The first type: independent topic selection. Without any teaching experience, especially in the first class, the choice of teaching content is very important for the lecturer. For those who are preparing for class for the first time, they can choose the teaching content that they are familiar with or relatively easy to teach. As I have little teaching experience, I will inevitably feel nervous when I first step onto the platform. In this case, it is easy to speak unsteadily, the language expression is incoherent, and even forget the knowledge points to be said. If you choose the teaching content that you are very familiar with or relatively simple, you can overcome the above problems to some extent. Of course, this is not the fundamental way to solve the problem, but it is very helpful for lecturers who need to accumulate teaching experience to choose the teaching content that suits them.
The second type: specific topics. In the actual trial teaching, it is impossible for all interviewers to choose the teaching content they want to teach. Therefore, in the process of preparing for the trial lecture, prepare as many teaching plans as possible, or try different types of teaching methods to improve the ability to deal with specific topics. Although there will be more problems in preparing various trial lectures, it should be followed by more problem-solving methods and teaching experience.
Second, prepare lessons.
Any teacher should be fully prepared before going to the podium to teach the teaching content, especially to the interviewer during the trial. Fully and completely preparing lessons is a necessary prerequisite for a good class. The so-called lesson preparation mainly refers to mastering the teaching content, understanding the editor's intention, determining the purpose requirements and choosing teaching methods. Obviously, in-depth study of teaching materials is the core to improve the quality of lesson preparation. About preparing lessons, this paper will analyze it from six aspects: outlining, collecting materials, writing lesson plans in detail, trying to do experiments, perfecting lesson plans again and writing lecture notes in detail.
(1) Outline
We must study the contents written in the teacher's book and understand the editor's intention, and we can't take it for granted to determine the teaching objectives and list them hastily. Outline is a general framework listed before the detailed preparation of teaching plans. This paper describes several parts needed to teach this part of the teaching content, as well as the initial idea of the whole teaching process, and lists the materials needed in the teaching process one by one. For the interviewer who is going to write a lesson plan, doing this part well can not only make the lecturer know the whole lesson preparation process clearly, but also avoid leaving details in the detailed lesson preparation.
(2) Search materials
After you have a general idea of your teaching process, what you need to do is to make clear the relevant knowledge you need before thinking about some teaching plans, and collect as many materials as possible during the lecture. You can read some classroom teaching cases and designs, learn other people's lesson plans, learn more lesson plans online, and download useful courseware related to the topic. For the interviewer to prepare lessons for the trial lecture, due to the uncertainty of the combination between the teaching content and the teaching object, we should also prepare some extracurricular knowledge, answer students' questions at any time or help students expand their knowledge. When collecting materials, we must pay attention to the objectives and try to find materials closely related to the courses to be taught. Of course, different subjects have different materials to find. For example, Chinese class should collect relevant knowledge such as writing background and detailed introduction of the author, so that students can better understand the writing intention of the article and the author and realize the study of the author's expression. For science courses, we must prepare the materials needed for relevant experiments, and prepare as many materials as possible on the basis of conditions, so as to avoid the abnormal loss of materials during the experiment and the lack of experimental materials caused by unsuccessful experiments.
(3) Prepare lessons in detail
As a teacher, you can't just prepare a lecture outline before class. The teaching contents, teaching objects, teaching objectives, teaching methods, teaching process and homework mentioned in the syllabus should be analyzed in detail in the teaching plan. Besides, homework should not be prepared only on paper, but by heart. Detailed lesson preparation is like a "battle plan". The teacher must know the plan before class, so as to be handy and successfully implemented.
1. Teaching content
Any part of the teaching content contains the key points, difficulties and parts that students can easily understand. Teachers should make different detailed arrangements for knowledge points with different levels of difficulty. For difficult knowledge, they should focus on explaining it in detail, while easy-to-understand knowledge can be described relatively simply. Therefore, it is easy for interviewers who apply for teacher positions to have problems in this link, that is, the focus of the whole teaching content is not prominent, or the grasp of important and difficult points is not accurate enough. For this problem, one is to ask the interviewer to be familiar with the teaching content he wants to talk about before preparing lessons, and the other is to ask the in-service and experienced subject teachers for advice. In this way, it is less prone to deviation in grasping the teaching content. It should also be noted that the acceptance ability is different for different levels of student groups. When arranging the teaching content, it should not be too much or too divergent, and must be controlled within the range that students can accept and basically master.
2. Teaching objectives
For teaching objects with different characteristics, the teaching objectives to be achieved and the teaching methods used in the teaching process are also different. When analyzing the teaching object, the interviewer should fully consider the age characteristics of the teaching object, the ability to accept knowledge, and the campus environment and social environment, so as to facilitate the design of other teaching links in the future. Students are the object of teaching. To teach students, teachers should first understand students, so as to stimulate students' enthusiasm for learning and effectively help students solve problems and difficulties in learning. The purpose of preparing lessons is to carry out targeted teaching according to the specific needs of students' actual level and complete teaching tasks with high quality. In addition, for the interviewer, he should not only face the students, but also face the judges and teachers, so he should pay special attention to teaching.
3. Teaching objectives
After analyzing the teaching contents and teaching objects in detail, it is time to work out the teaching objectives. Then, for different teaching target groups, even the same teaching content, there are different levels of teaching objectives. It is necessary to combine the difficulties and details identified in the analysis of teaching content, arrange different teaching objectives, and combine different teaching objectives and teaching contents to be recognized, understood, applied, analyzed, integrated and evaluated. Of course, the interviewer's grasp of this part may not be accurate enough, so we also need to consult some experienced subject teachers who have some experience with students. The analysis of teaching objectives, teaching contents and teaching objects are inseparable, and lesson preparation is often carried out as a whole, which is very important for teachers. Taking English lesson preparation as an example, we should pay attention to:
(1) Understand and master the sentences, words and grammar in the text.
(2) Explain the meaning and usage of new words with the words that have been taught.
(3) Dig deep into the grammar points of this lesson and explain the usage of new grammar points with English examples.
(4) Explain the difficult sentences in English and simplify the long sentences.
(5) Ask questions about sentences in the text in English.
(6) Analyze the structure of the text, summarize the general idea of each paragraph in English, and repeat the text in English.
(7) Make a short comment on the text in English.
(8) Consider which old materials to contact and review them in combination with new materials.
(9) recite the text.
(10) Consider what new classroom terms should be used.
4. Teaching methods
Choosing teaching methods should conform to students' cognitive rules, subject characteristics and age characteristics, which is conducive to giving full play to teachers' leading role, mobilizing students' initiative and enthusiasm in learning, seeking truth from facts and proceeding from reality in everything.
(1) backup method. In China's primary and secondary education, there are nine commonly used teaching methods: lecture, talk, reading guide, practice, demonstration, experiment, practice, discussion and research. For different subjects and different teaching contents, some may only need one teaching method, while others need a combination of several teaching methods. At the beginning of the trial, lecturers often use this teaching method alone, which is easier to master than other methods, but it is difficult for inexperienced lecturers to master how to guide and inspire students' thinking. Then the design of the teaching process should be as detailed as possible. Don't instill knowledge directly into students, let them learn knowledge actively.
(2) prepare feelings. In addition to preparation methods, preparing teachers' feelings is also an important condition for teaching well. Many teachers have this experience: before entering the classroom, if you are excited, happy and confident, you will talk with relish, students will listen attentively, and the effect of lectures will be high. On the other hand, if you are in a bad mood before class, the atmosphere of this class will definitely be affected. Therefore, experienced teachers, in order to make themselves full of emotions and happy in class, always take a break before class (recalling the lecture content) (closing their eyes and taking a deep breath, abandoning other thoughts) to relax themselves during the lecture and speak beautifully.
(3) Prepare the language. Lecturing is an art, and classroom teaching is inseparable from art in any case. Therefore, teachers must pay full attention to language skills. A teacher's knowledge is extremely profound, and it would be a pity if he could not express it vividly and accurately. Someone said: "The teacher's language is honey, which can stick to the students' thinking. "According to the survey, students like teachers with funny language and sense of humor best. They can activate students' thinking and adjust the classroom atmosphere. As some front-line teachers said, "passionate language is the best prop to please people in class."
(4) preparing lessons. Gestures and actions in speech are important auxiliary forms of expressing language. If the teaching style is lively, generous and natural, students' attention can be highly concentrated and their knowledge can be deepened. If the teaching attitude is stiff and rigid, students will feel bored and listless. Therefore, we should carefully choose our own lecture posture, improve teaching methods, choose language and prepare for teaching posture before the trial lecture. For some doubts, you can take a walk and talk while walking. Of course, you don't have to listen or speak, you can practice by yourself.
5. Teaching process
This is the key part of the whole teaching design, including the concrete analysis of teaching content, classroom question and answer, the transition between teaching contents, the time arrangement of telling each part, what teachers and students should do at each stage, the design and writing of blackboard writing and so on. For those who attend the interview, the design of each part should be as detailed as possible, paying attention to the important and difficult details of the teaching content. If the ability permits, we can also design possible problems in the teaching process, such as students asking questions and expanding extracurricular knowledge.
6. Homework after class
After classroom teaching, students' homework is to consolidate what they have learned. When designing homework, we must pay attention to the combination with the design of teaching content and teaching objectives, and design homework that can reflect the characteristics of different disciplines and different knowledge levels. Practice should start with basics and simplicity, but it can't be modeled and fixed. On the contrary, there should be a certain number of flexible and comprehensive exercises that require creative thinking. Only in this way can students' thinking be comprehensive, profound, agile and flexible.
(4) Try to do experiments
In liberal arts courses, this part of the preparation may be relatively small, but in the teaching process of some subjects, students may also be given some audio and video materials, so the subject teacher should audition before class to check whether the materials can be played smoothly. Teachers and students who have just come into contact with this part of the teaching content must be very familiar with it, so they should do some recitation exercises before the lecture. For science courses, this part of the work is essential. In the process of classroom teaching, except for a few experienced subject teachers, most other teachers, especially interviewers, should try experiments in advance if conditions permit. This can not only find out the possible problems in the experiment in time, take certain measures to prevent them, but also avoid the waste of time caused by experimental mistakes in classroom teaching, and increase the interviewer's confidence in classroom teaching. Especially with the implementation of the new curriculum reform and the integration of information technology and curriculum in China, teachers in many disciplines use multimedia teaching courseware in the teaching process, so it is more important to try teaching courseware before classroom teaching to avoid delaying classroom teaching because of abnormal courseware operation.
(5) Improve the teaching plan again.
After all the experiments involved are completed, the teaching plan should be revised, supplemented and improved again according to the detailed records made during the experiment. Of course, for some experienced subject teachers, this part of the work is unnecessary. The interviewer must check his teaching plan again, not only the experimental part, but also other parts of the teaching plan, which should be carefully examined and thought, further revised and improved.
(6) Explain the content of the speech.
Lecture is not a simple repetition of the teaching plan, but on the basis of the teaching plan, each link in the specific classroom teaching is further written in detail. This includes every word the teacher has to say, every action he has to do and every word on the blackboard. Of course, the plan can never keep up with the changes, and the problems encountered in the course of the trial lecture are not necessarily designed when writing the speech, or they may almost be separated from the speech. But for an interviewer who lacks teaching experience, it is very necessary to write a speech in advance. Because there are few opportunities for lectures, the ability to control the classroom is not strong enough. Writing a speech in advance helps to clear your mind. Even if the classroom teaching deviates from the original teaching design for various reasons, I can refer to the handout and return to the original teaching design in time. If you write a speech, you will be deeply impressed, that is to say, even if it is spread too widely during the trial, you will find it in time and make adjustments. Lesson preparation is a process of accumulation and accumulation, which has no starting point or end point, and needs to be deepened continuously, not only by investing time, but also by gathering wisdom. Teachers need a process from "controlled by it" to "moved by it" and finally "used by me". In this process of change, teachers should constantly reflect, not only learn from others, but also adhere to their own ideas. Third, the topic selection and lesson preparation before the lecture is of course to prepare for the lecture. During the whole lecture, we should pay attention to the following aspects: introducing skills, grasping key points and details, the transition between knowledge points, the content and font size of the blackboard, class summary, the teacher's language, speech speed, tone and intonation, etc. So what should the interviewer pay attention to in these parts? The following will be analyzed and elaborated in detail.
(a) imported skills
A good beginning is half the battle, so a good head teacher is very important for a good class. A good reading guide can activate students' desire for knowledge, stimulate their interest in learning new knowledge, build a bridge between old and new knowledge, enlighten students' thinking and learn how to think. Can mobilize students' emotions and feel the joy of learning in actively participating in new knowledge learning activities. Classroom guidance can be done by reviewing what you have learned before, or by other related things. There are no specific regulations. For the interviewer in the interview, the selection of teaching content is not coherent, and the selection of teaching objects is not specific, so it is not easy to grasp by reviewing old knowledge. Then, you can introduce new lessons through the content related to the teaching content to be talked about. What I want to emphasize here is that classroom guidance is to make students think actively and concentrate, and make a faster transition to new knowledge points to learn, not a form. Some interviewers can pay attention to the use of guidance in the process of trial teaching, but they guide people for the sake of "guidance", which makes the introduction process a mere formality, loses its original function, and even confuses the teaching object, which is counterproductive. In the design of this link, we should carefully analyze and think according to the characteristics of different disciplines and different teaching objects, so that the classroom lead-in can naturally transition to the knowledge points to be taught, and we must avoid being far-fetched.
There are various forms of guidance. As a person who is interested in teaching, it is necessary to master and master the lead-in method skillfully. See Chapter 4 Teaching Skills for details.
(2) Grasp the difficulties and details.
Classroom control ability refers to how to grasp the details of the teaching content to be explained during the lecture. In the process of trial lecture, it is easy to see that all knowledge points are key points or all explanations are not deep enough, that is, the details are inappropriate. For this problem, if the design of the teaching process and the detailed writing of the lecture notes are reasonably analyzed and the time required for each knowledge point is reasonably arranged, it will be easier to overcome here. As long as the knowledge points are explained in strict accordance with the time designed in the teaching process, there should be no big deviation.
(C) the transition between knowledge points
Judging from most disciplines, a class will talk about more than one content or knowledge point. Some of these contents are closely related to knowledge points, while others are not. Therefore, it is very important to teach a few knowledge points that are not closely related in one class. Once the transition is not good, it will cause students' thinking fault, or there will be problems such as distracting students. Therefore, we must pay attention to the use of interlanguage in the process of trial teaching, and we can properly use false transitional knowledge to link knowledge points.
(2) Grasp the difficulties and details.
Classroom driving ability refers to how to grasp the details of the teaching content to be explained during the lecture. In the process of trial lecture, it is easy to see that all knowledge points are key points or all explanations are not deep enough, that is, the details are inappropriate. For this problem, if the design of the teaching process and the detailed writing of the lecture notes are reasonably analyzed and the time required for each knowledge point is reasonably arranged, it will be easier to overcome here. As long as the knowledge points are explained in strict accordance with the time designed in the teaching process, there should be no big deviation.
(C) the transition between knowledge points
Judging from most disciplines, a class will talk about more than one content or knowledge point. Some of these contents are closely related to knowledge points, and some are not closely related. Therefore, it is very important to teach a few knowledge points that are not closely related in one class. Once the transition is not good, it will cause students' thinking fault, or there will be problems such as distracting students. Therefore, we must pay attention to the use of interlanguage in the process of trial teaching, and we can properly use hypothetical transitional knowledge to connect knowledge points.
(4) Content and font size of blackboard writing
Although many teachers often use multimedia courseware to give lectures, it does not mean that our traditional blackboard writing can be abandoned. In the teaching of many subjects, even if the multimedia teaching system is used, blackboard writing is essential. Then, writing on the blackboard is also very important for the interviewer's trial. Generally speaking, blackboard writing can be divided into two parts, the front board and the auxiliary board. The content of the front board is the framework of the knowledge points learned in this lesson, and the auxiliary board is used for some calculus or enumeration. When writing, you must pay attention to neat handwriting and adjust the font size according to the specific environment. It is also important not to talk when writing on the blackboard. For example, you should read what you have written before or after writing. On the one hand, it can improve the writing speed, on the other hand, it is more beneficial for students to pay attention to the content of blackboard writing again. The blackboard writing should avoid being empty, full, chaotic, scattered, scribbled and wrong. Pay attention to the beauty of arrangement, appearance and combination.
There are various ways to express teaching content according to blackboard writing and pictures. See Chapter 4 Teaching Skills for details.
(5) Teachers' language, speech speed, tone and intonation.
In the process of trial teaching, the same wording, speech speed, tone and intonation are often used for different teaching contents and teaching objects, and the students are usually young, which has an impact on students' acceptance of knowledge. In essence, teachers should use different languages, speaking speed, tone and intonation in the course of lectures for different levels of teaching content and different age groups, so that students can accept new knowledge more easily. In other words, you must do a good role-playing during the trial.
Finally, in addition to the above parts, teachers should also master the methods to arouse students' enthusiasm and enliven the classroom atmosphere. Many lecturers use task-driven teaching when trying to teach, and set a question for students. In the whole class, students study with the desire to solve problems, which makes it easier to concentrate. Of course, there are many ways to arouse students' learning enthusiasm and enliven the classroom atmosphere, so I won't list them here.
Fourth, class is over.
The end of the trial will leave a final impression on the judge. After a class, the judges are a little tired and often have high expectations for the last class. Therefore, the lecturer should pay special attention to finding a reasonable and novel ending form to complete the last class. According to the usual way of class, it mainly includes two parts: summarizing teaching and designing farewell words.
(A) Teaching summary
There should be an appropriate summary at the end of a class, which is a review and induction of the teaching content of this class and can help students systematize their knowledge. For those lecturers, it is very easy to be extreme and formal, and they often repeat the knowledge in class as a whole, which not only wastes too much time, but also makes it easy for lecturers to judge the important and difficult points of teaching content. When summing up, you should be full of energy and passionate in language, and push the trial to an unforgettable climax; Or combine the continuation of arrangement with euphemism of language to create a feeling of "endless words and endless meanings". In the final summary teaching, the teacher should arrange review and homework in time. You can briefly introduce the review points and methods of this class and review classroom teaching from a systematic perspective. Pay attention to the pertinence and purpose of homework when assigning homework, and clearly tell students what knowledge points to pay attention to when doing homework. At the same time, it is clear which ones are done independently and which ones are done with parents' participation, so as to diversify the forms of homework and arouse students' initiative to complete homework.
(B) Design farewell language
Farewell is a plot of the scope of assessment. The lecturer should change his position, give the judges and students a feeling of being divorced from teaching, and relax his nervous mood before he can have a chance to applaud and thank them. Farewell words can thank students for their cooperation and express good wishes; You can thank the judges for arranging the trial lecture opportunities, hoping to get their criticism and correction; If there are no students, they are all school leaders, who can express their yearning and love for education and intend to fight for it all their lives; Or show your courage to challenge and struggle. At the end of the design, the transition between links should not be too lengthy and dull; Do not have nothing to say, gild the lily; Don't rock the boat and lead to unnecessary topics; Don't talk nonsense and appear hypocritical; At the same time, at the end, we should pay attention to the judges' expressions, judge their emotions and consciously adjust their words.