范文為教學中作為模范的文章，也常常用來指寫作的模板。常常用于文秘寫作的參考，也可以作為演講材料編寫前的參考。那么我們該如何寫一篇較為完美的范文呢？下面我給大家整理了一些優(yōu)秀范文，希望能夠幫助到大家，我們一起來看一看吧。

課程單元教學設計提綱篇一

摘?要：教師既是教授方法的實施者，也是學習方法的指導者，要合理分配教學任務，運用恰當?shù)慕虒W方法，才能收到良好的教學效果。筆者針對機械基礎課程的特點，結(jié)合自身的教學實踐，以“平面機構(gòu)運動確定性的判定”教學單元為例，談談機械基礎課教學單元設計。

關鍵詞：機械基礎?單元設計?教學方法

課?題：北京市職業(yè)院校教師素質(zhì)提高工程之優(yōu)秀青年骨干教師培養(yǎng)計劃項目資助。

機械基礎課程是職業(yè)院校機械類專業(yè)的一門重要的技術(shù)基礎課，它具有很強的綜合性、工程性和實踐性，在人才培養(yǎng)方案中處于承上啟下的地位，是學生學習后續(xù)專業(yè)課的必要的知識和技能儲備，起到橋梁的作用。筆者以“平面機構(gòu)運動確定性的判定”教學單元為例，談談機械基礎課教學單元設計。

一、教學目標的設定

通過本次課90分鐘的學習，學生能夠掌握平面機構(gòu)自由度的計算方法。以機械創(chuàng)新設計小組學生設計的“搖擺顯示屏架”為教學項目載體，從觀察機構(gòu)運動的角度出發(fā)，使學生分析和掌握平面連桿機構(gòu)自由度的計算方法，且會判定復合鉸鏈、局部自由度、虛約束并進行處理，從而

總結(jié)

1.知識目標

（1）掌握平面機構(gòu)自由度的計算方法。

（2）會判定復合鉸鏈、局部自由度、虛約束并進行處理。

（3）掌握判定機構(gòu)具有確定的相對運動的方法。

2.能力目標

（1）能夠判定機構(gòu)中是否存在復合鉸鏈、局部自由度、虛約束這三種特殊情況，如果有，則會處理后再計算平面機構(gòu)自由度。

（2）會用平面機構(gòu)具有確定相對運動的條件判斷機構(gòu)設計得是否合理，是否能夠運動，并且是否具有確定的相對運動。

（3）能夠通過所學過的知識解決機構(gòu)設計中的實際問題。

3.思維目標

（1）根據(jù)實際問題，分析機構(gòu)能夠運動的條件。

（2）要學會通過平面機構(gòu)自由度的計算，用平面機構(gòu)具有確定相對運動的條件判斷機構(gòu)設計得是否合理。

（3）從已有知識出發(fā)，善于分析和自主學習，擴大知識范圍，掌握思維方法，提高思維能力。

二、教學內(nèi)容的確定

根據(jù)教學目標制定相應教學內(nèi)容，主要包括以下三方面。

一是平面機構(gòu)自由度的計算；

二是平面機構(gòu)中復合鉸鏈、局部自由度、虛約束這三種特殊情況，及其處理辦法；

三是平面機構(gòu)運動確定性的判定。

三、

對于高職院校一年級的學生而言，他們在理解方式上更偏重于實例的體會。他們喜歡從實際的案例中體會理論，學習知識，得到結(jié)論。本教學單元以機械創(chuàng)新設計小組學生自己設計的“搖擺顯示屏架”機構(gòu)為教學項目載體，引入教學內(nèi)容，分析平面機構(gòu)的自由度，而不是直接進行理論分析，更大程度地激發(fā)學生的學習積極性，調(diào)動學生的學習熱情。

本單元從學生已有知識出發(fā)，以實際案例讓學生觀察機構(gòu)的運動，引出新的知識――平面機構(gòu)的機構(gòu)自由度計算方法及其三種特殊情況的處理辦法，使學生更容易接受和獲取新知識。

從零件靜止時的分析轉(zhuǎn)變到平面連桿機構(gòu)運動分析的教學內(nèi)容，是一個由靜到動的變化過程，要從運動的角度出發(fā)來啟發(fā)學生對本節(jié)課內(nèi)容的理解，同時要從具體的構(gòu)件抽象出簡圖來研究運動特點。這是利用以往所學知識分析問題，也是改變學生學習思路的方式。在教學過程中，應恰當處理借助圖形的直觀含義和嚴密的數(shù)學推理之間的關系。既要引導學生從直觀上發(fā)現(xiàn)問題的實質(zhì)，也要注意對某些關鍵的結(jié)論進行縝密的邏輯推理。

四、教學重點與難點的解決辦法

任何一個機構(gòu)都是若干個構(gòu)件由運動副連接起來的。為了按一定要求進行運動的傳遞和轉(zhuǎn)換，當機構(gòu)的原動件按給定的運動規(guī)律運動時，該機構(gòu)其余構(gòu)件的運動也都應是完全確定的。為了使所設計的構(gòu)件能產(chǎn)生相對運動并具有運動確定性，有必要研究平面機構(gòu)的自由度和機構(gòu)具有確定運動的條件。

1.教學重點及解決辦法

根據(jù)本課程的知識和技能結(jié)構(gòu)、學生下一階段學習的需要及授課時限，決定本次課的教學重點。

（1）平面機構(gòu)自由度的計算，及其三種特殊情況（復合鉸鏈、局部自由度、虛約束）的處理。本單元重點是讓學生會判斷平面機構(gòu)中復合鉸鏈、局部自由度、虛約束這三種特殊情況，并進行處理，目的是能夠正確計算平面機構(gòu)自由度，在進行機構(gòu)的設計時解決工程實際問題。

（2）平面機構(gòu)運動確定性的判定。平面機構(gòu)中要求每個構(gòu)件相對于機架的運動都是確定的，以使執(zhí)行構(gòu)件能夠按要求執(zhí)行相應的運動。本單元的重點是用平面機構(gòu)具有確定相對運動的條件判斷機構(gòu)設計是否合理，目的是在進行機構(gòu)設計時考慮機械結(jié)構(gòu)的合理性。

教學重點解決對策：重點講解；啟發(fā)主動思考；讓學生隨堂練習；提供學生參與機會。

例如，機構(gòu)的復合鉸鏈部分，首先讓學生判定拋光機機構(gòu)的運動確定性，學生得出結(jié)論：原動件w=1，自由度f=3，機構(gòu)運動不確定。而讓學生觀察拋光機機構(gòu)的運動動畫，發(fā)現(xiàn)機構(gòu)的運動是確定的。問題出在哪里呢？引導學生主動思考，觀察機構(gòu)中構(gòu)件連接比較特殊的地方，從而發(fā)現(xiàn)有3個構(gòu)件在同一處用轉(zhuǎn)動副連接，引出了對復合鉸鏈的解釋和處理辦法的學習。最后用正確的方法計算機構(gòu)的自由度f=w=1>0，得到正確的結(jié)論：機構(gòu)具有確定的相對運動。這樣利用真實案例、動畫演示啟發(fā)學生主動思考，分析和解決問題，使學生印象深刻，容易理解所學知識，并且能夠及時用所學知識解決實際問題。

2.教學難點及解決辦法

根據(jù)學生情況以及以往經(jīng)驗，本次課的教學難點是計算平面自由度時虛約束的判斷及處理。

教學難點解決對策：根據(jù)學生的反映，把握講解速度；結(jié)合多媒體課件和圖片；利用提問和練習方式，隨堂檢驗學生掌握程度。

例如，平面機構(gòu)中的虛約束常出現(xiàn)在以下情況中：轉(zhuǎn)動副連接兩構(gòu)件運動軌跡重合；兩構(gòu)件組成多個轉(zhuǎn)動副、且各轉(zhuǎn)動副軸線重合；兩構(gòu)件組成多個移動副、且各轉(zhuǎn)動副導路平行或者重合；兩構(gòu)件組成多個平面高副、且各高副接觸點處公法線重合；對機構(gòu)運動不起作用的對稱部分，如行星輪。每一種情況都配以圖片分析講解，形象直觀，便于理解。

五、教學方法的設計

1．任務驅(qū)動法

本次課堂教學以“任務驅(qū)動”為主線，在講解本次課程的重點內(nèi)容平面機構(gòu)自由度的計算及其三種特殊情況的處理時，將采用“任務驅(qū)動法”。實施過程為：設置任務――觀察機械創(chuàng)新設計小組的學生設計的“搖擺顯示屏架”的運動；布置任務――機構(gòu)具備什么條件才能具有確定的相對運動，如何判定機構(gòu)運動的確定性；在對任務進行分析分解、完成任務的過程中，講解平面機構(gòu)自由度的計算方法和三種特殊情況的處理，以及判定機構(gòu)運動確定性條件的使用，將教、學、做一體化，按照“教師布置任務→學生自主分析完成任務→教師指導學生總結(jié)”的模式開展。學生不僅掌握了知識點，同時還利用知識點完成了實際的任務，增強了成就感，激發(fā)了求知欲望，培養(yǎng)了獨立思考、勇于創(chuàng)新的精神，為機構(gòu)的創(chuàng)新設計提供條件。

2.案例演示法

本單元課程以機械創(chuàng)新設計小組學生設計的“搖擺顯示屏架”作為教學案例載體，通過觀察機構(gòu)的運動過程，分析平面機構(gòu)的自由度及機構(gòu)運動確定性的判定方法。

該教學方法不是單純的傳授教學知識，而是將知識點融入到實際應用中，使學生不僅掌握了知識，同時也具備了運用知識解決問題的能力。參考以往案例教學的經(jīng)驗，采用案例演示法教授知識，更容易讓學生集中精力，有效提高其學習的積極性，加快知識和能力的獲取速度。

3.t-p-s法（思考―討論―分享）

在做綜合練習這部分內(nèi)容時，學生可以通過自己閱讀資料思考和學習相關知識，兩個人一起討論完成習題，最后以兩人組合給大家講解分析思路及解題過程。學生能夠在完成任務的過程中發(fā)現(xiàn)問題、分析問題并解決問題。這種方法可以使每個學生都參與學習，培養(yǎng)獨立思考、語言表達等能力，綜合解決問題的能力，提高學習的主動性。t-p-s法實施步驟為：獨立工作（自己獨立學習思考），交流（2個人或更多人討論交流），成果展示（有多種方式，如展板、匯報等）。

4.分組討論法

在學習機構(gòu)運動確定性的判定這部分內(nèi)容時，學生可以分成小組，按四種不同的情況討論機構(gòu)運動的確定性。學生前面已經(jīng)學過了有關機構(gòu)自由度計算的內(nèi)容，可以采用學生自主討論的方式完成學習。在學習的過程中，鼓勵學生分組學習，通過討論解決問題。這種方法可以提高學生學習的主動性。分組討論法的實施流程為：教師布置討論內(nèi)容，進行臨時小組討論，現(xiàn)場展示討論結(jié)果，學生總結(jié)，教師評價。

在課程教學中，教師精心進行教學設計，不斷改進教學方法和手段，有助于提高學生的學習興趣，更好地理解課程內(nèi)容，為學習專業(yè)課程奠定堅實的基礎。

參考文獻：

[1]龔紹文.大學青年教師教學入門――大學施教學初步[m].北京:北京理工大學出版社,2006.[2]方華燦.論高等學校的課堂教學[m].北京:石油工業(yè)出版社,2003.

課程單元教學設計提綱篇二

新目標英語七年級下冊第十一單元英語課程教學教學設計（單元）課程名稱：english

主備教師：

任課教師：

教

材：義務教育課程標準實驗教科書 《新目標英語go for it》七年級（下冊）人教版

教學內(nèi)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.教學目標：

1、學會表達喜歡和不喜歡的感受

2、學會辨別電視節(jié)目

3、能談論節(jié)目

教學方法和措施：

閱讀、講授、討論、探究 教學資源：課件和錄音機 課時安排：新課、活動的課時

本單元教學時間約需7課時，具體分配如下：

section a 1a-2b

1課時 section a 3a-3b

1課時 section b 1a-2b

1課時 section b 3b-4

1課時 reading

1課時 english weekly

2課時

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.教學后記

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, 構(gòu)成的一般將來時態(tài)的陳述句、否定句、 be , le , fewer 的用法.5.學習一般將來時態(tài)的相關知識，學會對未來進行預測.6.對five years ago ,today ,in five years 簡潔回顧與展望的方式，貼近實際符合學生心理，激發(fā)學習

興趣.7.通過時間對比復習一般過去時態(tài)、一般現(xiàn)在時態(tài)，ant and difficult points : 構(gòu)成一般將來時態(tài)的句式。 be 句型的一般將來時態(tài)。 , fewer , le 的用法。 to make ng methods：listen, say , read and write

teaching resource：課件 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, 構(gòu)成的一般將來時態(tài)的陳述句、否定句、 be , le , fewer 的用法.5.學習一般將來時態(tài)的相關知識，學會對未來進行預測.6.對five years ago ,today ,in five years 簡潔回顧與展望的方式，貼近實際符合學生心理，激發(fā)學習

興趣.7.通過時間對比復習一般過去時態(tài)、一般現(xiàn)在時態(tài)，ant and difficult points : 構(gòu)成一般將來時態(tài)的句式。 be 句型的一般將來時態(tài)。 , fewer , le 的用法。 to make ng methods：listen, say , read and write

teaching resource：課件 teaching procedures : step 1 leading in greetings and free their homework :ask two or three ss to speak out what they wrote down.(教師作出適當?shù)脑u價)step 2 pre-task

go over what we learnt yesterday.通過三種時間的對比簡略復習一般過去時與一般現(xiàn)在時。

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

教學后記

課程單元教學設計提綱篇三

惠州經(jīng)濟職業(yè)技術(shù)學院

《××××××》課程

單元教學設計（教案）

學年： 201—201 學年 學期： 第 學期 系部： 教師：

惠州經(jīng)濟職業(yè)技術(shù)學院

《××××××》課程

教學詳案

學年： 201—201 學年 學期： 第 學期 系部： 教師：