Zhang
In recent years, micro-courses have become more and more popular. Teacher recruitment, competition teaching at all levels, professional title evaluation, etc. They all adopt the form of micro-lessons, because it saves time, is easy to operate and can accurately evaluate the basic skills of teachers. In this sense, micro-courses provide a relatively fast, practical and reliable foundation for such work.
As the name implies, micro-class is a small class with short time and little content. Apply Shen Kuo's Meng Qian Bi Tan? In Yandangshan's words, micro-lessons are "concrete and subtle" in the class. Translated into modern Chinese: Micro-class is a small-scale class with a complete body. "Full volume and small scale" are the characteristics of micro-courses.
In my opinion, micro-class is essentially the condensation of a complete classroom teaching process, which is very different from normal class. Without students' participation, students can't test whether the classroom can achieve the expected effect, but the judges can evaluate whether the expected teaching effect can be achieved. As a Chinese teacher, the author has taught and observed Chinese micro-courses in many places. He believes that mastering Chinese micro-courses from the following six aspects can achieve success.
First, carefully examine the questions and skillfully conceive them.
The emergence of micro-courses is often in a very important link, which is basically challenging, and teachers also want to get certain results. I think if we want to win the Chinese micro-course, we should first carefully examine the topic and conceive it skillfully like writing an article. For example, if the topic is "The Story of Yueyang Tower, Lesson Two", we should lock the text "The Story of Yueyang Tower" first, and then grasp the important signal of "Lesson Two". After careful examination of the questions, you must not be anxious when preparing lessons. You must prepare lessons simply and neatly according to the second class hour. You can prepare lessons according to the link of "reviewing the past and learning new things-cooperative inquiry-summing up the text-expanding the transfer-assigning homework". It is also necessary to conceive skillfully, and we must think about the link of "cooperative inquiry" and combine the characteristics of this lesson to write lyric prose with a lot of knowledge points to tell. We might as well cut the gordian knot and draw up a question from three aspects: 1. Find out the sentences describing the scenery of Yueyang Tower, read and appreciate the characteristics of the scenery. 2. What are the main sentences of this article? What political ambition did the author express? 3. What are the outstanding features of the article in writing? Refining these three questions into cooperative inquiry questions also captures the important and difficult points in the teaching of this course. With this clear teaching idea, it is easy to achieve good results.
Second, grasp the characteristics of link display.
Generally speaking, micro-classes are also conducted according to regular classes, but students' activities are omitted. So no matter what class time you take, no matter how you choose, you must have a complete link. For example, the title label of Shang is not specified, and because the text is short, the mini-class omits a lot of student activities, so one class can be completed, according to the link of "introducing new lessons-overall perception-cooperative inquiry-text summary-expanding migration-assigning homework". For example, the title is "The Second of Five Poems", which is relatively difficult to face this lesson. Let's look at five poems first, which are Drinking, it is hard to go, Caotang Broken by Autumn Wind, Bai Xuege Farewell to Tian Shuji Wu's Home and Ji Hai's Miscellaneous Poems. Among them, Drinking, it is hard to go and Jihai Miscellaneous Poems are short and can be listed as the first class, while Autumn Wind Breaking the Hut and A Farewell to the Snow in the Field-Clerk Wu Going Home are long and can be listed as the second class, but the micro class is only 15 minutes or 20 minutes (according to the organizer's documents and related requirements), so we can put the. Which scheme to choose depends on the usual classroom capacity and the style of the teacher, which varies from person to person.
In my opinion, you can also highlight your own characteristics appropriately. For example, I often follow the series of links of "self-introduction-inspirational slogans for teachers and students-introduction of new lessons-overall perception-cooperative exploration-summarizing texts-expanding migration-assigning homework-blessing words". Among them, "self-introduction" and "inspirational slogan" are my two characteristics, which can create a good atmosphere for the following topics, not only giving me a good start, but also refreshing the judges. This is a sound. As the saying goes, "a good beginning is half the battle", as long as you make a good start, you can also eliminate the tension two minutes before class, and you can really kill two birds with one stone. The following "greetings" link can also be combined with the text to make a final summary of the teaching, but it is changed to a blessing way, so that students can better accept it, and also let the micro-lesson have a good feeling of ending in the climax, leaving a good impression on the teacher.
Third, carefully select points and highlight key points.
When you have a good micro-lesson, remember to cover everything, because it is only 15 minutes or 20 minutes. It's very important to be selective and highlight the key points. You must follow a principle: talk about the most valuable questions. For example, once I painted the title "Born Intelligence", which was the first volume novel of the ninth grade. The article is very long, nearly 13 pages. What effect can 15 minutes or 20 minutes have in the face of excerpts from the famous novel Water Margin? I chose a starting point for teaching, that is, where is the "wisdom" in the topic of "intelligence in family planning"? This problem is not only the focus of this class, but also the difficulty of this class. I reviewed the plot of the novel and the characters of "Yang Zhi" and "Hero" in the "Review and Introduction" section, which paved the way for the later teaching. I ask students to read the text quickly and talk about their understanding of the "intelligence" in the topic in combination with the stories and characters reviewed. You can make simple hints: such as time, place, method, people and other factors. Then guide students to explore and summarize while reading the text, mainly from four aspects, namely, wise use of time, wise use of land, wise use of people and wise use of strategies: wise use of time to grasp the phrases in the article, such as the weather in May and a half, leaving Beijing in May and July, 14 and 15 days of travel, the fourth day of June. Using geographical location skillfully grasps the description of Huangnigang in the article, that is, rugged mountain road, no one in 70 or 80 miles and shady pine forest, to understand the hidden characteristics of it is hard to go, drowsiness and Huangnigang of Yang Zhi and his party. We should grasp the contradiction between Yang Zhi and his party, the main contradiction in the novels Yang Zhibao's Outline of Birth and Wu Customary's Outline of Birth, and the minor contradiction between Yang Zhi and Lao Duguan, and Jun Jian's drinking and not drinking, walking and not walking, resting and not resting, buying and not buying. When analyzing the strategy of using wisdom, we have grasped Liu Tang's "taking the ladle", Wu Yong's "putting medicine into the ladle" and Bai Sheng's "making a sudden snatch" ... During this period, we have combined reading methods such as silent reading, reading the text together and reading the text, so that students can truly understand the meaning of "wisdom", which shows the teacher's thorough understanding and grasp of the text and embodies the epitome.
Fourth, evaluate the promotion atmosphere in time.
Although there are no students involved in micro-courses, we still have to follow the principle of "no apprentices in the class, but students in our hearts". We can't finish it all at once, but students must participate, just omitting the detailed activity process. Not only can we properly simulate students' activities, but we should also make appropriate evaluations after each student's activities. For example, this classmate's speech was really wonderful and played a role in attracting us. This classmate's words are very accurate, I hope other students can learn from them; This classmate's handwriting on the blackboard is exquisite, which gives us aesthetic enjoyment ... In this way, there are encouraging words, wonderful applause and specially prepared prizes in a class ... In short, questions should be asked, reading should be read aloud, and activities should be guided, but every activity does not forget to evaluate the students' performance, which also reflects the evaluation concept of the class well.
Fifth, the compliance time is detailed.
No matter how good the idea is, it should be completed within 15 minutes or 20 minutes, otherwise, it will become the value just written on the lesson plan. The author once participated in off-the-job training, and 40 students in the class had a mini-Chinese class to discuss. Chinese teachers in more than ten counties and districts have their own talents, and Chinese micro-courses are in full bloom. At that time, I also observed and recorded the teachers' grasp of the micro-class time. There is a micro-lesson "Singing Snow" given by a teacher in Taibai County, which lasts for 5 minutes; A teacher in Weibin District had a micro-lesson in the middle of the desert, which lasted 10 minutes. A teacher in Longxian spent 17 minutes on the May 6th teacher micro-lecture. A teacher in Longxian spent 20 minutes in the micro-class "My Uncle Yule". A teacher's micro-lesson "Mr. Wen Yiduo's words and deeds" took 22 minutes ... * * * Forty teachers took micro-lessons, 15 minutes, few of them finished, and they either finished early or worked overtime, most of them worked overtime. The author reflects on these problems after class, and thinks that there is something wrong with the concept of classroom material selection, and the language expression is too verbose and involves too many aspects. These results are really regrettable. When the bell rings, how much we should regret saying too much. In fact, it is very simple to eliminate this problem. As long as minor issues and links are simply mentioned or taken over, time can be squeezed out, and important issues and links can be enlarged, explained in depth and characterized.
Sixth, increase the effect by means.
Teacher Lv Shuxiang has a famous saying: "Chinese teaching is half science and half art". Therefore, we should not only pursue Chinese knowledge, but also show Chinese art, so as to make students full of interest and make our classroom an audio-visual enjoyment for listeners, even if it is only a micro-lesson for more than ten minutes. Chinese micro-class can be enhanced by various means, such as presenting several small questions in "interesting inquiry" on the blackboard, so that teachers can clearly feel the teacher's ideas and breakthroughs in the key points of the text in class; Or summarize the writing skills in the text with colored chalk on the blackboard, so that students can clearly grasp the writing methods of the text and let teachers know the training of teachers in writing; Or design a simple, beautiful, focused, illustrated blackboard book, reflecting the wisdom of teachers in classroom teaching.
Qu Yuan has a famous saying: "The road is long, but it's Xiu Yuan, so I will go up and down for it." In short, teaching without definite methods, micro-class, which can best test teachers' basic skills, will be the home of the stage for a long time. As a front-line Chinese teacher, I will continue to explore and explore the art of Chinese micro-lessons.
refer to
1. Dong Juchu's Methodology of Educational Research in China, Chinese Publishing House, 1998.
2. Pei Dina's Modern Teaching Theory, People's Education Press, 2005.
3. On Chinese Curriculum and Teaching, edited by Chen, Guangxi Normal University Press, 2004.
4. Chen Yukun et al. Curriculum Reform and Curriculum Evaluation, Education Science Press, 200 1 edition.
5. On the Wisdom of Chinese Education by Cao Minghai, Qingdao Ocean University, 200 1 edition.
6. The Art of Classroom Teaching, Shanghai Education Press, 2000.
7. Zhou Qingyuan's On Chinese Teaching Design, Guangxi Education Press, 1996.
Zhang (surname)