教师资格证考试那么多模块中你觉得哪一块最难？选择题？材料分析？简答题？还是论述题？在小编看来，都！不！是！从小编多年的经验和一些考过教师资格证的小伙伴的经历来看，教学设计最难！

选择题你可以蒙，简答论述可以编，这些题只要你写了，考官通常还会给你点辛苦分。但是教学设计就不同啦，没有基础的人是很难写出来的，它需要一定的逻辑与思想，胡编乱造肯定0分！

今天小编就来给大家分享。一份完整的教案设计一般包括教学目标，教学重难点，教学过程等模块，每个模块都有章可循，事不宜迟，赶紧跟我一起来看教学设计的万能模板吧！

教学设计模板

1.教学目标

(1)知识与技能目标：学生能够学会/掌握/理解/了解/熟知.........。其实就是最基础的知识，比如学会什么生字/单词，掌握什么句型句式，牢记一个公式，理解一个概念，会唱这首歌曲……

（2）过程与方法目标：通过......方式方法，学生能够提升.......能力。比如通过合作或阅读、或分小组讨论，学生能够提高团队合作能力；通过实验培养学生的动手能力；

（3）情感态度价值观目标：学生能够感受（体会）到......，增强....情感（意识）。激发学生学（学科）的兴趣。体会作者热爱祖国大好河山的思想感情，享受审美的乐趣。

2.教学重难点

(1)教学重点

教学重点是教材中举足轻重、关键性的、最重要的中心内容，是课堂结果的主要线索，掌握了这部分内容，对于巩固旧知识和学习新知识都起着决定性作用。比如：通过对梯形的学习，掌握梯形的性质

（2）教学难点

教学难点是教学中难于理解或领会的内容，本课学习时易产生困难和障碍的知识点。可以是情感、态度、价值观，或较抽象，或较复杂，或较深奥。比如：通过对梯形的学习，掌握梯形的应用

3.教学过程及设计意图

（1）导入环节

导入环节是吸引学生注意、激发学习兴趣、引起学习动机、明确学习目的和建立知识联系的教学活动方式。如故事/游戏/情景/复习/猜谜/欣赏歌曲/设问等等；

举例：语文：直接导入、问题导入、情境导入、诗文导入、谜语歇后语导入 悬念导入、多媒体导入

数学：温故导入、图片导入、故事导入、情境导入

英语：情景导入、故事导入、图片导入、歌曲导入、游戏导入

音乐：图片导入、故事导入、歌曲欣赏导入

体育：游戏导入、徒手操导入、比赛导入美术：诗词导入、情景导入、游戏导入、歌曲导入、图片导入。

比如：学课文《桂林山水 》 同学们你们可曾去祖国的名山大川游览？介绍一下你去过的地方，做一个优秀的导游。 引导学生对各地景点的特点进行描述，从而引出桂林山水设计意图：通过.....导入方式，能够吸引学生的注意力与好奇心，从而激发学生学XX的兴趣与热情，引出新课题，从而有利于下面的教学。

（2）讲授新课

在讲授新课时，首先引导学生自主学，让学生对基本的概念和知识初步感知，然后，就是对重要概念进行讲解。

设计意图：通过这种方法，既体现了新课改中以学生为主体的思想，又调动了学生学习的积极性。其次，开始讲解本节课的难点，引导学生进行探究，这里可以运用分组交流进行，让学生用自己的话表达总结观点。老师可结合事例谈谈，这样可以增加课堂互动，锻炼学生的思考能力。设计意图：通过这种方法，既让学生能够深入理解这种方法，也可以增进学生之间相互帮助的情感。

（3）巩固提高

根据各科目自行设计。注意区分难易程度。设计意图：通过题目以达到巩固提高、深化理解的效果。文史类：学生多种形式朗读、对话；小组讨论；作品展示数理化：学生巩固练习；实际应用

（4）小结

对课堂重点内容进行梳理。注意是让学生自己进行总结所学知识，通过这节课收获到了什么？

（5）作业布置

布置课后作业，尽量写点开放性、探究性的作业形式，比如根据本文内容讲故事给父母或者小伙伴听、搞个小调查啊之类的；注意：不能布置重复、机械的作业，尽量布置开放型的作业；

教师资格证笔试中，按照以上模板来写，基本错不了。当然一份完美的教案，在细节方面还是需要同学们再深究。

语文

教学目标

1.知识与能力：能够流利，有感情地朗读课文；把握文章的行文脉络，理清文章的叙事线索，能够复述文章主要内容。

2.过程与方法：通过反复朗读，合作讨论探究，品析重点段落，揣摩重点语句、字词，揣摩人物性格，学习文章写人记事的方法。

3.情感态度与价值观:体会文章表达的情感，培养……的情感/学习……的品质。

教学过程

一、导入新课，激发兴趣

利用课件\多媒体 给学生展示……的视频\图片\音乐，引导学生仔细观看\聆听。播放结束之后，向学生提问：“同学们，看了老师给大家播放的视频\图片\音乐，大家有什么样的感受\大家想到了些什么？”鼓励同学畅所欲言，大胆表达自己的视听感受。教师对学生的回答进行一一点评，适时总结，并借此引出本课课题。顺势板书课题。

二、初读课文，整体感知

朗读课文，引导学生思考文章主要讲了一件什么事？/围绕某人写了几件事？/文章可以分为哪几个部分？

明确：文章讲述了……/文章可以分为……几部分。

三、细读课文，深入领悟

1. 作者是如何给我们描写这一人物的？运用了哪些描写手法？

通过教师引导/学生讨论探究/师生互问互答

明确：作者通过……描写（动作、语言、外貌……）对……进行的描绘。

2从XX描写中可以看出人物怎样的性格？

通过教师引导/学生讨论探究/师生互问互答

明确：从……描写中，我们可以看出……是个……的人。

3.某句话/某个字/某个词在文中有什么含义？好在哪？（表达出作者怎样的情感？）

通过教师引导/学生讨论探究/师生互问互答

明确：这句话用了……的写作手法，写出了……之情。

四、拓展延伸，小结作业1.拓展延伸：

请同学谈谈对这件事的认识/学习文本之后的感受/对你有什么启发。

2.小结作业：

（1）教师提问：哪位同学可以告诉老师，今天我们学了什么？学生发言，教师进行总结。

（2）给学生布置课下作业

数学

教学目标设计模板

知识与技能目标

(学生)了解___（如概念)，理解___ (如公式推导的过程、算理、含义)，掌握___ (如计算方法，公式），能够应用___解决实际问题。

过程与方法目标

（学生）在自主探究，小组讨论交流___（某知识点）的过程中，提高发现问题，提出问题分析问题和解决实际问题的能力。

情感、态度与价值观目标

通过对_______（某知识点）的探索，学生的数学兴趣（学习数学的兴趣/积极性）得以提高（增加），能够进一步体会数学来源于生活并服务于生活（数学与生活的密切联系/数学的美/图形的美），培养事物间是普遍联系的辩证唯物主义观念。

教学重难点设计模板

教学重点：(学生)了解___（如概念)，能够应用 （知识点）解决实际问题。

教学难点：理解___(如公式推导的过程、算理、含义)

教学过程设计

一、创设情境、导入新课。

______导入：

教师活动：教师运用多媒体展示（播放）生活图片（视频、音频）。接着引导学生认真观察和思考，提出问题：___________。

学生活动：就教师的提问展开独立思考或讨论得出结论。 。

教师活动：根据学生得出的回答，再次提出启发式问题，从而引入本节课新课——__________。

设计意图：精彩的开头，不仅能使学生很快由抵制状态进入兴奋状态，提高数学的学习兴趣，还能使学生把知识的学习当成自我需要，使教学任务顺利完成。

二、新课讲授

环节一：初步感知，以旧引新

教师活动：教师提出_______（教材中的问句或将肯定句变成疑问句）等目标问题。教师组织学生根据目标问题四人小组讨论或同桌之间交流，教师进行巡视指导，交流讨论结束后，找学生代表回答讨论结果，教师评价，学生互评或学生自评。

学生活动：根据问题探究出结论或预设：________________________（一般都是直接抄题本上的内容） 。

环节二：自主探究，得出结论

教师活动：教师再次抛出问题________（教材中的问句或肯定句变问句），给予一定的时间，组织学生思考抢答或自主探究再回答，教师针对学生的回答结果作相应评价或选择学生自评或互评。

学生活动：通过自主探究，学生回答出____________。

设计意图：通过设置问题，层层提问，利用提问法和引导法引导学生进行问题的思考并进一步的讨论，体现了教师的主导性作用；学生采用小组讨论和自主探究等多种学习方法，进行问题的探究，提高学生之间的合作交流意识、语言表达和信息共享意识，为提高解决问题的能力奠定基础，这也是体现学生主体性作用的一种重要学习方法。

环节三：总结归纳，知识应用

教师活动：教师梳理和总结本就新课的重难点：__________________________（直接抄知识与技能目标即可）。

三、巩固练习。

教师通过多媒体展示有关_______（本节课知识点）不同类型不同层次的练习题目，引导学生独自思考并作答，或者找同学代表到黑板上进行板演，完成后教师针对结果给予评价并总结。

设计意图：通过设置不同层次的练习题，不仅能使学生的新知得到及时巩固，也使学生思维能力得到有效提高，能更好的将知识学以致用，找学生代表去黑板练习，这也充分体现学生的主体性地位。最后针对练习结果，进行统一订正，并对他们的表现作出及时的评价，亦体现课程评价在课堂中的合理应用。

四、归纳小结

教师引导学生可以从知识方面，能力方面或情感等方面畅谈本节课的收获，针对学生的回答，相机评价并总结。

设计意图：在小结环节采用先让学生自评，接着让学生互评，最后教师表扬全班学生，不仅是为了检验学生对本节课重点内容的清楚认识，更能进一步增强学生的自信心和荣誉感，使他们更加热爱数学。

五、作业布置

学生完成书后剩余练习题或者自主设计一道能用本节课知识解决的生活实际问题。

设计意图：对本节课知识的再巩固，再认识。

板书设计：（写出本节课的主要定义、公式或算式等）

英语

一、阅读课

I Teaching Contents:

This is a reading lesson. It talks about_________.

II Teaching objectives

(1)Knowledge objectives:

a) Students will learn some words and phrases like ________________.

b) Students can understand the passage and learn more about _____________.

(2) Ability objective:

Students will be able to use different basic reading strategies like skimming and scanning correctly in their reading process.

(3)Emotional objectives:

a)Students can foster the interest and desire of learning English and be fond of taking part in kinds of class activities.

b)__________________________________________________________________.

III Key and difficult points:

Key point:Help students get the details of the passage.

Difficult point:Guide students to use the new knowledge in their daily life.

IV Major Steps:

Step 1 Lead-in(4 mins)

At the beginning of the class, the teacher will show the video of _________ and ask one question: “________________”, then invite some volunteers to share their answers. After that, the teacher will give corresponding comments to the students' answers and show the topic/task for this lesson.

(Justification: The video is vivid and interesting, which can arouse students' interest to the teaching activity. Meanwhile, it can also lead to the topic today naturally)

Step 2 Pre-reading(5 mins)

1.Prediction

Before reading, the teacher will guide students to make a prediction. The teacher will present some hints to help them.

Hint 1: Title of this material-________.

Hint 2: Some pictures/ videos in which students can see___________.

2.Words/Phrases explanation

The teacher will explain some new and difficult words/ phrases like ______________________.Students will use those words to make sentences.

(Justification: Through above activities, students will be prepared to read and can understand the material better)

Step 3 While-reading(20 mins)

1.Global reading

(1)Skimming

Students will have 2~3 minutes to read the passage for the first time to check their prediction and conclude the main idea of the passage.

(2)Scanning

Students will read the passage again to locate certain information and answer the following questions：

____________________?

____________________?

(Justification: Through fast reading, students will have a general understanding of this passage.)

2.Detailed reading

Students should read the passage for the third time and do the following tasks:

(1)True or False

____________________(T/F).

____________________(T/F).

___________________(T/F).

(2)Matching/ Form-filling/Mind mapping

(Justification: Through above reading activities, students will not only understand the main idea and details of this reading material, but also improve their reading ability. )

Step 4 Post-reading(11 mins)

Group discussion/Do a survey:

Students will work in groups to discuss the following question/do a survey about:__________________?

After the discussion, several students will be invited to share their answers. Then the teacher will make a conclusion.

(Justification: This task can arouse students’ interest and involve the whole class. Also, by group discussion, students' critical thinking and autonomous learning ability can be developed. /They will be more confident to share their opinions in public./ They will be willing to cooperate with others.)

Step5 Summary and homework(5 mins)

1.Summary

Ask students to act as an assistant teacher to conclude what we have learned this class. And then make a summary together.

(Justification：Reviewing the important knowledge in this lesson can deepen students' impression and form good study habits.)

2.Homework

(1) Retell the passage after the class.

(2) Search more information about______and share with others next class.

(Justification: Retelling can help students sort out the course content, while the task of collecting information can help students actively explore more knowledge and information.)

二、听说课

I Teaching Contents:

This is a listening lesson. It talks about_________.

II Teaching objectives

(1) Knowledge objectives:

a) Students will learn some words and phrases like ________________.

b) Students can understand the passage and learn more about _____________.

(2) Ability objective:

Students can improve their listening abilities and grab the key information through listening activities.

(3)Emotional objectives:

a)Students can foster the interest and desire of learning English and be fond of taking part in kinds of class activities. b)__________________________________________________________________.

III Key and difficult points:

Key point:Help students get the details of the passage.

Difficult point:Guide students to use the new knowledge in their daily life.

IV Major Steps:

Step 1 Lead-in(4 mins)

At the beginning of the class, the teacher will show the video of _________ and ask one question: “________________”, then invite some volunteers to share their answers. After that, the teacher will give corresponding comments to the students' answers and shows the topic/task for this lesson.

(Justification: The video is vivid and interesting, which can arouse students' interest to the teaching activity. Meanwhile, it can also lead to the topic today naturally)

Step 2 Pre-listening(5 mins)

1.Prediction

Before listening, the teacher will guide students to make a prediction. The teacher will present some hints to help them.

Hint 1: Title of this material-________.

Hint 2: Some pictures/ videos in which students can see___________.

2.Words/Phrases explanation

The teacher will explain some new and difficult words/ phrases like ______________________.Students will use those words to make sentences.

(Justification: Through above activities, students will be prepared to listen and can understand the material better)

Step 3 While-listening(20 mins)

1.Extensive listening

Students will listen to the passage for first time to check their prediction and conclude the main idea of the passage.

(Justification: Through extensive listening, students will have a general understanding of this passage.)

2.Intensive listening

Students should listen to the passage for the second time and do the following tasks:

(1)True or False

____________________(T/F).

_____________________(T/F).

_____________________(T/F).

(2)Matching/ Form-filling/Mind mapping

(Justification: Through above listening activities, students will not only understand the main idea and details of this listening material, but also improve their listening ability. )

Step 4 Post-listening(11 mins)

Group discussion/Do a survey:

Students will work in groups to discuss the following question/do a survey about:__________________?

After the discussion, several students will be invited to share their answers. Then the teacher will make a conclusion.

(Justification: This task can arouse students’ interest and involve the whole class. Also, by group discussion, students' critical thinking and autonomous learning ability can be developed. /They will be more confident to share their opinions in public./ They will be willing to cooperate with others.)

Step5 Summary and homework(5 mins)

1.Summary

Ask students to act as an assistant teacher to conclude what we have learned this class. Then make a summary together.

(Justification：Reviewing the important knowledge in this lesson can deepen students' impression and form good study habits.)

2.Homework

(1) Retell the passage after the class.

(2) Search more information about______and share with others next class.

(Justification: Retelling can help students sort out the course content, while the task of collecting information can help students actively explore more knowledge and information.)

三、写作课

I Teaching Contents:

This is a writing lesson. It talks about_________.

II Teaching objectives

(1)Knowledge objectives:

a) Students can understand the passage and learn more about _____________.

b)Students will know the structure/form of the writing.

(2) Ability objective:

Students can write a passage with the certain topic_______through imitation and practice.

(3)Emotional objectives:

a)Students can foster the interest and desire of learning English and be fond of taking part in kinds of class activities. b)___________________________________________________________________.

III Key and difficult points:

Key point:Help students understand the content and structure of the passage.

Difficult point:Guide students to write______by themselves.

IV Major Steps:

Step 1 Pre-writing(8 mins)

1. Learn about the sample.

(1)The teacher will guide students to read the sample to summarize the topic of it.

Topic：_____________________.

Then students will answer some questions about the sample/find the supporting ideas of the topic:

①___________________________________.

②___________________________________.

③___________________________________.

(2) Students will read the sample again to summarize the basic structure of ______, and they should pay attention to the topic sentences, transitional words and supporting ideas and so on.

2.Conceive writing material.

Students will work in groups of four to talk about ____________, and write down some ideas.

(Justification:Through above activities, students will be prepared to write their own composition. They will know how to write and what to write.

Step 2 While-writing (7 mins)

1.Outlining

(1)The teacher will guide students to write an outline of_______and remind students to pay attention to the spelling, grammar, punctuation and do on.

(2)Students will put the ideas they have just written down in order.

2. Drafting

Students will write their own composition, and the teacher will walk around to offer help.

(Justification: Through above two activities, students will finish their writing and their writing ability will be improved.)

Step 3 Post-writing (5 mins)

1. Editing

(1)Self-editing: The teacher will give students a short time to go through their writing to correct mistakes in spelling and grammar;

(2)Peer-editing: Students will exchange their passage with each other and correct mistakes in spelling and grammar; They can also give suggestions about polishing with each other.

2.Display and Evaluation

The teacher will invite some students to share their passage to the whole class and guide other students to evaluate these passages, then the teacher will make a conclusion.

(Justification: Through these activities, students will regulate their language and work out better ideas or expressions, and they will improve their writing skill. Besides, they will be more willing to share their ideas in public and learn from each other. )

四、学前准备

Pre-writing

Activity 1.Learn about the content of the sample.(7 mins)

The teacher will guide students to read the sample to summarize the topic of it.

Topic：_____________________.

Then students will answer some questions about the sample/find the supporting ideas of the topic:

①___________________________________.

②___________________________________.

③___________________________________.

(Justification: The sample reading can help students have a basic understanding of the contents of a _______ .)

Activity2. Learn about the structure of the sample.(7 mins)

Students will read the sample again to summarize the basic structure of ______, and they should pay attention to the topic sentences, transitional words and supporting ideas.

(Justification:Through analyzing the structure of this sample, students will know how to organize their composition. )

Activity 3.Conceive writing material.(6 mins)

The teacher will guide students to talk about three questions to help students conceive writing material.

Q1: _________________________?

Q2: _________________________?

Q3: _________________________?

Students will talk about them in groups and write down their ideas.

(Justification:Through above activities, students will be prepared to write their own composition. They will know how to write and what to write.)

五、口语课

I Teaching Contents:

This is a speaking lesson. It talks about_________.

II Teaching objectives

(1)Knowledge objectives:

a) Students will learn some words and phrases like ________________.

b) Students can understand the passage and learn more about _____________.

(2) Ability objective:

Students can express their opinions about______ by using the target language.

(3)Emotional objectives:

a)Students can foster the interest and desire of learning English and be fond of taking part in kinds of class activities. b)___________________________________________________________________.

III Key and difficult points:

Key point:Help students get the details of the passage.

Difficult point:Guide students to use the new knowledge in their daily life.

IV Major Steps:

Step1. Pre-speaking(8 mins)

1. Read/Listen to the conversation/passage

Students will listen to/read the conversation/passage to get the main idea, then fill in the chart/answer some questions:

(1)_____________?

(2)_____________?

(3)_____________?

2.Learn expressions

The teacher will explain the meaning and usage of the new words and sentences about the situation : ____________________________and invite students to do some exercises about the new knowledge.

(Justification:With those activities, students will be familiar with the situation, and accumulate many expressions which can be used in this situation, making good preparation for the speaking activities.)

Step 2 While-speaking(7 mins)

1. Read after the tape.

The teacher will play the tape and lead students to read after it. Students should pay attention to the pronunciation and intonation. Then they can read the dialogue in roles.

2.Group work

The teacher will set a situation. Students will imagine that _______ and design a dialogue with their group members. Students will practice their dialogue.

(Justification: Through those activities, students will master the new words and sentence patterns firmly. Students will have a deeper understanding about the topic and usage of the new knowledge, and they can also have more opportunities to express themselves.)

Step 3 Post-speaking (5 mins)

Display and Evaluation：

The teacher will invite some students to share their dialogue to the whole class and guide other students to evaluate the performance, then the teacher will make a conclusion.

(Justification: Through this activity, students will regulate their language and work out better ideas or expressions, and they will improve their speaking skill. Besides, they will be more willing to share their ideas in public and learn from each other. )

美术

课题 《 》

课时 1课时

课型 新授课

教学目标

1.知识与技能：了解 / 知道……知识，掌握……知识 / 方法，并能创作 / 鉴赏……作 品。

2.过程与方法：通过……学习过程（如观察、讨论、欣赏、分析、类比、实践、展评、自主、合作、探究等），提高……能力（如创新、设计、造型、鉴赏）。

3.情感、态度和价值观（4选1）：

（1）开阔视野，热爱祖国优秀的传统文化，尊重并理解世界文化的多样性

（2）体验现代媒体在艺术表现活动中的独特魅力，提高参与艺术表现的兴

趣，发展想象力和创造力。

（3）提高对自然美、美术作品的认识，形成健康的审美情趣和审美观念。

（4）体验设计或者造型活动的乐趣，敢于创新与表现，产生对美术学习的 持久兴趣。

教学重难点

1.重点：学科或教材内容中最基本、最重要的知识和技能。

2.难点：学生在本节课中难以理解和掌握的内容。

教学方法

讲述法、提问法、讨论法等。

教学准备

1.教具

2.学具

教学过程

环节一：导入新课

……导入方法

教师做什么……，学生做什么……，导入新课《……》。

环节二：讲授新课

（一）感知

（1）利用多媒体展示，讲授 / 提问 / 讨论……（如概念、分类、内容、形状等）。

学生回答后，教师总结……

（2）引导学生观察生活中是否有这样的美术现象，提问：说说你的感受

设计理由：运用直观感知，让学生对本节课的新知有一个初步认识。

（二）分析

（1）通过……教学活动（如提问、讨论、对比分析、情景游戏、探究等），

分析……作品，思考……问题（如构图、线条、色彩、笔触、区别、特点、

组成部分、设计理念、材料、技法等）。

学生回答后，教师总结……

（2）通过看一看，摸一摸，画一画，来分析特殊工具材料（只有在制作材

料特殊时才需要分析）。

设计理由：通过多种教学方法，将学生带入学习情境，让学生对本节课新

知有更深入的理解。

（三）示范（两者可选择讲解）

（1）局部技法示范与讲解。

（2）完整步骤的示范与讲解。

步骤……

设计理由：通过教师示范讲解，为接下来学生自己用手创造打下基础。

环节三：实践展评

1. 实践

教师让学生动手完成……作业，学生创作时教师巡视指导。

2. 展评

（1）展示：作品以……方式展示（如自愿分享、小组推选、展销会展示、 “我是设计师”、T 台秀等）。

（2）评价：采取以自评为主，互评、师评为辅的评价方式。

在注重以鼓励式评价为主的基调上，也需要针对学生的不足给出改进建议评价活动结束后让学生课后把作品放在档案袋中保存。

环节四：小结作业

（1）小结：通过知识竞赛的方式回顾本课重点，进行本节课情感渗透教育。

（2）作业（4 选 1）：①观察搜集；②调查规划；③动手实践；④主题活动。

板书设计

……

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