First, what is a lecture?
So, what is the lecture? Speaking class is a kind of teaching research and teacher training activity in which 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 to peers or teaching and research personnel, and then the listeners comment on them, so as to achieve the purpose of mutual communication 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.
Second, the significance of the lecture
Lecture activities have many benefits. There are different answers from different angles. According to our practice and understanding, the lecture activities have the following significance:
1, lectures are conducive to improving the effectiveness of teaching and research activities.
In the past, teaching and research activities generally stayed in the last few classes, and then several people were invited to evaluate the classes. The teacher is completely passive in class. The teacher in class may not understand the teacher's intention. Therefore, the effectiveness of teaching and research is low. Through lectures, let teachers talk about their teaching intentions, methods and purposes of dealing with textbooks, and let teachers 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.
2. Speaking lessons helps to improve the quality of teachers' lesson preparation.
We checked a lot of teachers' lesson preparation notes, and on the whole, teachers are very careful in preparing lessons. And our teachers are simply preparing how to teach, and few people will think about why they are so prepared. The lack of theoretical basis for preparing lessons leads to the low quality of preparing lessons. Teachers can be guided to think through lectures. Thinking about why we should teach in this way can fundamentally improve the quality of teachers' lesson preparation.
3. Speaking lessons is conducive to improving the efficiency of classroom teaching.
Through teaching, teachers can further clarify the key and difficult points of teaching and clarify the teaching ideas. Only in this way can we overcome the problems of lack of focus and inadequate training in teaching and improve the efficiency of classroom teaching.
4. Speaking lessons is helpful to improve teachers' own quality.
On the one hand, teaching requires teachers to have a certain theoretical literacy, which urges teachers to constantly learn educational and teaching theories and improve their theoretical level. On the other hand, teaching requires teachers to express their teaching ideas and ideas in language, which invisibly improves teachers' organizational expression ability and their own quality.
There is no time and place limit for the lecture.
Teaching and research activities such as attending lectures are limited by time and place. Lectures are different, and you can be completely free from these restrictions, with more people or fewer people. The time can be long or short, which is very flexible.
Third, the types of lectures.
There are many types of lectures, and there are 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.
Fourth, the content of the lecture.
The content of the lecture is the key to the lecture. Different lecture types have different contents. This is also the main problem we have studied in recent years.
According to our practice, 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 the content of the class 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 what is for and against.
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.
Research on oral English class
Verb (abbreviation of verb) example of speech
Practical lecture example:
Example 1 My yard
"My family has a small yard. There are many flowers and trees in the yard, and there are charming scenery all year round. In the early spring, the spring jasmine blooms with golden yellow flowers, and the spring rose first comes into view, like little faces smiling from ear to ear. Thick moss grows on the ground, like a green carpet. In midsummer, jasmine gives off bursts of fragrance. Haitang is blooming with dazzling red flowers. The green leaves on the grape trellis, one by one, are dense and layered. Standing under the grape trellis, you can see a bunch of grapes that are about to ripen, covered with vines like pearls. In late autumn, yellow leaves fall from trees, like dancing Huang Die. But the evergreen leaves are still green and particularly energetic. Several pots of chrysanthemums are in full bloom. In the middle of winter, the goose feather-like snow is raging and everything is covered with silver. " Those pampered flowers and plants have lived in warm rooms, but Chimonanthus praecox holds its head high and is fearless in the face of the snow. "
Lecture question: 1. How to determine the teaching objectives of this course and how to implement these objectives? 2. The key training of 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 theoretical lectures:
Example 2: Transfer of learning methods is a method that we often use in teaching. Please give examples to illustrate how to use positive transfer to overcome negative transfer in classroom teaching and improve teaching efficiency.
Example 3: The quality of new curriculum introduction directly affects the efficiency of classroom teaching. Please give a successful example and a failed example in combination with the subject you teach.
Example 4: Quality education should be implemented in the classroom. In the teaching relationship, students' dominant position, that is, their own development, should be highlighted, and students' autonomy, initiative and creativity should be fully respected to give them opportunities to show. Please combine your own practice and talk about your own experience.
Example 5: 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.
Three. Evaluation of lectures and listening and speaking classes;
To measure the quality of lectures, I think we should combine the reasonable components of traditional teaching with the theory of quality education. Teaching is a science, and excellent teaching ideas for thousands of years should be incorporated into today's quality education. Teaching theory, cognitive theory, information theory and system theory should be reasonably reflected in classroom teaching. Specifically:
1. Optimize teaching objectives
(1) Set goals comprehensively (cognitive goals, ability goals, emotional goals) (basic knowledge, discipline ability, moral education penetration).
(2) Setting goals should be appropriate: it should meet the requirements of the syllabus and the students' reality, and have the requirements of "remembering, understanding and using", and cannot be raised or lowered at will.
(3) The objectives should be specific: the overall and comprehensive objectives in the outline should be decomposed into the specific objectives of the cost course. Only when teachers are specific can they be operable and detectable.
(4) Setting goals should be clear: the expression of teaching goals should be accurate and concise.
(5) Proper determination of teaching emphases and difficulties: highlighting the emphases and breaking through the difficulties (depending on the practical effect).
2. Optimize the teaching process
(1) Create a good teaching start-up situation, which is manifested in the following points.
Guidance is cohesive, enlightening, suggestive, vivid and innovative. ...
(2) Conforming to the cognitive law: the teaching process should embody the general cognitive law from the outside to the inside, from the superficial to the deep, from the individual to the general, and from the perceptual to the rational.
(3) Reflect the bilateral activities between teachers and students: teaching and learning are democratic, shared and interactive. Whether the enthusiasm and initiative of students can be mobilized; Whether students' subjective participation can be reflected is the main criterion to measure the lecture, especially the degree of intellectual participation based on thinking.
(4) Whether the teaching progress is appropriate.
(5) Teaching should be effective, innovative, flexible, practical and effective.
(6) Be good at exploring the breakthrough point of moral education.
3. Optimize intelligent training and feedback, and build a teaching information transmission system of "output-feedback-adjustment-re-output".
4. Optimize teaching methods:
(1) The blackboard book has reasonable design, clear levels and prominent points.
(2) Language training and fluency.
(3) Proper, orderly, complementary and simple use of media is helpful to solve the key and difficult problems in teaching.
Of course, lectures also have certain limitations, because after all, they are "lip service", and we can't see how teachers improvise, how teachers master classroom art, and how students understand knowledge, grasp effects and the process of students' actual thinking. Therefore, in actual teaching, in order to improve teachers' teaching professional level and teaching ability, it is necessary to combine lectures with collective teaching and research, excellent courses and other forms. Only in this way can the overall level of teachers be improved.