教學設計、教案、說課稿的區(qū)別

教案

說課稿的區(qū)別

2021/5/91一、教學設計我國的學者認為：

教學設計實質上是對教師課堂教學行為的一種事先籌劃，是對學生達成教學目標、表現(xiàn)出學業(yè)進步的條件和情景所做的安排。1.教學設計的含義2021/5/92英語課堂教學設計是英語教師根據一定的英語教學理念、教學理論、教學實踐經驗對課堂教學行為的一種策劃，是對學生達成英語學習目標，表現(xiàn)出學業(yè)進步的條件和情景所做的安排。2021/5/932.課堂教學設計的內容課堂教學設計內容包括教材分析、學情分析（學生學習水平表述、學習習慣和能力分析）、教學目標（知識與技能、情感態(tài)度與價值觀）、教學重難點、教學方法、設計思路或意圖、教學過程、課堂小結、課后延伸（作業(yè)）、板書設計、教學過程自主性評價（教學反思）、教學資源鏈接、文檔的規(guī)范等等。

2021/5/943.教學設計案例1、文本：

7:9200/font/show.aspx?AID=7627:9200/font/show.aspx?AID=4092、表格：2021/5/951.教案的定義教案就是教學的內容文本，也稱課時計劃，是教師根據課標、教材和學生的實際情況，為實現(xiàn)課堂教學目標而擬定的教學方案。二、教案2021/5/962.教案的內容Backgroundinformation:

(可略)TeachingobjectivesTeachingcontents/material（可略）FocalpointsorFocuses(Teachingimportantpoints,Teachingdifficultpoints)

Lessontype（可略）TeachingmethodsTeachingaidsTeachingsteps/proceduresHomeworkBlackboardDesignAfterclassreflection2021/5/97教案案例2021/5/981.說課的總體思路

教什么——怎么教——為什么這樣教三、說課稿的撰寫2021/5/99TeachingMaterialAnalysisofStudentsTeachingMethodsTeachingProceduresBlackboardDesignFramework124532021/5/910

2.說課的內容

說課的內容可總結為“四說二寫一展示”

“四說”：說教材、說教法、說學法、說教學程序；

“二寫”：寫出本課課題及板書設計；

“一展示”：展示自己設計的輔助教學課件。2021/5/911

thepresenterBriefintroduction

oftheteachingmaterialtheprocedureoftheLPP

Part1LessonPlanPresentation(LPP)2021/5/912ExampleGoodmorning,everyone.I’mXXfromXXMiddleSchool.I’mverygladtosharemylessonplanwithyou.ThelessonI’mgoingtotalkabouttodayisfromGoForIt,Book8A,Unit8Howwasyourschooltrip?Period4，Readingforwriting.

I’dliketoexplainitfromthese

fiveaspects.

2021/5/9131、說教材簡析，簡要說明本說課的內容來自哪一冊書、哪一章節(jié)；一說教材2、說教材的地位和作用：分析教材編寫意圖、主要內容及特點，分析本課教學內容與學生先前掌握的知識和將要學習的知識的內在聯(lián)系，說明本課教學在單元知識體系中，甚至整個教學中的地位和作用。

2021/5/914

Example

Theanalysis

oftheteachingmaterial

ThetopicofthislessonisDayOff.ThereadingmaterialisaletterfromNickabouthisdayoffwhichiswellorganizedinthesequenceoftime.

2021/5/9153、說學情分析

1）學生年齡特點分析2）學生已有知識經驗分析3）學生學習能力分析

4）學生學習風格分析2021/5/916

Example

Theanalysis

ofthelearningconditionEventhoughthetopic

Dayoff

isfamiliartothestudentsinmyclass,stillsomeofthemcan’twriteawell-organizedpassageabouttheirdayoffs.Withthelimitedvocabulary,thestudentsmaylackrichwordstoshowtheirdayoffs.

Fortunately,thereadingpassage3aoffersanice

modelforstudentstoimitate.2021/5/9174、說教材處理；6、教學目標知識目標能力目標德育目標

5、說重點、難點；2021/5/918

Example

ThelearningobjectivesFirst,languageskills.Bytheendoftheclass,studentswillbeabletoreadfortheoutlineofthereadingpassageandwriteashortpassageabouttheirdayoffsaccordingtotheoutline.Thisisalsothelearningfocusofthisclass.Next,

languageknowledge.Studentscan

usethefollowingwordsandexpressions.(slide)

2021/5/919Then,affect.Inthisclass,studentswillsharethehappinessoftheirclassmates’experiencesandunderstandthatweneedtobothworkhardandhavefuninourlife.

Asforcultureawareness,studentswillunderstandthemeaningandthefunctionofyardsale.Finally,learningstrategy.Inthisclass,studentswillimprovetheirabilityofautonomouslearningandcooperativelearning.

2021/5/920Thelanguagefocus

These

arethelanguagefocus(slide)andthesearetheanticipateddifficulties.

Mystudentsmay

finditdifficulttofigureoutthestructureandtheymaylackniceexpressionsintheirwriting.Therefore,lotsofattentionwillbepaidtothewritingstructureandniceexpressionsinthisclass.Thesearethepossiblewaystosolvethedifficulty.

2021/5/921theteachingmaterialthelearningcondition

Theanalysisof

thelearningobjectivesthelanguagefocusestheanticipateddifficultiesandpossiblesolution

Part22021/5/922二說教法教法是完成教學任務，師生相互作用所采取的方式、手段和途徑。說教法要說明：1、本課教學中貫徹什么教學原則；2、采用什么教學模式，并做出必要的解釋和說明。2021/5/923三說學法

學法是指學生學習知識、掌握知識的方法和途徑。

1、要結合課堂教學內容，說出在本課教學過程中，

指導學生學習使用或學會使用什么學習法；2、要說明結合本課教學學生能夠培養(yǎng)哪種學習能力。說學法：3、如何調動學生的積極性和激發(fā)學習興趣等。2021/5/924TeachingmethodsandteachingaidsToachievetheaboveobjectives,Iwilladopt

top-downmodelforreadingandprocessapproachforwritinginthisclass.IwillusePPTdocumentsandOHPasmyteachingaids.

2021/5/925theteaching&learning

Thestatementofmethodsandteachingaids

Part32021/5/926四說教學程序

教學程序是說課的主要內容。說出自己的教學思路及理論依據，課堂結構及板書等。

2、說清各個教學環(huán)節(jié)的具體活動和時間分配；說教學程序1、要簡要說出該課的各個教學步驟的具體教學環(huán)節(jié)名稱及相關教學內容、步驟、教學活動組織和安排；3、要說明如何通過教學突出重點，突破難點，抓好關鍵，要盡量勾畫出課堂教學的概貌。2021/5/927

Example

BeforeclassIwillplayKurtNilsen’ssongDayOffbeforeclass.Thisaimstoattractstudents’attentionandgetthemreadyforclass.2021/5/928Step

1.Warming-upTowarmup,wewilltalkaboutKurt’sDayOff.I’llaskstudentstoguesswhatKurtdidonhisdayoffbybrainstorming.Thisisgoingto

activatestudents’backgroundinformationaboutdifferentkindsofactivitiesandreviewpasttenseofverbwhichishelpfulforstudents’writing.

Then

I’llshowstudentstheactivitiesKurtdidtolearnsomenewwordslike:sale,yardandallday.Thiswill

getthemageneralideaoftalkingaboutsomethinginthesequenceoftime.2021/5/929Step2.Pre-readingThroughwarming-upactivityabove,studentsmightknowKurthadagooddayoff.

ThenIwillask:“HowwasNick’sdayoff?”I’llshowstudentsapictureaboutNick’sdayoffbeforetheyreadandtalkaboutit.Bytalkingabout

theactivity,theplaceandtheweather,studentslearnthewordslikeyardsale,umbrella,raincoat,getwet,inmyopinionetc.naturally.

2021/5/930Besides,

bytalkingaboutthepicture,studentsgetsomeinformationaboutNick’sdayoffwhichwillhelpthemreadbetter.Amongtheseexpressions,“yardsale”isespeciallynewtostudents.Inordertohelpstudentsunderstandit,I’llshowthemsomebackgroundinformation.

Step2.Pre-reading2021/5/931Step3.While-readingNowit’stimetoread.Studentsare

askedtoreadtheletter,takenotesofwhatNickdidandgivetheiropinionsabouthisdayoff.Thisis

theprocessofinputbyreading.

2021/5/932Step4.Post-readingAfterstudentsfinishreading,we’llfirstchecktheanswersandsharestudents’opinions.

NextI’mgoingtohelpstudentsfindoutthestructurebytalkingaboutwhenNickdidtheactivities,whyhedidtheactivityandwhathappened.ThenI’llaskstudentstoretellthepassagebylookingatthestructure.Byretelling,

studentsnotonlyunderstandthepassagebetter,butalsosummarizethestructureofwritingone’sdayoff.It’slikethis,whichactuallyconsistsofthreeparts:beginning,bodyandending.

2021/5/933Step4.Post-readingHowever,onlyknowingthestructureisnotenoughtowriteanicepassage.Wealsoneedtopayattentiontotheexpressions.

SoI’llaskstudentstofindouttheusefulexpressionsinthispassageandthenlearntogether.2021/5/934Step5.PreparationforwritingTopracticeusingthestructureandthenewexpressions,I’llcreateanothersituation,Tom’sdayoff.StudentswillfirsttalkaboutTom’sdayoffwiththeirpartnersandthenI’llshowthemtwopassages(PassageAandB).Askthemtofindoutthebetteroneandtellthereason.

2021/5/935Step5.PreparationforwritingPassageBisbetter,becausetherearetwomistakesaboutverbtenseinPassageA.TherearenomistakesinPassageB.Besides,PassageBiswrittenclearlyinthesequenceoftime.

Afterthis,I’llshowthemPassageBandC.andagainaskthemtofindoutthebetterone.ItisPassageC.BecausePassageCisclearlywritteninthesequenceoftimeandtherearesomeniceexpressions.

2021/5/936Step5.PreparationforwritingFromtheaboveexamples,studentswillunderstandthatbothclearstructureandniceexpressionsareimportantinourwriting,andtodaywelearnhowtowritethebodypartinthesequenceoftime.Thisis

thewritingstrategyforthisclass.Theteacherleadsstudentstofindoutthestrategyinsteadoftellingthemwhatitis.

2021/5/937Step6.WritingAfterdoingtheabovework,itistimeforstudentstowriteabouttheirdayoffs.Inthispart,studentsarelearningbywriting.Thewritingtakesabout5minutes.2021/5/938Step7.PostWriting5minuteslater,studentswillbefirstaskedtodiscusseachother’swritingfromthefollowingtwoaspects:structureandexpressions.Thishelps

studentstocooperatewithpartnersandimprovetheirwriting.

Afterstudents’discussion,we’llsharesomepassageswiththehelpoftheOHP.Thischeckshowwellstudentscando.andbyreading

thepassages

studentsarelearningbyrevisingtheirpartners’writingworks.

2021/5/939Step7.PostWritingStrikewhiletheironishot.

Iwillaskmystudentstowriteapassageaboutsomeone’sdayoffasthehomework.Finally,thisistheblackboarddesign(slide).2021/5/940Thedescriptionofteachingprocedures

Part42021/5/9412、板面設計

板書設計是教師根據教學的需要，用文字、圖形、線條、符號等粗略勾勒講授提綱，直觀展現(xiàn)教學主要內容、重點、難點，教學目標和要求的教學行為。

說板書設計1、要說明板書內容、板書設計的整體布局及展開程序；2、說清教師是如何按照學生的知覺和注意特征、借助于板書將知識信息結構展現(xiàn)給學生。二寫1、標題2021/5/942多媒體輔助英語說課

多媒體輔助英語說課是以英語為語言工具，運用多媒體手段輔助的英語說課。一展示2021/5/943

AfterclassreflectionTosumup,I’lladoptstudent-centeredprincipleinthisclass.Iwilltrytolimitteacher’stalkingtimeandcarryoutavarietyoflearningactivitiestoinvolvemoststudentstoparticipate.Duringtheprocessoflearning,I’maguide,anorganizerandafacilitator.I’lltrytohelpmystude