理解性教学设计具有以下特点:注重学生的真理解,提高学生的参与度,以学习结果为出发点来进行教学设计;是一种“逆向设计”的过程,先制定评价标准,然后设计相关的教学活动;可以对所学知识的运用、价值进行仔细推敲,即为什么学生需要学习这些知识;需要教师的自评,也需要教师对课堂实践教学进行反思与调整。在《大气受热过程》一课中,结合理解的六个维度:解释、释义、应用、洞察、移情和自知,我利 Understanding teaching design has the following characteristics: pay attention to the student’s truth solution, improve student’s participation degree, carry on the teaching design with the learning result as the starting point; It is a kind of “reverse design ” process, establish the evaluation standard first, and then design the relevant Of the teaching activities; you can learn about the use of the value of careful scrutiny, that is why students need to learn this knowledge; the need for teacher self-assessment, teachers also need to practice teaching in the classroom reflection and adjustment. In the Lessons from the Atmospheric Heating Process, combining the six dimensions of understanding: interpretation, interpretation, application, insight, empathy and self-knowledge,