What is fragment teaching?

In recent years, fragment teaching is almost inseparable from lectures, and it has become one of the important ways of teaching research, evaluating teachers' basic quality and demonstrating teachers' teaching ability. Unfortunately, at present, the research on fragment teaching is "left out in front of the door", especially the theoretical research. Therefore, we think it is necessary to do some useful exploration in the fragment teaching, so that the fragment teaching and lectures can really match and complement each other in Qi Fei. First, the so-called fragment teaching is relative to a complete classroom teaching. Generally speaking, a part of a class is intercepted, and the teacher's teaching time is roughly limited to less than ten minutes. In other words, fragment teaching is only a link in the process of teaching implementation, and the instructor expresses his teaching thoughts, teaching ability and teaching basic skills by completing the prescribed teaching tasks. Fragment teaching is different from normal classroom teaching. The former is illusory, and its function is teaching and research or evaluation. Participants are leaders, peers or experts, and judges. The latter is holistic and practical, and its function is to "send a message and answer questions", and the audience is students. Fragment teaching is also different from teaching fragment. The former is based on the specified "fragment", and the teaching design and implementation process are independent. The latter only intercepts part of the records from the complete classroom teaching process after class. Fragment teaching is more different from "lecture". The former is to implement (or simulate) classroom teaching, while the latter just talks about classroom teaching. Fragment teaching has strong independence, but it is closely related to lectures. In many teaching and research activities and evaluation of teaching level, teachers are often required to give lectures first, and then carry out fragment teaching on the basis of lectures, so as to organically link teaching ideas and their theoretical basis with teaching implementation, so as to overcome the disadvantages of teaching theory being divorced from reality. Second, the types of fragment teaching In terms of teaching content, fragment teaching can be divided into two types: excerpts and special topics. Selective course selection is to select some fragments from the teaching materials for teaching, and the teacher determines the teaching objectives according to the selective course selection, designs the teaching plan and then implements classroom teaching. Topic category is to extract a topic (or a knowledge point, ability point, or a teaching link) from a certain class for the teacher to teach, and the teacher aims to teach. Zhu Ziqing's Moonlight on the Lotus Pond belongs to the excerpt category if the fourth and fifth paragraphs of the text are designated as fragment teaching. If teachers are required to guide students to learn the "synaesthesia" method in the text, it is the topic fragment teaching. For another example, the reading part of Unit 1 of Book 2 of senior high school English belongs to the excerpt category if the first natural paragraph in the text is designated for teaching; If teachers are required to guide students to learn the difference between "image" and "possibility" and "probably" in this class, it is thematic fragment teaching. From the perspective of teaching scenes, fragment teaching can be divided into real environment and virtual environment. The fragment teaching based on reality provides a real classroom for teachers, and teachers can face students to teach. Virtual reality can only simulate teaching in front of judges or teachers who participate in teaching and research activities. Because the virtual scene fragment teaching is not limited by time and space, it is easy to operate. Although it has the disadvantages of being divorced from the students' main body, it is actually used more frequently. From the source of topic selection, fragment teaching can be divided into two types: self-determination and other-determination. Self-shaping is the content of segment teaching that teachers choose by themselves; Others (experts, judges, organizers) specify the topic, and the teacher teaches in sections as required. Teaching and research activities mostly adopt self-defined segment teaching, and making full preparations in advance is conducive to carrying out teaching and research activities and showing teachers' elegant demeanor. Competition activities and evaluation work mostly use other stereotyped fragment teaching, temporary lottery, limited on-site lesson preparation, taking turns in class, etc., to test teachers' quality and teaching level, which can objectively judge their advantages and disadvantages. Third, the basic characteristics of fragment teaching 1, practicality This is the most basic and important characteristic of fragment teaching, because in essence, fragment teaching is a kind of teaching practice. If lecturing is a way for teachers to show the teaching idea of a class to the audience, and the focus is on systematically introducing the teaching design and its theoretical basis, then the fragment teaching is a process of concretizing and practicing this teaching idea, with the aim of reflecting the rationality, feasibility and effectiveness of its teaching design. Therefore, fragment teaching organically combines classroom teaching practice with education and teaching theory, and realizes the unity of practice and theory. 2. Integrity As mentioned earlier, the content of fragment teaching is relatively partial, so the so-called integrity here refers to the integrity of teaching steps. Because fragment teaching is not to preach lesson plans, nor to concentrate on the classroom, but to achieve breakthroughs in teaching key points and teaching difficulties, and to achieve teaching goals as usual, a clear and complete implementation process of teaching steps is required when fragment teaching is carried out. On the other hand, determine the key and difficult points of teaching, and design teaching before classroom implementation. This process also reflects the integrity. 3. virtuality. This is a feature of virtual teaching. Although this kind of fragment teaching is essentially a teaching activity, it is different from normal teaching activities. Usually, the object of teaching practice is students, while the virtual segment teaching faces colleagues, peers and even judges, so it has a strong virtual color in the teaching implementation process. 4. Default. Because we can't face the real students, students' speeches, activities and communication between teachers and students can't be carried out at all, and the virtual nature of fragmented teaching determines that these are essential. Therefore, only by presupposition can fragment teaching proceed smoothly. This requires teachers not only to have students in their eyes, but also to have classrooms in their hearts, and to carry out colorful virtual teaching according to the preset. Fourth, the significance of fragment teaching is not limited by time and place, and the number of people can be more or less, and the time can be long or short, which is very flexible. The scope of application is also very wide, and the method of fragment teaching can be used by leaders to check the teaching situation, evaluate the teaching level of teachers, discuss teaching among teachers, and carry out teaching skill competitions. Therefore, fragment teaching not only has the function of teaching and research, but also has the function of evaluating teachers' professional level. Based on this, fragment teaching has become one of the effective ways to improve the quality of classroom teaching and test the professional level of teachers. We think it is of the following significance to carry out fragment teaching activities: 1, and fragment teaching is conducive to improving teachers' teaching ability. For a teacher, fragment teaching requires him to seek the best angle and arrange appropriate teaching activities under the guidance of certain teaching ideas, which is completely consistent with the usual teaching, more concentrated, more refined, more demanding and more challenging. For the listener, fragment teaching inspires him as much as the whole class. The simplicity of fragment teaching makes it easier for him to absorb the essence and find problems, which can be used as a reference for future teaching. If we really discuss and listen to pertinent opinions, it will be very beneficial to improve our teaching ability. 2. Fragment teaching is conducive to improving classroom teaching efficiency. Through fragment teaching, teachers can further clarify the key points and difficulties of teaching and clarify the teaching ideas, so as to overcome the problems of not highlighting key points and training in place in teaching and improve the efficiency of classroom teaching. Fragment teaching is focused, the rhythm is compact, and there is no room for procrastination, which is what efficient classroom pursues. In fact, classroom teaching is nothing more than an organic combination of several teaching fragments. The efficiency of chess pieces is improved, and the efficiency of the whole class is naturally improved. 3. Fragment teaching is conducive to improving the effectiveness of teaching and research activities. Listening to lectures and evaluating classes is a regular form of teaching and research activities. At a certain time and place, only individual teachers can be heard. Although there is no lack of pertinence, the form is single and the capacity is not large. Teaching fragment competition (or observation) is a diversified, high-density and large-capacity teaching and research activity form, which is not limited by teaching progress and educational objects, and allows the best teaching fragments to be displayed. Ten teachers can be arranged to teach in stages in half a day, which provides teachers with a wide range of learning opportunities and greatly improves the effectiveness of teaching and research activities. 4. It is beneficial to improve the reliability of evaluating teaching level. As we all know, the fragment teaching after the lecture is to make up for the shortage of talking while talking, so these two forms complement each other, and * * * has also become one of the important means to assess the professional level of teachers. It is obviously much more objective to further investigate the theoretical basis of teachers' education and teaching, the mastery of professional knowledge, the standardization and adaptability of classroom teaching, and then comprehensively evaluate teachers' teaching level through after-class fragment teaching. Five, how to carry out fragment teaching, each subject has its own characteristics. Therefore, teachers should first establish a new educational concept of "big subject" and "big classroom", start with knowledge accumulation, pay attention to students' inner needs, and take interest as the starting point of subject learning. Secondly, teachers should accurately grasp the knowledge points of the unit and this lesson, properly guide students to cooperate and explore learning, complete the established teaching tasks in a short time with the best combination, and show the teaching highlights, which is also the essence of fragment teaching. Thirdly, if lectures are needed before fragment teaching, the teacher can spend some time briefly introducing the fragment teaching design, and then spend more time on fragment teaching (generally, it can be arranged according to the prescribed time). Teachers should be good at creating (virtual) classroom teaching situations and strive for vivid, concise, smooth and well-defined teaching. If lectures are needed after fragment teaching, then fragment teaching can take up some time. Let's talk specifically about how to carry out fragment teaching: 1, showing new teaching ideas. Under the background of curriculum reform, fragment teaching must show new teaching ideas. For example, teaching objectives should be determined according to three-dimensional objectives; Teaching methods should adopt heuristic and discussion methods, give full play to students' main role, and actively advocate independent, cooperative and inquiry learning methods instead of full-time irrigation; Teaching content should also adopt a new perspective to explore the teaching materials, reflecting the teaching value orientation under the new curriculum concept, rather than platitudes. Only by using new ideas to guide fragment teaching can we keep up with the new situation of education and teaching, and fragment teaching has academic value. 2. Pay attention to fragment teaching design. The content of fragment teaching is either decided by the teacher or designated by the judges. But in any case, we must thoroughly understand the teaching materials and do a good job in fragment teaching design. Only in this way can we have a clear plan, be targeted and take our time in teaching. Teaching design involves teaching objectives, teaching emphases and difficulties, teaching methods and teaching steps. Among them, the most important thing is the teaching methods and steps. Teaching method can reflect your teaching philosophy and is the way to break through difficulties and achieve teaching goals. Steps are the specific operating procedures of teaching methods. Arranging steps can make the teaching process flow reasonably, orderly and hierarchically. In teaching design, we should also pay attention to the introduction design, question and answer design, activity design, blackboard writing design and so on. You can also consider adding props such as experimental instruments and moving slides designed and produced by yourself and proved to be very effective in teaching practice to add color to the teaching clips. 3. Be good at virtual teaching situations. There are no real students in virtual teaching. Teachers must create virtual teaching situations so that teaching can be carried out truly. Teachers can ask a student to read aloud, and after a pause, complete the virtual reading scene by evaluating the advantages and disadvantages of the student's reading aloud. The teacher can ask a question for a student to answer, and after a pause, complete the virtual answer by evaluating the students' answers. Teachers can let students discuss, and do a little patrol in class, and complete the virtual discussion scene by commenting on different viewpoints. You can also use virtual debates, virtual questions, virtual debates, virtual activities and other scenes to make classroom teaching interactive, lively and give people an immersive feeling. Virtual teaching situation can be constructed by teachers' oral language, body language and intermittent pause. So as to reproduce the real teaching situation and avoid using hints to explain. 4. Pay attention to the use of teaching language.