：http:/210.33.80.27:9200/font/show.aspx?AID=762 http:/210.33.80.27:9200/font/show.aspx?AID=409 2、表格：、表格：1.教案的定义教案教案就是教学的内容文本，也称课时计划，是教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堂教学目标而拟定的教学方案教学方案。二、教案2.教案的内容 Background information:(可略可略)Teaching objectivesTeaching con

4、tents/material（可略）（可略）Focal points or Focuses(Teaching important points,Teaching difficult points)Lesson type（可略）（可略）Teaching methodsTeaching aids Teaching steps/proceduresHomeworkBlackboard DesignAfter class reflection教案案例1.说课的总体思路 教什么教什么怎么教怎么教为什么这样教为什么这样教三、说课稿的撰写TeachingMaterialTeachingMaterialAna

5、lysisofStudentsAnalysisofStudentsTeachingMethodsTeachingMethodsTeachingProceduresTeachingProceduresBlackboardDesignFramework124532.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；：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；：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。：展示自己设计的辅助教学课件。the presenterBrief introduction of the

6、 teaching material the procedure of the LPP Part 1LessonPlanPresentation(LPP)Example Good morning,everyone.Im XX from XX Middle School.Im very glad to share my lesson plan with you.The lesson Im going to talk about today is from Go For It,Book 8A,Unit 8 How was your school trip?Period 4，Reading for

7、writing.Id like to explain it from these five aspects.1、说教材简析，简要说明本说课的内容来自哪说教材简析，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课教学在单元知识体系中，甚至整个教学中的地位和作用。位和作用。Exampl

8、eThe analysis of the teaching materialThe topic of this lesson is Day Off.The reading material is a letter from Nick about his day off which is well organized in the sequence of time.3、说学情分析、说学情分析1）学生年龄特点分析）学生年龄特点分析2）学生已有知识经验分析）学生已有知识经验分析3）学生学习能力分析）学生学习能力分析4）学生学习风格分析）学生学习风格分析Example The analysis of

9、the learning conditionEven though the topic Day off is familiar to the students in my class,still some of them cant write a well-organized passage about their day offs.With the limited vocabulary,the students may lack rich words to show their day offs.Fortunately,the reading passage 3a offers a nice

10、 model for students to imitate.4、说教材处理、说教材处理；6、教学目标、教学目标知识目标知识目标能力目标能力目标德育目标德育目标5、说重点、难点；、说重点、难点；Example The learning objectivesFirst,language skills.By the end of the class,students will be able to read for the outline of the reading passage and write a short passage about their day offs according

11、to the outline.This is also the learning focus of this class.Next,language knowledge.Students can use the following words and expressions.(slide)Then,affect.In this class,students will share the happiness of their classmates experiences and understand that we need to both work hard and have fun in o

12、ur life.As for culture awareness,students will understand the meaning and the function of yard sale.Finally,learning strategy.In this class,students will improve their ability of autonomous learning and cooperative learning.The language focusThese are the language focus(slide)and these are the antic

13、ipated difficulties.My students may find it difficult to figure out the structure and they may lack nice expressions in their writing.Therefore,lots of attention will be paid to the writing structure and nice expressions in this class.These are the possible ways to solve the difficulty.the teaching

14、material the learning conditionThe analysis ofthe learning objectives the language focuses the anticipated difficulties and possible solution Part 2二说教法教法是完成教学任务，师生相互作用所采取的方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。式、手段和途径。说教法要说明：说教法要说明：1、本课教学中贯彻什么教学原则；、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。、采用什么教学模式，并做出必要的解释和说明。

15、三说学法 学法是指学生学习知识、掌握知识的方法和途径。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，、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。、要说明结合本课教学学生能够培养哪种学习能力。说学法：说学法：3、如何调动学生的积极性和激发学习兴趣等。、如何调动学生的积极性和激发学习兴趣等。Teaching methods and teaching aidsTo achieve the above objectives,I will

16、adopt top-down model for reading and process approach for writing in this class.I will use PPT documents and OHP as my teaching aids.the teaching&learning The statement of methods and teaching aids Part 3四说教学程序 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。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

17、和时间分配；、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、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；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、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关键，要尽量勾画出课堂教学的概貌。Example Before classI will play Kurt Nilsens song Day Off before class.This aims to attract students

18、 attention and get them ready for class.Step 1.Warming-upTo warm up,we will talk about Kurts Day Off.Ill ask students to guess what Kurt did on his day off by brainstorming.This is going to activate students background information about different kinds of activities and review past tense of verb whi

19、ch is helpful for students writing.Then Ill show students the activities Kurt did to learn some new words like:sale,yard and all day.This will get them a general idea of talking about something in the sequence of time.Step 2.Pre-readingThrough warming-up activity above,students might know Kurt had a

20、 good day off.Then I will ask:“How was Nicks day off?”Ill show students a picture about Nicks day off before they read and talk about it.By talking about the activity,the place and the weather,students learn the words like yard sale,umbrella,raincoat,get wet,in my opinion etc.naturally.Besides,by ta

21、lking about the picture,students get some information about Nicks day off which will help them read better.Among these expressions,“yard sale”is especially new to students.In order to help students understand it,Ill show them some background information.Step 2.Pre-readingStep 3.While-readingNow its

22、time to read.Students are asked to read the letter,take notes of what Nick did and give their opinions about his day off.This is the process of input by reading.Step 4.Post-readingAfter students finish reading,well first check the answers and share students opinions.Next Im going to help students fi

23、nd out the structure by talking about when Nick did the activities,why he did the activity and what happened.Then Ill ask students to retell the passage by looking at the structure.By retelling,students not only understand the passage better,but also summarize the structure of writing ones day off.I

24、ts like this,which actually consists of three parts:beginning,body and ending.Step 4.Post-readingHowever,only knowing the structure is not enough to write a nice passage.We also need to pay attention to the expressions.So Ill ask students to find out the useful expressions in this passage and then l

25、earn together.Step 5.Preparation for writingTo practice using the structure and the new expressions,Ill create another situation,Toms day off.Students will first talk about Toms day off with their partners and then Ill show them two passages(Passage A and B).Ask them to find out the better one and t

26、ell the reason.Step 5.Preparation for writingPassage B is better,because there are two mistakes Passage B is better,because there are two mistakes about verb tense in Passage A.There are no about verb tense in Passage A.There are no mistakes in Passage B.Besides,Passage B is written mistakes in Pass

27、age B.Besides,Passage B is written clearly in the sequence of time.clearly in the sequence of time.After this,Ill show them Passage B and C.and again ask them to find out the better one.It is It is Passage C.Because Passage C is clearly written in Passage C.Because Passage C is clearly written in th

28、e sequence of time the sequence of time and there and there are some nice are some nice expressions.expressions.Step 5.Preparation for writingFrom the above examples,students will understand that both clear structure and nice expressions are important in our writing,and today we learn how to write t

29、he body part in the sequence of time.This is the writing strategy for this class.The teacher leads students to find out the strategy instead of telling them what it is.Step 6.WritingAfter doing the above work,it is time for students to write about their day offs.In this part,students are learning by

30、 writing.The writing takes about 5 minutes.Step 7.Post Writing5 minutes later,students will be first asked to discuss each others writing from the following two aspects:structure and expressions.This helps students to cooperate with partners and improve their writing.After students discussion,well s

31、hare some passages with the help of the OHP.This checks how well students can do.and by reading the passages students are learning by revising their partners writing works.Step 7.Post WritingStrike while the iron is hot.I will ask my students to write a passage about someones day off as the homework

32、.Finally,this is the blackboard design(slide).The description of teaching procedures Part 42、板面设计 板书设计是教师根据教学的需要，用文字、图形、板书设计是教师根据教学的需要，用文字、图形、线条、符号等粗略勾勒讲授提纲，直观展现教学线条、符号等粗略勾勒讲授提纲，直观展现教学主要内容、重点、难点，教学目标和要求的教学主要内容、重点、难点，教学目标和要求的教学行为。行为。说板书设计 1、要说明板书内容、板书设计的整体布局及展开、要说明板书内容、板书设计的整体布局及展开程序；程序；2、说清教师是如何按照学生

33、的知觉和注意特征、借、说清教师是如何按照学生的知觉和注意特征、借助于板书将知识信息结构展现给学生。助于板书将知识信息结构展现给学生。二写1、标题多媒体辅助英语说课多媒体辅助英语说课多媒体辅助英语说课是以英语为语言工具，多媒体辅助英语说课是以英语为语言工具，运用多媒体手段辅助的英语说课。运用多媒体手段辅助的英语说课。一展示After class reflectionTo sum up,Ill adopt student-centered principle in this class.I will try to limit teachers talking time and carry out

34、a variety of learning activities to involve most students to participate.During the process of learning,Im a guide,an organizer and a facilitator.Ill try to help my students learn effectively and efficiently.Students will be the real communicators in learning and using the language.Part 5The reflect

35、ion of shinning points after class reflectionThe content of LPP1.Brief introduction2.The analysis of the teaching materials and learners;3.The rearrangement of the teaching materials and learning activities;4.The learning/teaching objectives;5.The language focus and anticipated difficulties;6.The te

36、aching methods and teaching aids;7.The teaching procedures8.Shinning points or after class reflection 说课稿撰写要注意的问题 1、突出理论性、突出理论性注意：注意：说道理、讲方法是说课的一个显著特征，但说道理、讲方法是说课的一个显著特征，但绝不是说课的主体。成功的说课应把教学设计和教学绝不是说课的主体。成功的说课应把教学设计和教学理论有机地结合在一起，而且要略侧重于说教学设计。理论有机地结合在一起，而且要略侧重于说教学设计。“说说”是形式，是形式，“课课”及及“课理课理”是内容。只有做到是内容

37、。只有做到形式与内容的辩证统一，才能达到预期的说课目的形式与内容的辩证统一，才能达到预期的说课目的。2、简明扼要、简明扼要注意：注意：英语说课应多选用一般性的陈述性语言，英语说课应多选用一般性的陈述性语言，最好少用结构复杂的句子，选用口语化，能听懂最好少用结构复杂的句子，选用口语化，能听懂的简单语言，以便听者把注意力集中在说课的内的简单语言，以便听者把注意力集中在说课的内容上，教学过程的描述不要过于繁杂。容上，教学过程的描述不要过于繁杂。3、人称、角色、人称、角色注意：注意：说课要用第一人称；不要过多地使用课说课要用第一人称；不要过多地使用课堂用语。堂用语。4、突出英语学科特点，但要量力而行、突出英语学科特点，但要量力而行注意：注意：原则上讲，英语说课稿最好用英语写。原则上讲，英语说课稿最好用英语写。如用英语写，注意专业术语的表达，不要自造。如用英语写，注意专业术语的表达，不要自造。5、不拘一格、不拘一格注意：注意：只要教师能够准确把握说课的要素和要只要教师能够准确把握说课的要素和要点，即说课的总体思路，都能达到说课的最终目点，即说课的总体思路，都能达到说课的最终目的。的。说课案例