What does lecturing include?

The basic form of lecturing is the "four modules" model, which consists of lecturing materials, lecturing methods, lecturing methods, and lecturing teaching procedures. Teaching lectures according to the framework required by this basic model can effectively avoid non-standard and outdated teaching methods such as casual classes, blind classes and simple teaching classes in teaching, and gradually form a teaching format that is in line with teaching rules and is conducive to students' growth. new teaching model. This model is a good way for young teachers with little experience who are new to the podium or teachers who have teaching experience but are new to lecturing. It is a good way to comprehensively grasp the teaching materials, feel the whole teaching process from a macro perspective, and quickly standardize teaching behaviors, which is convenient for teachers. Gradually improve the level of research and achieve greater benefits.

The specific operations of the "four major modules" are as follows:

First, talk about the teaching materials. This section includes teaching content, teaching objectives, and key and difficult teaching points. The teaching content should clarify the position of this lesson in the entire textbook, as well as its position in this book and this unit. Only by knowing both the students' original knowledge level and the students' subsequent learning content can the positioning be accurate. The content is determined and the target can be determined from a three-dimensional perspective. No need to say more.

Second, the teaching method and the learning method. Based on the content and students' situation, identify the key and difficult points, design teaching methods, what methods to use to achieve the above goals, how to guide students to complete learning tasks, and reflect the teacher's leadership and students' main role.

Third, let’s talk about the teaching procedures. After the contents of the above two sections are clear, the following is the question of how to implement it, what method to use to introduce it, how to highlight the key points, break through the difficulties, and state the specific methods and methods, etc., to anticipate possible problems that may arise during the teaching process. Assume and find ways to solve the problem can be explained one by one.

Fourth, talk about blackboard design. If this section exists, its function can be explained. If it does not, there is no need to elaborate.

The second and third sections are the highlights of the lecture, which reflect the teacher's teaching ideas, teaching style and overall quality of the teacher. A lecture is like a paper, which embodies three aspects: what (teaching content), why (design of teaching and learning methods), and how (implementation of teaching process).

1. The universal mode of lecturing

(1) Self-introduction

Name, unit (currently engaged in work), and topic.

(2) Teaching content

1. Teaching materials

(1) Analysis and processing of teaching materials

① Contents of this lesson Selected teaching materials;

② What is the status of the content in this section and its internal relationship with the previous and previous knowledge? What part of the knowledge is this part of the content based on? What kind of knowledge is the application of this part of the content? What kind of knowledge is the basis for learning later?

③ What effect does it have on cultivating students’ knowledge and ability? What impact does it have on students’ future learning?

(2) Teaching focus and establishment of difficulties

① Specific requirements of curriculum standards;

② Students’ reality and social reality;

③ Logical structure and teaching system of teaching materials.

2. Teaching method and learning method

There are methods for teaching, but there is no fixed method for teaching. The most important thing is design and innovation.

(1) Teaching objectives, important and difficult points in teaching;

(2) Students’ understanding of the rules of activities and students’ actual level;

(3) Teachers actual level.

Purpose: Master knowledge, cultivate abilities, and develop potential.

Why use this teaching method? How to effectively use this method in specific classroom teaching? What effects are expected to achieve? Choose teaching methods, such as multimedia: purpose, practicality, operability, novelty sex.

3. Talking teaching process (Speaking teaching design)

Talking teaching process includes: introduction of new courses, explanation of new courses, evaluation of teaching effects, and consolidation of new courses.

(1) Import

Stories, songs, famous quotes, asking questions (thinking from someone else’s perspective).

What method should be used to introduce it? What are the benefits? What effects can it have?

(2) Explanation

① In what way does the teacher ask what questions? How to promote students’ active thinking? What role does the teacher play? What is the role? What content do students participate in? What do students complete independently?

② In the process of explaining the new lesson, what abilities should be cultivated in students? What goals should be achieved? What kind of problems may students have while learning? Is it necessary to overcome the fixed mindset? If students do not follow the teacher's ideas, what are the remedial measures?

③How to make students truly the masters of learning, so that students not only learn, but also learn. This is the key to teaching and the essence of teaching.

(3) Evaluate the teaching effect (feedback)

Evaluating the teaching effect includes questions and classroom exercises. Practice should be targeted and systematic.

(4) Summary

The focus is on integrating the knowledge of this lesson into the existing knowledge system, strengthening the connection between knowledge, and asking some thoughtful questions.

4. Talk about blackboard design

A good blackboard design should be based on the teaching ideas, learning ideas, teaching material intentions, and the original teaching materials...gt; gt;

What parts should be covered in a lecture?

Lectures on Sports and Health (Chapter 4)

1. Guiding ideology: Sports can not only. . . . (Paragraph 1 on page 45) You can combine the four concepts to move forward

2. Teaching content: Fitness and making friends

3. Analysis of teaching materials:

1. Sports - Promoting interpersonal communication

2. Sports - Cultivating the spirit of competition and cooperation

3. Sports - Forming good sports ethics

4 , Sports - Enhance the sense of social responsibility

(Combined with the 54-page study summary)

4. Academic situation analysis:

Analyze the psychology, body, and Contents such as skills, knowledge, cognition, etc., as well as aspects such as class size and ratio of boys and girls.

5. Teaching objectives:

1. Cognitive objectives

2. Emotional objectives

3. Skill objectives (combined with page 45 Improve communication skills and make more friends. . . 3 sentences)

6. Key points, difficulties and breakthrough measures

Key points: correctly handle the relationship between competition and cooperation (breakthrough measures: Group discussions, debates, etc.)

Difficulty: How to embody good sportsmanship in sports

7. Teaching strategies:

1. Group independent learning , cooperative inquiry, discussion on how to promote interpersonal communication through sports, group speeches, teacher summary

2. Teacher raises questions, group debate: how to compete and cooperate in sports (let students learn with questions, learn Have goals)

3. Watch the game video, observe the performance of the audience, talk about your own opinions, and how to be a civilized audience

8. Teaching process:

(Give a brief overview of how to organize this class from beginning to end, and make a list of items)

9. Teaching aids

Projectors, etc.

10. Estimated teaching effects:

1. Learn to improve communication skills in sports

2. Clarify the relationship between competition and cooperation in sports, cultivate team awareness, and learn to be a good person

3 , in the future life, enhance mutual understanding and cultivate a sense of collective and social responsibility.

What are the requirements for speaking during an interview?

(1) Highlight the word "speak"

Talking about lessons does not mean preparing lessons, and you cannot read according to the lesson plan; talking about lessons does not mean giving lectures, and you cannot listen to and listen to the lectures for students; talking about lessons does not mean memorizing When teaching a lesson, you cannot memorize it word for word according to the lesson plan; talking about the lesson is not the same as reading the lesson, and you cannot read the lesson script written in advance.

When teaching a lesson, we must grasp the basic links of a lesson, talk about ideas, methods, processes, content, and students. Focus on the word "speak" to highlight the characteristics of the lesson and complete the lesson process.

(2) Master the method of "speaking"

There are many ways to teach, and they should be adapted to individual conditions and teaching materials. You can talk about things, reasoning, experiments, evolution, essence, facts, laws, positives and negatives, but you must talk along the main line of teaching ideas to prevent running wild.

(3) The tone is appropriate, concise and accurate

When giving lectures, you must not only be full of energy, but also full of enthusiasm. The listeners should first feel the lecturer's confidence and ability to explain the lecture well from the surface, so that they can be infected and arouse excitement.

The language used when giving lectures should be highly targeted, and the language expression should be very concise and crisp, avoid being rigid, and strive to be vivid, colorful, and flexible. The front and back should be coherent and compact, and the transition should be smooth and natural.

(4) Tell the characteristics and style

The target of the lecture is not the students, but the teachers. When teaching, you should focus on how to implement the teaching process, how to guide students to understand concepts and master rules, and how to cultivate students' learning abilities and improve teaching effects. It must be appropriately detailed, simplified and traditional, and accurate. It is too detailed and too complicated, time does not allow, and it is not necessary; it is too brief and too simple, and the basic content cannot be explained. So, how to grasp the degree of speaking? The most important thing is to adapt to local conditions, choose the way of speaking flexibly, talk about the class vividly, tell the characteristics of the class, and speak the class in an orderly and lively and interesting way; the second is to give full play to personal strengths , tell the personal style, which grasps the degree of lecture.

What are the basic contents of a lecture?

I happen to be preparing a lecture. I hope the previous information can help you!

What should teachers do: lecture, teach, listen to lectures, and evaluate lectures

1. Lecture

(1) Lecture requires "six explanations": namely, course standards, Talk about teaching materials, talk about students, talk about teaching methods, talk about training, talk about procedures.

Curriculum standards are the basis for teaching, and the characteristics of teaching materials and student situations are both the starting point and the conclusion of teaching. Teaching methods are selected based on the characteristics of teaching materials and students' situations, and are the means to achieve teaching goals; training, including in-class and extra-curricular, is the way to cultivate students' abilities; procedures are teaching that optimizes the teaching process and classroom structure. plan.

"Six Talks" constitute the overall content of lectures and the entire process of classroom teaching.

(2) Specific requirements of the "Six Talks"

1. Talk about the curriculum standards

Mainly talk about two points:

(1 ) The status and role of the selected topic in undergraduate teaching. This should be based on the teaching principles and requirements stipulated in the curriculum standards, on the premise of overall grasping the knowledge system and writing intention of the textbook, and by analyzing the content characteristics of the newly selected topics (chapters, sections, lessons) to determine their role in the overall or unit teaching. status. By analyzing the connection between new and old knowledge, determine its role in overall or unit teaching.

(2) Based on the "status" and "role", formulate the learning objectives of this topic, usually from three aspects:

A. Ideological education objectives ① Ideological and political education - - Such as "five loves" education, historical materialism, dialectical materialism education, moral quality education, etc. ② Learning quality education - the cultivation of non-intellectual factors, such as perseverance, attitude, methods, habits, etc. ③ Thinking quality education - various disciplines It has its own unique way of thinking and characteristics, and it is necessary to cultivate students' good thinking qualities through teaching. Mathematics - equivalent conversion, combination of numbers and shapes, classification discussion; Chinese - combination of learning and life; English - communicative ability.

B. Knowledge transfer objectives

Mainly refers to the teaching purposes and requirements of basic knowledge, basic theories, and basic skills of each discipline.

C. Ability formation goals

What to remember, what to understand, what to master, what to use, what to evaluate, and what to synthesize should have clear requirements in the curriculum standards.

2. Talking about the teaching materials

Mainly talking about the understanding, analysis and processing of the teaching material content, including theoretical understanding and analysis of knowledge points. focus. Identification and resolution of difficulties.

Analyzing teaching materials is the focus of regular lesson preparation, and is also an important part of lectures. However, lectures should focus more on explaining the theoretical basis and processing methods used to deal with teaching materials, rather than giving more explanations and explanations of certain specific knowledge. illustrate. Such as explaining the meaning of Chinese words, summarizing the meaning of paragraphs, concepts of mathematics and physics, explanation of theorems, etc.

3. Talking about students

It mainly analyzes the academic situation, such as the students’ original foundation, the favorable factors and existing problems in learning this topic, and the three categories of students: upper, middle and lower. distinction, as well as guidance on law study, etc. The situation of students is an important basis for teaching. The determination of difficulties, the selection of teaching methods, and the design of classroom training should all be based on academic conditions. But this is the weakest link in regular lesson preparation. Most teachers are accustomed to elite teaching and like to design from a high point, while ignoring the actual acceptance ability of students. Speaking of lectures and bringing up the speaking students is to strengthen the pertinence of teaching and learning, so that every teacher's efforts can be applied to all students and receive real classroom results.

4. Preaching method

Mainly explains the selection and application of teaching methods and teaching methods. The question is no longer about which method is the best or the simplest, but rather the basis for choosing a certain method and means must be explained based on the characteristics of the teaching materials, the actual situation of the students, the teachers' expertise, and the condition of the teaching equipment. Some teaching methods cannot be theoretically scientific or reasonable, but choosing to use them depends on the students' actual situation. Therefore, the choice of teaching methods depends to the greatest extent on the analysis of academic conditions.

5. Talk about training

Mainly explain the purpose of training, training methods, and the design of training questions. Training is the main way to cultivate students' abilities and an important part of teaching.

Training in classroom teaching should be designed according to learning goals and serve the goals.

Training is generally divided into three types: ① formative ② consolidation ③ hierarchical ability training.

① Mainly check students’ understanding of concepts, definitions, and basic knowledge ② Help students master knowledge ③ According to students’ mastery situation, students in the upper, middle and lower categories can gain something from this exercise and develop their abilities.

6. Explain the procedure

Explain the teaching process of the entire class, that is, the implementation process of each teaching link. We often say that id optimization of classroom structure refers to the design of teaching procedures.

The content of the lecture is "six remarks". There are two methods. The first is to divide the materials into six parts according to the "Six Theory" and talk about them one by one. In this way, the materials are easy to organize and clear, but the artistry is not strong and gives people a fragmented impression. The second is comprehensive organization, according to the teaching curriculum...gt; gt;

What is lecture

1. What is lecture?

"Talking" is an emerging form of teaching and research, which refers to the teacher telling the teaching of a certain lesson (or a certain unit) to peers or teaching and research staff on a specific occasion and on the basis of careful preparation of lessons. It is a teaching and research activity in which the ideas and their theoretical basis are then reviewed by the listeners, the speakers respond, and they learn from each other, thereby improving the teaching design. Lectures can also be said to be an artistic expression of teaching. Teaching should not only clarify "how to teach", but also "why to teach like this". This is an effective teaching activity to improve teachers' teaching quality and enhance their teaching ability. It has now become an effective organizational form of teacher training.

2. The basic content of "lecturing"

Speaking of lectures must make a scientific analysis and explanation of the lesson preparation from a theoretical perspective, thereby proving that one's lesson preparation is in order, and Not blindly; rational rather than emotional. Therefore, the content of lectures generally includes four aspects:

1. Talking about teaching materials (i.e. analyzing teaching materials)

(1) Talking about the content of this topic or chapter in the entire school period and grade Its position and role in the teaching material system.

For example: The first article in the first unit of the Chinese language in the first volume of the Chinese language publishing house is Bing Xin's "Remembering Reading". Why this article is placed at the beginning? The author has a purpose. Because this article vividly recalls the author's childhood reading experience and years of reading experience, and the most important point in learning Chinese is to stimulate students' interest in reading and enable students to master good reading methods. Therefore, its position and function in the teaching material system is to guide students to understand the principle of "read well, read more, and read good books", thereby stimulating students' interest in reading classics, broadening their horizons, and enriching their literary literacy.

(2) Describe the teaching objectives of this lesson or chapter and the basis for their establishment. There are three basis for determining the teaching objectives: first, based on the provisions of the teaching syllabus, second, the requirements of the teaching material content, and third, the reality of the teaching objects. These four points should be combined and considered comprehensively to determine the starting point and end point of teaching. In addition, the teaching objectives must be comprehensive. The teaching goals of quality education have three levels: knowledge goals, ability goals, and emotional value goals. Based on this teaching concept of equal emphasis on three dimensions, I determined that the teaching objectives of the novel "The Empty City" are:

1. Knowledge objectives:

Understand the novel through shaping the characters and arranging the plot , describe the environment to reflect social life.

B. Learn to grasp the personality characteristics of characters by analyzing their language, actions, psychology, appearance, etc. in a specific environment.

2. Ability goals:

Stimulate students’ interest in reading classics and encourage students to read Chinese and foreign ancient and modern novels after class.

Rewrite and perform short plays to cultivate students' imagination and writing skills.

3. Emotional value goal:

Guide students to analyze the text themselves, encourage students to express their own opinions and make their own evaluations of the characters.

(3) Explain the key points and difficulties of this lesson and why it is necessary to establish and break through in this way. The concept of the new curriculum standards is "for all students, for everything for students". The key points and difficulties must be looked at in two ways: first, look at the teaching content, and establish key points and difficulties based on the goals. Second, look at the students. Students are the masters of learning. To establish the key points and difficulties, we must analyze the students' original foundation, knowledge level, psychological characteristics, difficulties they may encounter in learning, development direction, etc., and be targeted. Never blindly seek perfection and perfection. .

Key points of "The Empty City Plan": By analyzing the exciting plot of the text, master the characteristics of character portrayal.

Difficulty: Master the method of reading novels and describe the details.

The methods to overcome difficulties are: cooperative inquiry, interaction between teachers and students, and performance of textbook plays.

2. Preaching Method (Trilogy)

(1) What kind of teaching method to choose?

(2) What kind of teaching method to use ( That is, video tapes, multimedia courseware, teaching aids and other auxiliary means can concisely explain the purpose and function of their use during the lecture process.

(3) Theoretical basis for choosing teaching methods<. /p>

Whether it is a method you have learned from or a method you are exploring and practicing, firstly, you should introduce the operation process of this method, and secondly, you should introduce the theoretical basis of this method. For example: the five-step teaching method I use. The theoretical basis is to teach students to be the masters of learning. As Mr. Ye Shengtao said, "Teaching is for the sake of not teaching." The new curriculum standard requires teachers to be liberated from their past role as knowledge imparters and to promote students' learning abilities. Teachers are not the protagonists in the classroom, but students are the main body. We must fully tap students' potential and mobilize students' enthusiasm for independent learning.

But no matter what kind of teaching you choose... gt；gt;

How to teach a lesson and what are the key points

When teaching a lesson, the teacher should report the topic and explain which version of the textbook the topic is selected from and where it is in the textbook. One volume, one class period.

The main content of the lecture is introduced in order as follows:

1. Teaching materials:

1. Analysis of teaching materials (the status and role of teaching materials): The teaching content of this section is based on the knowledge that students have already learned, the application of the knowledge they have learned previously, and the basis of the knowledge they will learn later. In the entire knowledge system What is your status in the country? What effect does it have on students' knowledge and ability, what impact will it have on future learning, etc.

2. Teaching material processing: According to the needs of classroom teaching, do not blindly rely on teaching materials but follow the rules, creatively adjust and supplement the teaching sequence of teaching material content, connect knowledge vertically and horizontally, and reduce students' cognitive difficulty. Process and organize relevant knowledge, skills, thoughts, methods, opinions, etc. in the form of calligraphy, painting, text, etc., and transform them into oriented teaching activities. The purpose of teaching material processing is to make it easy for students to accept and integrate it, and to reflect the teacher's familiarity with the teaching material and his ability to grasp the teaching material.

3. Key points and difficulties: Point out the key points and difficulties of teaching in this section and the basis for determining the key points and difficulties.

4. Teaching goals: Teaching goals include ① knowledge goals, ② ability goals, and ③ moral education goals. The basis for determining teaching objectives should be explained.

2. Preaching method: "There is a method for teaching, but there is no fixed method for teaching. The most important thing is to get the method." Commonly used "teaching methods include lecture method, conversation method, demonstration method, reading guidance method, visit method, experimental method, internship method, practice method, etc.; in recent years, with the reform of teaching methods, situational teaching method (discovery method) has been proposed. ), heuristic teaching method, procedural teaching method, multimedia teaching method, etc."

The basic basis for selecting teaching methods is: ① teaching tasks, ② teaching content, ③ students’ age characteristics, students’ cognitive patterns and development level. The choice of teaching methods should not be limited to a certain method, but should be flexible and diverse, with the right medicine for the situation, one key and one lock. Enable students to flexibly master knowledge, cultivate abilities, and develop intelligence.

It is necessary to explain how these teaching methods are effectively used and what results are to be achieved. How to play the leading role of teachers.

3. Lecture method: Explain how to guide students to use correct learning methods to complete the teaching activities of this lesson, how to let students enter the role of being the main body of classroom teaching, and how to help students think consciously and vividly Activity. This enables students to not only learn knowledge but also master learning methods, and not only cultivate their abilities but also develop their intelligence.

4. Teaching procedures: Teaching procedures are the most important part of teaching.

1. Introducing new lessons: There are many ways to introduce new lessons. Reviewing the past and learning new lessons, asking questions, talking, etc. are all clever methods. Explain how to introduce new courses and what are the benefits of such introduction.

2. Teaching new courses: Teaching new courses is the entire process of classroom teaching led by teachers. How to guide students to think positively by quoting classics, teaching them step by step, and carefully setting up doubts. How to inspire students to actively participate and enter roles as subjects. Which questions and answers require individual students to complete independently, and which questions and answers require collective efforts. What knowledge should students master, what abilities should they develop, and what goals should they achieve? What mindsets do students have in class and what measures need to be taken to overcome them? If students' activities deviate from the teacher's thinking track, how to make the best of the situation and what contingency measures should be taken to safely get back on track. How to induce students to study lively, not only to learn, but also to learn; to learn knowledge and master learning methods, killing two birds with one stone.

Teaching new lessons is the top priority of the classroom, the highlight and the key. It is necessary to explain how to make the classroom work and reflect the teacher's leadership. How to standardize writing on the blackboard and oral expression, both setting and answering questions, highlighting key points and dispersing difficult points, paying attention to teaching procedures and using teaching methods; not only performing normally but also taking emergency remedial measures, correctly describing and analyzing teaching materials while being ideological and thoughtful Scientific unity, unity of viewpoints and materials.

3. Example demonstration: According to the needs of the teaching content, arrange targeted, practical and purposeful example demonstrations to consolidate and strengthen the teaching content. It is necessary to explain the origin, function and purpose of the example questions, as well as possible reflections of students' ideas and other issues.

4. Feedback practice: Analyze the situations that may arise when students solve problems, and what contingency measures are used to deal with the problems exposed by students. Provide practice feedback.

5. Summarize and summarize: The teacher should focus on comprehensively summarizing the teaching purpose of this lesson, what knowledge has been imparted, and incorporating it into the original knowledge system. Strengthen the review of vertical and horizontal connections between knowledge, cultivate various abilities, and cultivate debate...gt;gt;