It is an activity of teaching research and teacher training, that is, teachers verbally express the teaching ideas and theoretical basis of specific topics, that is, on the basis of preparing lessons, teachers tell their own teaching designs in front of peers or teaching and research personnel, and then the listeners comment on them, so as to achieve the purpose of mutual exchange and improvement. We realize in the practice of lectures that this definition is not comprehensive. According to our understanding, lectures can focus on a specific topic, viewpoint or problem. Therefore, we believe that lectures are teachers' oral expression of their own teaching ideas and theoretical basis, aiming at a certain point of view, problem or specific topic. Simply put, lecturing is actually about how you teach and why you teach like this.
Talking about class is to let teachers talk about their teaching intentions, their own methods and purposes of dealing with teaching materials, so that teachers can better understand how to teach and why to teach like this. Therefore, the theme of teaching and research is more clear and the focus is more prominent, and the effectiveness of teaching and research activities is improved. In addition, we can unify our thinking and understanding, explore teaching methods and improve teaching efficiency through lectures on a certain theme.
Types, ways and methods of lectures;
1. There are many types of lectures, with different points according to different standards.
According to disciplines: Chinese lectures, mathematics lectures, lectures on the beauty of sound and body, etc. According to use: demonstration lectures, teaching and research lectures, assessment lectures, etc. But in general, lectures can be divided into two categories: one is practical lectures and the other is theoretical lectures. Practical lectures are lectures on specific topics. A theoretical lecture is a lecture on a certain theoretical viewpoint.
2. There are many ways to give lectures, mainly including:
1. statement: tell the audience according to the prepared content by using outcrop language as the medium, supplemented by blackboard writing, the use and operation of teaching AIDS, etc.
2. Presentation: mainly through teaching AIDS (instruments), blackboard writing, painting, etc. , supplemented by language explanation;
3. Statement: The speaker and the listener communicate by dialogue.
4. Argument: The speaker and the audience discuss the same issue through discussion, discussion and debate.
Practical lectures should mainly include the following aspects: 1. Talking about teaching materials is mainly about the analysis of teaching materials, teaching objectives, key and difficult points, curriculum schedule, preparation of teaching AIDS and so on. These can be simply said, the purpose is to let the listener know what you want to talk about.
2. Talking about teaching methods means talking about what kind of teaching methods you are going to adopt according to the teaching materials and students' reality. This should be the general idea.
3. Speech process This is the focus of the lecture. Just tell me how you plan to arrange the teaching process and why. Generally speaking, we should be clear about several key links in our teaching. Such as subject teaching, routine training, key training, classroom practice, homework arrangement, blackboard writing design, etc. In several processes, we should pay special attention to clarifying the basis of our own teaching design. This is also the difference between lectures and the exchange of teaching plans. There is a difference between theory class and practice class. Practical lectures focus on the process and foundation of teaching, while theoretical lectures focus on their own views. Generally speaking, theoretical lectures should include the following aspects:
1. A lecture on theoretical viewpoints is a lecture on a certain theoretical viewpoint. First, you should make your own viewpoints clear. Take a clear stand on the issues of approval and opposition.
2. Case theory should be proved by actual cases. It is the key point to cite appropriate and vivid examples to illustrate your point of view during the lecture.
3. Function theory is not a pure theoretical exchange, but focuses on the combination of theory and practice. Therefore, we should combine our own teaching practice and make clear the role of this theory in teaching.
Problems often mentioned in practical lectures;
1. How to determine the teaching objectives of this course and how to implement these objectives? 2. If the key training in this unit is reading long sentences, please tell me how to teach two long sentences underlined in the text. Please write the blackboard design of this lesson and talk about your design ideas.
Examples of asking questions in theory class:
It is said that quality education should be implemented in the classroom. In teaching methods, it is necessary to reflect the blending of teaching and learning, and attach importance to the mutual transformation between teaching and learning. Teachers' teaching is to teach students to learn, teaching is to serve learning, and teaching is to "not teach". In concrete operation, we should attach importance to classroom training, cultivate students' ability through language training and improve classroom teaching efficiency. Please combine your own practice and talk about your own experience.
It is suggested to highlight two personal characteristics:
1, teaching methods and means, and strive to be novel, flexible, practical and effective.
2. Be good at exploring the breakthrough point of moral education.
In addition, here is a blog that teaches you how to give lectures.
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This is a "lecture forum" with lecture designs of various subjects for reference.
http://www.shuoke.org/
(Hint: If you can't click here, please search directly, and there will be no problem. )