03-06年，在美国阿肯色大学教该校的师范本科生如何用《DID-动态教学模式》写教案。以下是供学生参考的一个教案范例，现奉献出来供大家分享。

Our Solar System

DID Model Lesson #1

 Step 1:  Know your Learner

             General Characteristics:

                        Number of Students:  20 students

                        Age of Students:  10-11 year olds

                        Gender:  9 Girls and 11 Boys

Cultural or language backgrounds:  15 Caucasians, 4 Hispanics, and 1 Asian.  Three of these students are ESL.

 Current Skills:What are the student’s skills and knowledge base about the topic?

The students have already learned about the earth, the sun, and the moon.  Most of them also know that there are other planets.  Some of them have heard of the word “solar system.”

 As a group how are the learners similar and different?

Students are generally interested in the topics of space and science and are used to working in groups.  Most students have a similar knowledge about the topic, but two students are in the science club and have a great deal of knowledge about the solar system.

  Learning Styles:

                        Visual – 10

                        Auditory – 4

                        Kinesthetic (Hands On) – 6

                        Other

 Step 2:  Articulate Objectives

 Objective 1

The 4 Objective Elements:

1.      The Stem: The students will be able to

2.      Target Performance: identify 9 planets in our solar system

3.      Measurement Conditions: on a multiple choice quiz

4.      Criterion of Success: with 90% accuracy

 Objective Statement:  The students will be able to identify 9 planets in our solar system on a multiple choice quiz with 90% accuracy.
Step 3:  Establish the Learning Environment

1.  Physical Space:

The classroom is decorated with colorful pictures of the sun and the nine planets in our solar system.  The students’ desks are arranged in groups of four.  The teacher’s desk is in the front right hand corner of the room.  On the wall behind the desk is a large solar system map.  A large projection screen hangs in front of the classroom so that all students will be able to see the website photos.  The classroom is brightly lit and the room temperature is set at 70 degrees.

 2. Classroom Climate:

Students feel comfortable and invited in the classroom.  Questions are always welcomed and positive interaction among students is encouraged.  Students are expected to actively participate in the class.  Cooperation rather than competition is emphasized.

3. Attitudes:

I am always positive and encouraging.  My friendly attitude encourages students to take risks.  Students respect the teacher and their classmates.

 Step 4:  Identify Teaching and Learning Strategies

1. Provide a Preorganizer:

I will put pictures of the solar system on the wall and place a big map of the solar system in front of the class.

 2. Motivators:

I will tell students that I will hang their projects on the wall after class.

 3. Build Bridges to Prior Knowledge:

I will remind them of prior lessons on the earth and the sun and tell them that they both belong to our solar system and that there are other planets in the solar system as well.

 4.  Share Objectives:

The students will be able to identify 9 planets in our solar system on a multiple choice quiz with 90% accuracy.

 Expectations:  “At the end of today’s lesson you should be able to identify nine planets in our solar system.”

 5. Introduce New Knowledge:

I will show students pictures of each planet in our solar system from the NASA website.  I will describe the characteristics of each planet and give “fun facts” as we view each picture.

 6.Reinforce Knowledge:

Each student will take turns getting up in front of the class to identify the picture of the planet that I describe on the solar system map.

 7.  Provide Practice Experience:

Using handouts I will let the students color each planet with its actual color.  Students will cut out the planets and paste them on construction paper.  Students will work in groups of four.

 8. Culminating Review:

I will have students present their works as a group.  Finally, I will ask the students if they have any questions over the lesson and then hand out the multiple choice quiz.

Step 5:  Identify and Select Support Technologies

 1.   What technologies and related materials are needed for the lesson plan?

·         Pictures of the solar system and planets

·         A projector, screen, a computer, internet connection

·         A solar system map

·         Markers, construction paper, scissors, glue, handouts of the planets

·         Multiple choice quiz

 2.   Which technologies are required for each part of the lesson?

·         Pictures of the solar system and planets: 4.1 Provide a preorganizer

·         A projector, screen, a computer with an internet connection: 4. 5 Introduce new knowledge

·         A solar system map: 4.1 Provide a preorganizer and 4.6 Reinforce knowledge

·         Markers, construction paper, scissors, glue, handouts of the planets: 4.7 provide practice exercise

·         Multiple choice quiz: 4.8 Culminating review

 Step 6:  eva luate and Revise the Design

 1.How will you know whether the design is effective?

    I will know that the design is effective if the students can identify each planet on the solar system map. Students’ attitude throughout the class will also let me know if the design is effective.

 2.  What assessment instruments are needed to measure effectiveness?

·         The solar system map activity in which students pick the right planet

·         The group activity in which students color and cut out planets and make a solar system

·         Multiple choice quizzes on the nine planets

 3. What is the revision process once you have the results from your     eva luation?

If I see poor student achievement, I will spend more time in step 4.5 Introduce new knowledge.  If the NASA website proves to be too distracting, I will develop my own PowerPoint.  Doing the group activity (4.7) before the solar system map activity (4.6) might also improve the achievement.  If the supporting technologies fail to motivate students, I will show students a video tape on the solar system to enhance their interest.

我们的太阳系

动态教学模式  范例 1

步骤一：了解学习者特点

总体特征：

学生数目：20 名学生

学生年龄：10 – 11 岁

性别：9个女孩和11个男孩

文化或语言背景：15名白人，4名西班牙语系学生和1名亚洲学生。其中3名学生的第2语言是英语。

目前技能：

学生对该章节内容的背景知识了解多少？有哪些技能？

学生已经学习了关于地球，太阳和月亮的知识。他们中的大多数也知道有其它星球。一些学生已经听说过“太阳系”这个词。

从整体上讲，学习者有着怎样的相似和差异？

学生们一般对空间科学的话题感兴趣并且习惯分小组学习。大多数学生关于这个话题具有相似的知识，但是2名学生参加科学俱乐部，关于这个课题有着丰富的知识。

学习类型：

视觉的—10

听觉的—4

触觉的（运动型）—6

其它

步骤二：明确教学目标

 目标的四个组成部分：

 1．主干：学生能够

 2．要达到的表现：识别出太阳系中的9颗行星

3．测试条件：在多项选择题中   

4．成功的标准：以90%的准确率

完整的教学目标：学生能够在多项选择中以90%的准确率识别出太阳系中的9颗行星。

步骤三：创设学习环境

  1．  物理空间：用太阳系中的太阳及其9颗行星的彩色照片布置教室。课桌分成4组。教师讲桌放置在教室的右前方。讲桌后面的墙上挂上一张大的太阳系地图。一个大的投影屏幕挂在教室前方以便所有学生能够看到网站照片。教室光线充足且室温设在70华氏度（约21摄氏度）。

2．  教室氛围：

学生在教室里感到舒适和受欢迎。老师欢迎同学们的提问且鼓励学生间的积极互动。老师希望学生踊跃参与课堂，强调的是合作而不是竞争。

3．  态度：

我总是积极且鼓励学生的学习。我以友好的态度鼓励学生冒险（创新）。学生尊重教师和他们的同学。

 步骤四：确定教学策略

1． 课前准备：

我会把太阳系图片挂在墙上并且在教室前方挂一张太阳系地图。

2． 激励措施：

我会告诉学生我将在课程结束时把他们的作品挂在墙上。

3． 回顾以前知识：

我会让学生回顾先前关于地球和太阳的知识并告诉他们，他们都属于太阳系并且在太阳系中同样存在着其它星球。

4． 分享教学目标：

学生能够在多项选择中以90%的准确率识别出太阳系中的9颗行星。 

对学生的期望：“今天课程结束时你们应该能识别太阳系中的9颗行星。”

5． 导入新知识：

我将给学生展示来自美国国家航空和航天管理局网站的太阳系中每颗行星的图片。在我们观看每张图片的时候，我会描述每颗行星的特征并给出一些奇闻逸事。

6． 巩固知识：

每名学生将轮流站在教室前面在太阳系地图上识别我描述的行星的图片。

7． 提供实践经历：

通过使用宣传品，我会让学生用其真实的颜色给每颗行星涂色。学生们将剪开这些行星并把它们粘贴在彩色美术纸上。学生分成四个小组活动。

8． 最终的回顾：

我让学生以小组形式展示他们的作品。最后，我会问学生是否有问题，然后分发多项选择测试。

 步骤五：选择技术设备

1． 本课需要什么设备和材料？

•  太阳系和行星的图片
•  幻灯机，屏幕，计算机，互联网连接
• 太阳系地图
• 记号笔，彩色美术纸，剪刀，胶水，行星的讲义
• 多项选择测试题

   2． 课程每个部分需要什么技术设备或材料？

• 太阳系和行星的图片：4.1 提供课前组织

 步骤六：评价和修改教案

1．如何知道教案的设计是否有效？

如果学生能够在地图上识别出每颗行星，我便知道设计有效。学生的课堂表现和态度也会让我知道设计是否有效。

2．检测有效性需要什么测评工具？

•  太阳系地图活动，学生在这个活动中挑出行星
• 小组活动，学生在活动中把行星涂色、剪开行星并制作成一个太阳系
• 关于9颗行星的多项选择测试

3． 一旦得知评价的结果，如何进行修改？

如果学生的表现不好，我将在4.5引入新知识这部分花更多的时间。如果美国国家航空和航天管理局网站太分散学生的注意力，我将制作自己的幻灯片。在进行太阳系地图活动（4.7）之前分组活动（4.6）也可能促使学生表现更好。如果技术设备没能激励学生，我将给学生播放一写关于太阳系的录像来提高他们的兴趣。