A while ago, teachers saw many articles in WeChat Moments discussing whether lesson plans should be written by hand. Many teachers faced confusion regarding the need for lesson plans, and currently, many teaching designs have become a formality to meet preparation tasks, leading to a disconnect between class content and teaching design.
Now, with the popularity of large AI models, many teachers have found that they can generate PPT presentations. However, the question that arises is: after having the PPT (courseware), can it be transformed into a lesson plan or teaching design? In fact, generating teaching designs (lesson plans) from courseware (PPT) has been a long-held expectation of teachers. Previously, the generation of lesson plans by CNKI was shared, but it had limitations.
This winter vacation, two years after the rise of large models, a solution has finally emerged. Next, I will introduce in detail how to utilize artificial intelligence and courseware for innovative lesson plan design.
Step 1: Export Courseware as PDF
Since large models only support importing PDFs, we need to convert our courseware content into this format. PPT and Xiwang Whiteboard 5 can both be converted using the ‘Save As’ method.
The courseware teacher selects a suitable courseware from the Xiwang Whiteboard 5 courseware library and exports it as a PDF document.
Step 2: Choose the Right AI Tool
Feed the exported PDF document to different AI tools for testing, mainly DeepSeek and Kimi. After comparison, the courseware teacher found that Kimi performed better. Especially with Kimi’s Long Thinking 1.5 complex reasoning combined with photo analysis function (which can generate lesson plans without internet connection), the results are more aligned with our requirements. I initially tried 360’s Nano Search, but it could only import images and not attachments, which did not meet the needs; while the content generated by DeepSeek showed some understanding of lesson plans in terms of coherence, it lacked a substantial corpus for feeding, making Kimi’s functional advantages clear.
https://kimi.moonshot.cn/
Kimi is currently the most accurate large model for image recognition that the courseware teacher has discovered. Although DeepSeek is very popular right now, we must not forget these very useful AIs. Refer to this article: “From Homework Correction to Document Organization, Kimi AI’s Usage Tips Are Worth Mastering”
Step 3: Skillful Use of Prompts
The use of prompts is crucial. Recently, the courseware teacher, along with a group of book lovers, read “56 Examples of Minimally Invasive Classroom Teaching”, drawing inspiration from it. The book mentions transforming teaching objectives into problem-based descriptions, which I incorporated into the prompts. Everyone can test this approach. Moreover, if you want to integrate more AI technologies into lesson plan design, such as the usage methods of Doubao, you can also add them to the prompts.
The courseware teacher personally tested Chinese and English courseware; you can take a look at these two examples.
Seventh Grade English Teaching Design for Unit 6 Section B (2a-2c)
Through the combination of “PDF format courseware + Kimi’s Long Thinking + the concepts from ’56 Examples of Minimally Invasive Classroom Teaching'”, we achieved innovative design of lesson plans and classrooms. This innovation not only prevents lesson plans from being mere tasks to be completed but also closely integrates with actual classroom situations, fully leveraging the advantages of courseware and artificial intelligence to bring new vitality to teaching.
Teachers might as well try this method to make teaching preparations more efficient and innovative. I look forward to everyone achieving more results in teaching practice! I hope this exploration can inspire many educators and jointly promote the innovative development of education and teaching. Let us continuously explore and advance on the road of education together!
Reference Prompts:
1. Routine:This is the courseware for the Chinese subject of Grade XX, Unit X, “Topic”. Please generate a lesson plan based on the document content, requiring the basic elements of a lesson plan, noting that a class lasts 40 minutes. The specific structure is as follows: 1. Introduction, review old knowledge. 2. Teach new knowledge. 3. Consolidation exercises. 4. Summary. 5. Assign homework.
2. Combining AI Applications and the Prompts from ’56 Examples of Minimally Invasive Classroom Teaching’:
(1) Teacher Wang Hongshun’s ’56 Examples of Minimally Invasive Classroom Teaching’ requiresto transform teaching objectives into learning objectives, and then to convert descriptive learning objectives into inquiry-based objectives. Knowledge and skill objectives should be presented in the form of core main questions; process and method objectives should be presented in the form of summarizing, generalizing, and refining questions; emotional attitude and value objectives should be presented in the form of experiential, perceptual, and reflective questions.
It also requiresto present objectives in the form of questions, allowing students to learn with questions, stimulating their interest in learning; transforming learning objectives into question designs so that students grasp the objectives more accurately and thoroughly; these questions also serve as effective tools for achieving objectives, forming a roadmap for students’ learning; the process of solving questions is the process of achieving objectives; after learning, students can measure the achievement of objectives against the questions.
(2) This is the courseware for the Chinese subject of Grade XX, Unit X, “Topic”. Please generate a lesson plan based on the document content, requiring the basic elements of a lesson plan and noting that a class lasts 40 minutes. At the same time, specific links can also integrate applications of artificial intelligence technologies, such as Doubao’s text-to-image and voice dialogue functions.
Message to the ’56 Examples of Minimally Invasive Classroom Teaching’ Reading Group:
Previously, the courseware teacher was very optimistic about the development and application of intelligent agents, even placing them alongside courseware, micro-lessons, and blackboard teaching as teaching tools. “After Courseware and Micro-Lessons, Will Future Classrooms Be Dominated by Intelligent Agents?” This winter vacation, a group of teachers read “56 Examples of Minimally Invasive Classroom Teaching” together. After reading, if we do not practice, reading will be in vain. By the time the school starts, everyone is busy and doesn’t know which experience to practice. To help everyone learn and apply together, I have an idea: let’s read while using Doubao to establish intelligent agents based on this book’s applications. Considering that many teachers do not have programming backgrounds, we will use the simplest methods, see “Using Doubao to Generate Intelligent Agents in One Sentence”
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