Teaching Design Of "I Came More Than Two Months"

Instructional design is the teacher in order to obtain the maximum benefits of classroom teaching, takethe modern teaching theory as a guide, based on their experience, knowledge and teaching ability, throughthe analysis, judgment and thinking, re-teaching objectives, teaching conditions, teaching methods,teaching objects reasonable optimized combination formed by the action program. Instructional designprocess is actually the teachers will reflect on the result of choice-specific, systematic, standardized process,and teachers to absorb and store energy in this process.In Teaching Chinese as a Foreign Language lesson, the integrated curriculum is trunk lesson of theTCFL. The course combines not only the vocabulary grammar and reading a wide range of knowledge, butalso improve the level of core courses in Chinese. How to according the actual abilities and needs of theteaching object, combine the existing teaching resources, teaching methods and teachers’ experience, thelevel and design a reasonable and workable blueprint for teaching, centralized and efficient completion oflearning tasks is the foreign language teachers have been thinking and research issues. In this paper, theactual teaching of Chinese as a foreign language, according to the Disciplines,"Chinese Course in the firstbook" I came more than two months, the section course in instructional design, the design reflects thestudents-centered teaching ideas.This thesis includes four parts as follows:Chapter1is the introduction, it introduce the topics of reason and research significance, and therelevant literature and research status of the sort and summarization.Chapter2is the basis of the instructional design about the text " I came more than two months”.Teaching content based on the theoretical analysis to determine the teaching objectives, principles, teachingmethods, teaching, and teaching aids development.Chapter3is the main part of this thesis, namely, it is the specific design of the course "I came morethan two months". This chapter is divided into five teaching processes such as: teaching objects, teachinggoals, teaching strategies, teaching methods, teaching process.Reasonable arrangements for the teachingcontent of teaching level, correctly handle the combination of textbook knowledge structure and cognitiveof the students, and strive to create the instructional design for students’ thinking processes. Chapter4is the conclusion, it summarized the harvest of useful attempt done in this paper as well asthe instructional design.