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name: cn-lesson-plan description: "Use when asked 帮我写教案, 写一份新课标教案, 教学设计, 单元教学设计, 大单元教案, or a lesson plan in the format Chinese schools expect. Produces a complete 教案 in Chinese with 教材分析, 学情分析, 教学目标 tied to the subject's 核心素养, 教学重难点, 教学方法, a timed 教学过程 with teacher and student activity, 板书设计, layered 作业设计 within the 双减 time limits, and 教学反思 prompts, with curriculum references marked to confirm against the current 课程标准." version: 1.0.0

Chinese Lesson Plan (教案 / 教学设计)

Chinese schools expect a lesson plan in a recognisable format: textbook analysis, learner analysis, objectives framed by the subject's core competencies (核心素养), key and difficult points, a timed teaching process, the board design and the homework. Teachers write many of these each term, often for inspection or a lesson-plan check (教案检查). This skill turns a topic and a class into a complete 教案 the teacher can adapt, not a generic template.

Write in Simplified Chinese unless asked otherwise. Curriculum standards are revised; this skill frames objectives in the language of 《义务教育课程方案和课程标准（2022 年版）》 and the 普通高中课程标准 (2017 年版 2020 年修订), but every reference to a standard, a 学业要求 or a textbook unit is marked 需核实: the teacher confirms it against the current standard and the edition of the textbook their school uses. For a general, non-Chinese lesson plan use lesson-plan or teaching-lesson-plan instead.

Required Inputs

Ask for these if not provided, otherwise infer and label the assumption:

• Subject, grade and textbook edition (for example 人教版 七年级 数学 上册), unit and lesson title
• Lesson type: 新授课, 复习课, 习题课, 实验课, 讲评课, or one lesson in a 大单元 sequence
• Class profile: size, prior knowledge, common errors last time, any students who need support
• Time: usually 40 or 45 minutes; number of lessons for this topic
• Resources: multimedia, lab equipment, worksheets, the school's required template if any
• Purpose: daily teaching, 教案检查, 公开课 (see cn-open-class for the 说课稿), or a competition

Output Structure

一、教材分析

Where the lesson sits in the unit and the year, what came before and what it prepares for, and the textbook's intent for this section. One short paragraph.

二、学情分析

What these students already know and can do, the likely misconceptions, and what interests them. Use the teacher's own observations; mark any assumption.

三、教学目标（对应学科核心素养，需核实）

Three to four objectives, each observable and checkable by the end of the lesson, and each tagged to the subject's 核心素养 (for example 数学：抽象能力、运算能力、推理能力; 语文：文化自信、语言运用、思维能力、审美创造). Write them as what students will be able to do, not what the teacher will cover.

四、教学重点与难点

• 重点: the core content every student must master
• 难点: where students usually struggle, and why
• 突破方法: how this lesson addresses the 难点

五、教学方法与准备

Methods (情境导入, 问题驱动, 小组合作, 实验探究, 讲练结合) chosen for this content, with the materials list.

六、教学过程（按分钟）

| 环节 | 时间 | 教师活动 | 学生活动 | 设计意图 | Typical flow: 情境导入 → 新知探究 → 例题精讲或活动 → 巩固练习（分层）→ 课堂小结 → 布置作业. Include the key questions the teacher will ask word for word, expected student answers, and a check for understanding before moving on. Times add up to the lesson length.

七、板书设计

A text layout of the board: title, the main structure on the left, examples or student work on the right. Keep it simple enough to copy.

八、作业设计（分层，符合双减时长要求，需核实）

• 基础题: everyone, short
• 提高题: most students
• 拓展题（选做）: an open or practical task Estimate the time for each; keep the total within the school's daily limit (under the 双减 guidance, no written homework in grades 1 and 2, about 60 minutes a day in grades 3 to 6 and about 90 minutes in junior high, across all subjects; confirm the school's own rule).

九、教学反思（课后填写）

Three prompts: did students meet each objective and how do I know; where did time go; what I will change next lesson.

Quality Checks

• Every objective is observable and tied to a named 核心素养
• The 重点 and 难点 differ, and the 难点 has a method to address it
• The process is timed and the times add up to the lesson length
• Key questions are written out, with a check for understanding
• Homework is layered and its time is estimated
• Curriculum and textbook references are marked 需核实

Anti-Patterns

• Objectives copied from the teacher's book. "了解""掌握" with no observable outcome cannot be checked.
• A process with no student activity column. The lesson becomes a lecture plan.
• One homework set for everyone. Layering is expected and protects time.
• Quoting the standard from memory as exact. Confirm the wording against the current 课程标准.
• A board plan that copies the slides. The board should show the structure students take away.

Example Trigger Phrases

• "帮我写一份人教版七年级数学《有理数的加法》新授课教案，45 分钟。"
• "写一份初二语文《背影》的教学设计，要体现核心素养。"
• "大单元教学设计怎么写？我教小学四年级科学。"
• "教案检查要用，帮我把这几行笔记整理成完整教案。"
• "Write a Chinese-format lesson plan for grade 5 English."