Overall teaching design refers to the teacher's overall conception of a class. It is a systematic design of various factors (such as students' characteristics, teaching objectives, learning content, teaching resources, etc.). ) and various links (such as lead-in, transition, questioning, feedback, etc. ) In the teaching process before teaching, through careful planning and creation of teaching situations, in order to achieve the teaching objectives. Simply speaking, it is the concretization of teachers' preparing lessons before class, but it is different from traditional preparing lessons. Teaching design pays more attention to the combination of advanced education and teaching theory with concrete teaching practice, and emphasizes the planning of teaching situation and the application of teaching means, which is more flexible and creative. Instructional design can also directly reflect teachers' teaching ideas and their ability to turn this idea into concrete teaching practice. It can be said that an ingenious and exquisitely designed teaching design is often the key to improve the efficiency of high school history classroom. Grasping the new curriculum concept and optimizing history classroom teaching is the goal pursued by the author and the goal pursued by the new curriculum reform. In this paper, the author will start with all aspects of teaching design, taking the actual teaching content as an example, and talk about the conception and operation of teaching design.

First, contrast rendering-scene setting

The "scene setting" link arranged in teaching design is evolved from the scene teaching method. Situational teaching method is to set specific sensible scenes and put forward corresponding requirements to carry out teaching according to the conception of teaching materials. Its specific teaching procedure is divided into three steps: setting the scene and revealing the topic; Scenario development, analysis and evaluation; Feedback, consolidate and improve. This method makes the whole classroom teaching in a fresh situational atmosphere, fully arouses students' initiative and creativity, and enables students to actively participate in the analysis and evaluation of the situation. The author draws lessons from the step of "situational setting" in situational teaching method, aiming at enhancing the teaching effect by creating certain teaching situations, or stimulating students' curiosity in the form of suggestive suspense, or setting off the learning atmosphere in the form of emotional resonance. Generally, effective scene setting is conducive to stimulating students' curiosity and cultivating students' exploration spirit, thus improving students' learning ability and learning level.

Case 1

The author once designed and practiced the theme teaching of the history compulsory course "An Unforgettable History-China People's War of Resistance against Japanese Aggression" by People's Education Press, and set up such a scene in the lead-in session: several paragraphs were typed on the slide:

The purpose of history is to help the present-R. Emerson [America]

If I don't ask what history is and why I want to write it after studying the process of history, then my historical research is incomplete. ..... Historians, like other observers in the human world, must make people understand the facts. This requires them to constantly judge what is true and what is meaningful. -"Historical Research" arnold toynbee [England]

Forgetting the past means betrayal. -Lenin [Soviet Union]

The author shows these famous aphorisms with music three minutes before class, creating an atmosphere in advance, and the design intention is to highlight the theme spirit of "history cannot be forgotten". Students will consciously ask in the process of reading: What kind of history is this? Why is this short history unforgettable? What is the practical significance of remembering this history for the present? It should be said that the setting of this scene is successful. Under the influence of this scene, students' thinking and emotions gradually enter the state in advance, and the emotional tone of the whole class is also laid under the guidance of this scene.

For example, when explaining the contents of the "Nanjing Massacre", the author set up such a scene:

Freeze the picture in a shocking "mass grave" with slides. "According to China Nanjing Military Court1February, 946, there were 28 cases of Japanese collective massacre,190,000 people, and 858 cases of sporadic massacre,150,000 people. During the six-week massacre, more than 300,000 soldiers and civilians were shot and buried alive in China. The method of slaughter is extremely cruel, some were shot, some were stabbed to death, some were buried alive, and some were burned alive ... ". Faced with such a scene, the classroom atmosphere is very heavy, and students generally feel the blood and tears of 1937 Nanjing, which is a great shame for the Chinese nation. At this time, the teacher used this atmosphere to complete the connection between the two paragraphs before and after teaching: (The author explained) "We can't forget that our nation was slaughtered and humiliated in this way. Our nation was trampled underfoot, slaughtered without expression, and treated as the object of assassination training and games; Our nation was once treated as wood and deprived of the right to live; Our nation once faced the crisis of national subjugation and extinction. Such a painful history will not be forgotten by the people of China, and even if the Japanese government tries to make the world forget it, the Chinese nation will not forget it. " The following naturally transitions to the next teaching content-when shameless encounters the truth-Japan, and history cannot be tampered with.

Situational setting can be tried as an introduction method in the general teaching process. If the design is good, it can often take the lead and achieve unexpected results.

Second, explore the chain problem.

Under the background of the new curriculum, problem-based teaching method is the best choice to effectively change students' passive learning state and realize the benign interaction between teachers and students. (Problem-based teaching method: By creating situations and asking questions, teachers guide students to actively discover, ask questions and explore ways and methods to solve problems in the process of independent, cooperative and inquiry learning, so as to acquire basic knowledge and skills, learn to learn and form correct values, thus completing the teaching method of a teaching process. It takes problems as the main line, attracts problems, concludes problems, and introduces new learning with new problems. In teaching design, setting up "question inquiry" link is the performance of implementing problem teaching method.