The so-called fragment teaching is relative to a complete classroom teaching, and it is a fragment of a real teaching scene. In other words, fragment teaching is only a link in the process of teaching implementation, and teachers can show their teaching ideas, teaching ability and teaching basic skills by completing the assigned teaching tasks. In recent years, as an evaluation form, fragment teaching is widely used in teacher recruitment, professional title evaluation, classroom teaching skill competition and other fields because it is not limited by time, place and number of people, and its form is flexible.
First, the basic characteristics of fragment teaching
1. Actual
This is the most basic and important feature of fragment teaching, because in essence, fragment teaching is a kind of teaching practice, a process in which teachers put their own teaching ideas into practice, with the aim of reflecting the rationality, feasibility and effectiveness of their own teaching design.
Step 2 be complete
Fragment teaching is only part of the content. Fragment teaching is not reading lesson plans or compressing the classroom, but teaching as usual, highlighting teaching key points, breaking through teaching difficulties and completing teaching tasks. Therefore, fragment teaching should have clear and complete teaching steps.
3. Virtuality
This is the characteristic of fragment teaching. Although fragment teaching is essentially a kind of teaching activity, it is different from usual teaching activities, because the object of implementation in usual teaching is students, while fragment teaching faces judges or peers, so the teaching implementation process has a strong virtual color.
Step 4 assume
Fragment teaching often doesn't face students, and students' speeches, activities and communication between teachers and students can't be carried out, and the virtuality of fragment teaching determines that these are essential. Therefore, only by careful presupposition can fragment teaching proceed smoothly.
5. Duality
This is another remarkable feature of fragment teaching. In the process of classroom implementation, teachers play two roles, not only to present the teaching function of teachers, but also to reflect students' learning activities and show the process of teacher-student interaction. Teachers should pay attention to the transformation of roles, not teachers but students; Pay attention to language conversion, sometimes report students' words, sometimes praise and evaluate students; We should pay attention to the flexible choice of teaching methods, so as to ask questions, talk, discuss and evaluate, and be organized and interactive.
Organized
Fragment teaching, like normal teaching, should make the logic of the teaching process clear and highlight the leading role of teachers.
Second, the basic types of fragment teaching
1. According to the teaching content, the fragment teaching can be divided into two types: abstract teaching and thematic teaching.
@ Lin
Excerpt teaching is to select some fragments from the teaching materials for teaching, and the teacher determines the teaching objectives according to the excerpts, designs the teaching plan and then implements the teaching process. Thematic fragment teaching is to extract a topic, or a knowledge point, and a teaching link from a class, so that teachers can teach and teachers can teach with this as the goal.
2. 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, who can teach in front of students, while the fragment teaching based on 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 and easy to operate, it is often adopted by people despite the shortcomings of being divorced from the students' main body.
3. From the source of topic selection, fragment teaching can be divided into two types: self-determination and otherness.
Self-shaping means that teachers choose the content of subsection teaching by themselves, others (experts, judges and organizers) specify topics, and teachers carry out subsection teaching according to requirements. Teaching and research activities mostly adopt self-defined segment teaching, which can be fully prepared in advance, which is conducive to carrying out teaching and research activities and showing teachers' elegant demeanor. Teaching skill competition, recruitment and professional title evaluation often use other stereotyped fragments of teaching, temporary lottery, limited on-site preparation of lessons, taking turns in class and other ways to examine teachers' professional quality and teaching level, which can be objectively judged.
Third, the teaching form of fragment teaching
Fragment teaching has a strong virtual color in the implementation process, so how can teaching activities be carried out without students? In what form can the bilateral activities between teachers and students be reflected? To this end, we can take the following three forms of teaching.
1. Stand-up crosstalk
Stand-up crosstalk is that the teacher is both a teacher and a student, asking and answering questions and talking to himself, which obviously shows the teacher's teaching and the students' learning. In teaching, teachers should not only tell their own teaching process, but also presuppose students' answers, which requires teachers to imitate students' tone and even facial expressions like stand-up comedians. By using stand-up crosstalk, students' activities and speeches can be clearly distinguished from teachers' teaching language through the opening remarks of "Teacher, …", which clearly reproduces the activities of both teachers and students.
2. Repeat the evaluation formula
Repeated evaluation is to show the bilateral activities between teachers and students and the process of teacher-student interaction through the repetition and evaluation of teachers' speeches to students. When reflecting the bilateral activities between teachers and students in this way, we must use body language, consciously imagine the judges or other teachers as students, and communicate with them with eyes and smiles from time to time to avoid standing still and being stiff.
@ Lin
3. Narrative description
Sometimes, teachers can also report students' answers clearly by changing the narrative. In order to save teaching time, we can adopt the method of reporting. If this method is used too much, it is easy to make the fragment teaching sound like the "teaching process" link in the lecture, which will cause the listener to confuse the lecture with the fragment teaching. Therefore, this method should be used when time is tight, so as to save teaching time and show the complete teaching process.
Fourth, the teaching design of fragment teaching
There are obvious differences between fragment teaching design and ordinary teaching design. The author thinks that "five essentials" should be paid attention to in the teaching design of fragments. This paper takes the fragment teaching of the second volume of the third grade of People's Education Press, "Understanding the Meaning of Division with Remainder, Exploring the Remainder Must Be Less than Divider" as an example to discuss how to design fragment teaching.
1. Content selection should be moderate.
The time of fragment teaching is generally 12 ~ 15 minutes, and the teaching content should not be too much, otherwise the teaching task can not be completed well. Teachers should choose appropriate content according to the actual level of students and the difficulty of teaching content. For example, teaching by segments around division with remainder, and designing three activities: (1) Let students do it by hand, make a pendulum, and get one point. See how many groups you can put. How many pots are left? (2) How to calculate vertically? Let the students try, and then focus on guiding the remaining "3". What's the number in the formula? What does this mean? (3) Guide students to carefully observe the table in Example 3, and then communicate in groups to find out the law that the remainder is less than the divisor. In this way, students can deepen their understanding of division with remainder by operating feelings, trying to experience and observing the exploration process of communication. For the consolidation exercise in the textbook, "do one thing" can be completed, and other comprehensive exercises should not be arranged in this section.
2. The goal should be clear.
Because the content of fragment teaching is only a part of classroom teaching content, we should correctly handle the relationship between fragment teaching objectives and classroom teaching objectives. The goal of fragment teaching should be determined according to the specific content of teaching, and it should be more detailed and targeted, but it does not have to reflect the three-dimensional goal. Therefore, it is necessary to fully grasp the classroom objectives, grasp the relationship between classroom objectives and fragment objectives, focus on the objectives corresponding to fragment knowledge points, and accurately locate the objectives of fragment teaching. For example, the classroom goal of division with remainder is to know the remainder, understand the meaning of the remainder, master the calculation method of division with remainder, and realize that the remainder must be less than the divisor. So in the whole teaching, we should focus on this goal.
@ Lin
3. Focus on teaching.
The focus of classroom teaching is sometimes the whole content of fragment teaching. Therefore, fragment teaching must concentrate time and energy on solving the key problems in teaching fragments, so that all aspects of teaching can serve this teaching focus. For example, in the division teaching with remainder, let students operate first: there are 23 pots of flowers, and every 5 pots are divided into one group. How many groups can they be divided into? Are there 3 pots left in a group? How is the formula listed? Under normal circumstances, students will know and understand the remainder through hands-on operation, communication and interaction, and comparison of old and new knowledge, and at the same time guide students to observe and communicate the knowledge that the remainder must be less than the divisor.
4. Link arrangement should be compact
Fragment teaching time is short, so the arrangement of teaching structure should be more compact, and all links should be connected one by one. The structural arrangement requires continuity, natural transition and distinct levels. For example, in the teaching of division with remainder, we should pay attention to three aspects in the arrangement of "review-inquiry (try, know, discover and experience)-application": the questions raised should be in-depth layer by layer to constantly inspire students to think; Allocate time reasonably. Review for about 2 minutes, understand the remainder and compare the old and new knowledge for 6 minutes, guide students to find the law for 4 minutes, and summarize for 2 minutes. Attention should be paid to the induction of teaching methods and learning methods, which teaching methods and learning methods are adopted in this class, and the connections and differences between knowledge to improve students' cognitive structure. Only by arranging teaching links scientifically and compactly can we promote the optimization of fragment teaching.
5. The method selection should be reasonable.
Teaching methods include teachers' teaching methods and students' learning methods. In fragment teaching, different teaching methods should be adopted, but the selected teaching method must be conducive to students' mastering knowledge and forming skills. For example, according to the knowledge points of teaching content and students' cognitive characteristics, inspire and compare teaching methods, try to calculate learning methods, operate by hands, observe and find out, and discuss and communicate in groups. At the same time, we should pay attention to the flexible use of various methods. Only by using teaching methods and learning methods reasonably and flexibly can the teaching effect of fragment teaching be effectively improved.