教学设计是一种既复杂又繁重的劳动,里面有许多深奥的学问,值得研究和探讨。 有经验的教师认为,在教学设计时,必须明确大纲的教学要求,准确确定教材的重点、难点;掌握教材知识的科学性、系统性;了解知识的结构、层次;熟悉教材的知识面、深广度;把握知识的来龙去脉;深入学生,掌握学情。在此基础上,再在“四个”设计中下功夫。“四个”设计是:课堂设计(方法)、问题设计、板书设计、课堂练习和作业设计。下面就谈谈问题设计中思维热点的组织。 所谓思维热点,就是指能够引起学生剧烈 Instructional design is a kind of labor that is both complicated and heavy. There are many profound knowledge in it and it is worth studying and discussing. Experienced teachers believe that in teaching design, we must clearly outline the teaching requirements, accurately determine the key and difficult points of the teaching materials; master the scientific and systematic knowledge of the teaching materials; understand the structure and level of knowledge; familiar with the knowledge and depth of the teaching materials. Breadth; grasp the ins and outs of knowledge; in-depth students, master the situation. On this basis, work hard on the “four” designs. The “four” designs are: classroom design (methods), problem design, board design, classroom exercises, and job design. Let’s talk about the organization of hot thinking in problem design. The so-called thinking hotspot means that students can cause dramatic