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课程单元教学设计篇一
主备教师：
任课教师：
教
材：义务教育课程标准实验教科书 《新目标英语go for it》七年级（下册）人教版
教学内容：unit 11 what do you think of game shows? 教材分析：in this unit students learn to tell their likes and dislikes.教学目标：
1、学会表达喜欢和不喜欢的感受
2、学会辨别电视节目
3、能谈论节目
教学方法和措施：
阅读、讲授、讨论、探究 教学资源：课件和录音机 课时安排：新课、活动的课时
本单元教学时间约需7课时，具体分配如下：
section a 1a-2b
1课时 section a 3a-3b
1课时 section b 1a-2b
1课时 section b 3b-4
1课时 reading
1课时 english weekly
2课时
period 1
一、teaching aims: some names about different kinds of shows to talk about likes and dislikes
二、topic: talk about likes and dislikes.三、teaching guide: 1 knowledge objects: 1).match the vocabularies：soap, sitcom, stand, mind, agree, king, nothing, host, culture, sunglaes, belt, wallet, key ring, fashion, said, article, put , cap, idea, colorful, word 2).master the phrases：talk show, sports show, game show, soap opera, think of, in fact, animal
world, chinese cooking, key ring, ask about 3).master and use：what do you think of soap operas / sports shows?i can’t stand don’t mind does he / she think of dumpling king? she doesn’t like do they think of
anna? they love y objects: students’ listening and writing students’ speaking skill and reading object: each has his likes and choose what you like and give up what you dislike.四、important points: phrases in target language: what do you think of...? i like / love...i can’t stand....i don’t love / like / mind...五、difficult points: target structure: what do you think of…?
六、teaching steps: step 1 revision the homework exercises different students to say their answers to the
exercises of the different students, have you ever been to some interesting places on your vacation? tell them to share their happy experiences with the 2 1a the key vocabulary words on page 65 on the screen by a them some sounds of the new words, then encourage them to try to read them g a gueing teacher says something about one of the new words in students gue the meaning of the new read the new words several times until they can pronounce them accurately and , you are to match the tv shows with the the letter of each picture on the blank line before the correct out the sample students do the activity
the answers.1.e 2.d 3.a 4.c 5.b
step 3 1b students’ attention to the words and smiley and frowny faces in the n to students the meaning of the words love , can’t stand and don’t mind as follows: if you love something, you like it very, very you can’t stand something, you dislike it very you don’ t mind something, you don’t either like it or dislike , now i’ll play a recording of a to what mark says about the tv shows in the letter of them on the blank lines before the words he uses, point out the sample the recoding ts listen and write the letter of a tv show in each the s: 1,b 2a, 3c, 4,d 5,e
step 4 1c students one minute to read the tv shows in 1a a pair of students to read the sample conversation to the the conversation on the , please work in “what do you think of the tv shows ? you must answer the
question truthfully.”
several pairs to share their conversations with the 5 summary this cla, we’ve learned names of some tv shows first, which are talk show, soap opera, sports we’ve done much listening and oral practice using the target language:
what
do you think of sitcoms? i love 6 homework after cla, recite the spelling of the key words and the conversation in 1c.教学后记
period 2
一、teaching aims: some names about different kinds of shows to talk about likes and dislikes
二、topic: talk about likes and dislikes.三、teaching guide: 1 knowledge objects: 1).match the vocabularies：soap, sitcom, stand, mind, agree, king, nothing, host, culture, sunglaes, belt, wallet, key ring, fashion, said, article, put , cap, idea, colorful, word 2).master the phrases：talk show, sports show, game show, soap opera, think of, in fact, animal
world, chinese cooking, key ring, ask about 3).master and use：what do you think of soap operas / sports shows?i can’t stand don’t mind does he / she think of dumpling king? she doesn’t like do they think of
anna? they love y objects: students’ listening and writing students’ speaking skill and reading object: each has his likes and choose what you like and give up what you dislike.四、important points: phrases in target language: what do you think of...?i like / love...i can’t stand...i don’t love / like /
mind...五、difficult points: target structure: what do you think of…?
六、teaching steps: step 1 revision revise the new words about tv shows
step 2: listening(2a, 2b) students’ attention to the five phrases in 2a and read students’ attention to the picture and understand the 2 girls are talking about the tv
the recording the first time, students listen and number the expreions 1—5 as they hear
the answers: 1
3 the recording the second time, students listen and fill in the listening, draw
their attention to the dialogue in the answers: 1)love 2)like
3)can’t stand
4)don’t mind
5)don’t like
ts practice the conversation in 2b in pairs and make their own conversations about tv
shows they some 3: practicing(3a)
activity 1 students’ attention to the list of tv shows and ask a student to read the names to the cla. students to work in pairs: what do you think of english today / sports news...? students to work in t a looks at this t b looks at page and
answer questions: what do yang lin and alan think of these cctv show? then fill in the the answers: yang lin: loves, likes, doesn’t like, likes, can’t stand, doesn’t like alan: loves, likes, doesn’t like, likes, can’t stand, doesn’t mind
activity 2 students attention to the conversation in r reads it to the students to pay attention to the students to use the information in activity in the the answers.1)yes, i do.2)i like it.3)i don’t like it.4)english today
5)i like students to practice the conversation in pairs in make their own
ty 3 ts work in out a piece of paper and list tv shows as many as ts write down what they think of the tv shows on the paper. one of students to do a report for their and 4: homework the new some similar dialogues like 3 teaching goals: & phrases: robot, paper, le, fewer, simple, unpleasant, factory, seem, 构成的一般将来时态的陈述句、否定句、 be , le , fewer 的用法.5.学习一般将来时态的相关知识，学会对未来进行预测.6.对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习
兴趣.7.通过时间对比复习一般过去时态、一般现在时态，ant and difficult points : 构成一般将来时态的句式。 be 句型的一般将来时态。 , fewer , le 的用法。 to make ng methods：listen, say , read and write
teaching resource：课件 teaching procedures: step 1 leading in
two ss to say sth about their 2 while-task sb page 6 , the ss 3 minutes to read the paage , tick out the new n the new words and practice out the the column headings to the the paage words from her answers in the correct columns the se page 6 , g a game :who write it ? ss write about their life in ten years on a piece of paper but don’t write names on the all the ss’ papers turns reading the other ss gue who wrote 3 post-task sb page 6 , part the questions two ss to read the the your partner’s a few ss’ 4 & phrases: robot, paper, le, fewer, simple, unpleasant, factory, seem, 构成的一般将来时态的陈述句、否定句、 be , le , fewer 的用法.5.学习一般将来时态的相关知识，学会对未来进行预测.6.对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习
兴趣.7.通过时间对比复习一般过去时态、一般现在时态，ant and difficult points : 构成一般将来时态的句式。 be 句型的一般将来时态。 , fewer , le 的用法。 to make ng methods：listen, say , read and write
teaching resource：课件 teaching procedures : step 1 leading in greetings and free their homework :ask two or three ss to speak out what they wrote down.(教师作出适当的评价)step 2 pre-task
go over what we learnt yesterday.通过三种时间的对比简略复习一般过去时与一般现在时。
step 3 while-task sb page 4 , to the three picture and say :this is first picture is sally five years ago ,the second one is sally now ,and the third one is sally five years in the the te filling in the blanks the se ask some ss read them page 4 , at activity predictions about to the example in the sample two ss to read the dialogue to the se their predictions about 4 post-task write about the help of the sample of can write sth about ourselves five years ago ,today and
in five te the work the a few more ss for rk : draw a picture of the city in 20 be it to the 5
一、teaching aims: some names about different kinds of shows to talk about likes and dislikes
二、topic: talk about likes and dislikes.三、teaching guide: 1 knowledge objects: 1).match the vocabularies：soap, sitcom, stand, mind, agree, king, nothing, host, culture, sunglaes, belt, wallet, key ring, fashion, said, article, put , cap, idea, colorful, word 2).master the phrases：talk show, sports show, game show, soap opera, think of, in fact, animal
world, chinese cooking, key ring, ask about 3).master and use：what do you think of soap operas / sports shows?i can’t stand don’t mind does he / she think of dumpling king? she doesn’t like do they think of
anna? they love y objects:（ students’ listening and writing students’ speaking skill and reading object:each has his likes and choose what you like and
give up what you dislike.四、important points: phrases in target language: what do you think of...? i like / love...i can’t stand....i don’t love / like / mind...五、difficult points: target structure: what do you think of…?
六、teaching steps: step 1: making a revision some real object used in daily life and ask them "what do you think of...?" "do you
like...?" " what about...? students some school things and let students talk about their likes and example: i like color pencils.i dont like....i cant stand....step 2: presenting students attention to the six pictures in them the new words and let them students some real objects used in daily life and let students shout out their names as
quickly as poible. students: what do you think of...? students use the verbs they learned to 3: practicing
activity 1 students attention to the six words in students read them loud ts look at the pictures;match the words with the the answers.1.b 2.a 3.e 4.c 5.f 6.d
activity 2 students to work in and answer about the six example: a: what do you think of the belt?b: i don’t mind you like the sunglaes?
a: yes, i like them.b: what does your father think of the watch?
a: he cant stand ty 3 the instructions to the students tell the cla what they example:
i have a watch, a scarf and 4: listening.(2a,2b) to the chart in students attention to the things that maria, carol and paul talk
the tape the first time, fill what they hear in the the ，sunglaes, scarf，wallet the tape time students write down what carol and paul think about each in the chart in 2a with the following words: loves, likes, doesnt mind, doesnt like, cant the answers: carol: loves, likes, can’t stand, loves, paul: doesn’t mind, likes, doesn’t
like, likes step 5: reading students to read the article in 3a the same time, students get ready to answer the following questions: what did maria lee do this week?who likes the key ring / the sunglaes?who loves the wallet / the watch?who cant stand the scarf? several students to give their answers.ts read marias article in names of the students in the chart on page the answers.(watch)gina taylor rice doesn’t mind.(key ring)jack smith likes(sunglaes)ann rice likes, jerry green likes(scarf)jordan can’t stand(wallet)william jones loves
(belt)everyone loves
step 6: writing r reads the letter to cla and call their attention to the ts look at the pictures in activity 1a on page te the letter with their own the words like, love, dont mind, dont like, cant stand, ts read the letter aloud again and pay attention to the following words and expreions:
enjoy doing sth，this is what i 7 homework 3a on page a survey in your family and write a 6
finish the exercises and go over the main points of this unit
教学后记
课程单元教学设计篇二
惠州经济职业技术学院
《××××××》课程
单元教学设计（教案）
学年： 201—201 学年 学期： 第 学期 系部： 教师：
惠州经济职业技术学院
《××××××》课程
教学详案
学年： 201—201 学年 学期： 第 学期 系部： 教师：
课程单元教学设计篇三
机械基础课程单元教学设计分析
摘 要：教师既是教授方法的实施者，也是学习方法的指导者，要合理分配教学任务，运用恰当的教学方法，才能收到良好的教学效果。笔者针对机械基础课程的特点，结合自身的教学实践，以“平面机构运动确定性的判定”教学单元为例，谈谈机械基础课教学单元设计。
关键词：机械基础 单元设计 教学方法
课 题：北京市职业院校教师素质提高工程之优秀青年骨干教师培养计划项目资助。
机械基础课程是职业院校机械类专业的一门重要的技术基础课，它具有很强的综合性、工程性和实践性，在人才培养方案中处于承上启下的地位，是学生学习后续专业课的必要的知识和技能储备，起到桥梁的作用。笔者以“平面机构运动确定性的判定”教学单元为例，谈谈机械基础课教学单元设计。
一、教学目标的设定
通过本次课90分钟的学习，学生能够掌握平面机构自由度的计算方法。以机械创新设计小组学生设计的“摇摆显示屏架”为教学项目载体，从观察机构运动的角度出发，使学生分析和掌握平面连杆机构自由度的计算方法，且会判定复合铰链、局部自由度、虚约束并进行处理，从而总结出判定机构具有确定的相对运动的方法，为分析机械运动功能和设计机械结构打下基础，概括起来分为以下三个方面。
1.知识目标
（1）掌握平面机构自由度的计算方法。
（2）会判定复合铰链、局部自由度、虚约束并进行处理。
（3）掌握判定机构具有确定的相对运动的方法。
2.能力目标
（1）能够判定机构中是否存在复合铰链、局部自由度、虚约束这三种特殊情况，如果有，则会处理后再计算平面机构自由度。
（2）会用平面机构具有确定相对运动的条件判断机构设计得是否合理，是否能够运动，并且是否具有确定的相对运动。
（3）能够通过所学过的知识解决机构设计中的实际问题。
3.思维目标
（1）根据实际问题，分析机构能够运动的条件。
（2）要学会通过平面机构自由度的计算，用平面机构具有确定相对运动的条件判断机构设计得是否合理。
（3）从已有知识出发，善于分析和自主学习，扩大知识范围，掌握思维方法，提高思维能力。
二、教学内容的确定
根据教学目标制定相应教学内容，主要包括以下三方面。
一是平面机构自由度的计算；
二是平面机构中复合铰链、局部自由度、虚约束这三种特殊情况，及其处理办法；
三是平面机构运动确定性的判定。
三、教学学情的分析
对于高职院校一年级的学生而言，他们在理解方式上更偏重于实例的体会。他们喜欢从实际的案例中体会理论，学习知识，得到结论。本教学单元以机械创新设计小组学生自己设计的“摇摆显示屏架”机构为教学项目载体，引入教学内容，分析平面机构的自由度，而不是直接进行理论分析，更大程度地激发学生的学习积极性，调动学生的学习热情。
本单元从学生已有知识出发，以实际案例让学生观察机构的运动，引出新的知识――平面机构的机构自由度计算方法及其三种特殊情况的处理办法，使学生更容易接受和获取新知识。
从零件静止时的分析转变到平面连杆机构运动分析的教学内容，是一个由静到动的变化过程，要从运动的角度出发来启发学生对本节课内容的理解，同时要从具体的构件抽象出简图来研究运动特点。这是利用以往所学知识分析问题，也是改变学生学习思路的方式。在教学过程中，应恰当处理借助图形的直观含义和严密的数学推理之间的关系。既要引导学生从直观上发现问题的实质，也要注意对某些关键的结论进行缜密的逻辑推理。
四、教学重点与难点的解决办法
任何一个机构都是若干个构件由运动副连接起来的。为了按一定要求进行运动的传递和转换，当机构的原动件按给定的运动规律运动时，该机构其余构件的运动也都应是完全确定的。为了使所设计的构件能产生相对运动并具有运动确定性，有必要研究平面机构的自由度和机构具有确定运动的条件。
1.教学重点及解决办法
根据本课程的知识和技能结构、学生下一阶段学习的需要及授课时限，决定本次课的教学重点。
（1）平面机构自由度的计算，及其三种特殊情况（复合铰链、局部自由度、虚约束）的处理。本单元重点是让学生会判断平面机构中复合铰链、局部自由度、虚约束这三种特殊情况，并进行处理，目的是能够正确计算平面机构自由度，在进行机构的设计时解决工程实际问题。
（2）平面机构运动确定性的判定。平面机构中要求每个构件相对于机架的运动都是确定的，以使执行构件能够按要求执行相应的运动。本单元的重点是用平面机构具有确定相对运动的条件判断机构设计是否合理，目的是在进行机构设计时考虑机械结构的合理性。
教学重点解决对策：重点讲解；启发主动思考；让学生随堂练习；提供学生参与机会。
例如，机构的复合铰链部分，首先让学生判定抛光机机构的运动确定性，学生得出结论：原动件w=1，自由度f=3，机构运动不确定。而让学生观察抛光机机构的运动动画，发现机构的运动是确定的。问题出在哪里呢？引导学生主动思考，观察机构中构件连接比较特殊的地方，从而发现有3个构件在同一处用转动副连接，引出了对复合铰链的解释和处理办法的学习。最后用正确的方法计算机构的自由度f=w=1>0，得到正确的结论：机构具有确定的相对运动。这样利用真实案例、动画演示启发学生主动思考，分析和解决问题，使学生印象深刻，容易理解所学知识，并且能够及时用所学知识解决实际问题。
2.教学难点及解决办法
根据学生情况以及以往经验，本次课的教学难点是计算平面自由度时虚约束的判断及处理。
教学难点解决对策：根据学生的反映，把握讲解速度；结合多媒体课件和图片；利用提问和练习方式，随堂检验学生掌握程度。
例如，平面机构中的虚约束常出现在以下情况中：转动副连接两构件运动轨迹重合；两构件组成多个转动副、且各转动副轴线重合；两构件组成多个移动副、且各转动副导路平行或者重合；两构件组成多个平面高副、且各高副接触点处公法线重合；对机构运动不起作用的对称部分，如行星轮。每一种情况都配以图片分析讲解，形象直观，便于理解。
五、教学方法的设计
1．任务驱动法
本次课堂教学以“任务驱动”为主线，在讲解本次课程的重点内容平面机构自由度的计算及其三种特殊情况的处理时，将采用“任务驱动法”。实施过程为：设置任务――观察机械创新设计小组的学生设计的“摇摆显示屏架”的运动；布置任务――机构具备什么条件才能具有确定的相对运动，如何判定机构运动的确定性；在对任务进行分析分解、完成任务的过程中，讲解平面机构自由度的计算方法和三种特殊情况的处理，以及判定机构运动确定性条件的使用，将教、学、做一体化，按照“教师布置任务→学生自主分析完成任务→教师指导学生总结”的模式开展。学生不仅掌握了知识点，同时还利用知识点完成了实际的任务，增强了成就感，激发了求知欲望，培养了独立思考、勇于创新的精神，为机构的创新设计提供条件。
2.案例演示法
本单元课程以机械创新设计小组学生设计的“摇摆显示屏架”作为教学案例载体，通过观察机构的运动过程，分析平面机构的自由度及机构运动确定性的判定方法。
该教学方法不是单纯的传授教学知识，而是将知识点融入到实际应用中，使学生不仅掌握了知识，同时也具备了运用知识解决问题的能力。参考以往案例教学的经验，采用案例演示法教授知识，更容易让学生集中精力，有效提高其学习的积极性，加快知识和能力的获取速度。
3.t-p-s法（思考―讨论―分享）
在做综合练习这部分内容时，学生可以通过自己阅读资料思考和学习相关知识，两个人一起讨论完成习题，最后以两人组合给大家讲解分析思路及解题过程。学生能够在完成任务的过程中发现问题、分析问题并解决问题。这种方法可以使每个学生都参与学习，培养独立思考、语言表达等能力，综合解决问题的能力，提高学习的主动性。t-p-s法实施步骤为：独立工作（自己独立学习思考），交流（2个人或更多人讨论交流），成果展示（有多种方式，如展板、汇报等）。
4.分组讨论法
在学习机构运动确定性的判定这部分内容时，学生可以分成小组，按四种不同的情况讨论机构运动的确定性。学生前面已经学过了有关机构自由度计算的内容，可以采用学生自主讨论的方式完成学习。在学习的过程中，鼓励学生分组学习，通过讨论解决问题。这种方法可以提高学生学习的主动性。分组讨论法的实施流程为：教师布置讨论内容，进行临时小组讨论，现场展示讨论结果，学生总结，教师评价。
在课程教学中，教师精心进行教学设计，不断改进教学方法和手段，有助于提高学生的学习兴趣，更好地理解课程内容，为学习专业课程奠定坚实的基础。
参考文献：
[1]龚绍文.大学青年教师教学入门――大学施教学初步[m].北京:北京理工大学出版社,2006.[2]方华灿.论高等学校的课堂教学[m].北京:石油工业出版社,2003.