First, what is microteaching?
Microteaching is a method for normal students and in-service teachers to train their teaching skills. It is a training system of teaching skills based on audio-visual technology, with trainees mastering a specific teaching skill as the goal and micro-lessons as the teaching object. Because there are few class hours, less content and short class hours, it is also translated into microteaching, microteaching and small-scale teaching.
Microteaching was initiated by the Department of Education of Stanford University on 1963. At that time, it was mainly used to train teaching skills of middle school teachers. Since then, it has been extended to many countries, not only for the training of teachers, but also for the training of doctors, pilots, broadcasters and other highly operational professionals.
Second, the general steps of microteaching
The training process of microteaching has formed a certain systematic mode, which generally includes the following steps:
(1) Study on Prior Learning. The contents of learning are mainly the training methods of microteaching, the educational theoretical basis of various teaching skills, the functions and behavior patterns of teaching skills.
(2) provide demonstrations. Usually, audio-visual demonstration of teaching skills is provided in combination with theoretical study before training, which is convenient for normal students to perceive, understand and analyze teaching skills.
(3) Determine the training skills and compile the teaching plan. Each training only focuses on one or two skills, so that normal students can master them easily. The teaching plan of microteaching is different from the general teaching plan, which requires an explanation of the training objectives of the applied teaching skills and a detailed explanation of the teaching behavior in the teaching process design.
(4) Microteaching practice. Formed a mini class. In the mini-class, more than a dozen normal students or senior teachers take turns to play the roles of teachers, students and evaluators. A tutor is responsible for organizing and guiding, and a cameraman is responsible for recording. A teacher's role-playing is about 5- 15 minutes, recorded by the camera, and the evaluator fills in the evaluation form.
(5) Feedback and evaluation. Play back the video, the teacher plays the role of self-analysis, guide the teacher and students to discuss and comment together, and input the evaluation sheet data into the computer for quantitative comprehensive evaluation.
(6) Revise the teaching plan and carry out microteaching practice again. For the problems found in the feedback, revise the teaching plan according to the constructive opinions of the instructor and students, and re-teach after preparing lessons. If the first microteaching practice is successful, you can directly train other teaching skills without re-teaching.
Third, the preparation of microteaching plan
Microteaching is a kind of simulation teaching, and its teaching plan is similar to the general teaching plan. It is a concrete implementation plan carefully designed on the basis of in-depth study of teaching materials and comprehensive understanding of students. However, microteaching, as a training system, has its special form and content.
There are many formats for microteaching lesson plans, and the common formats are as follows
Teaching plan style of microteaching
Training skills curriculum issues
Teacher's era
Training objectives
Intertemporal teaching behavior, teaching skills and learning behavior
Among them: ① Training objectives refer to the final learning behavior of trainees after training, so the statement of objectives should meet the requirements of compiling behavioral objectives, be concise, specific and easy to observe and perceive. (2) Teaching behavior requires stating the specific contents of teaching, demonstration, questioning and teacher activities in the order of teaching process. (3) Teaching skills indicate the teaching skills used in the corresponding teaching process, so that trainees can apply and embody teaching skills in a planned and standardized way. (4) Learning behavior refers to the learning behaviors that students are expected to have in the teaching process, such as observing, performing, repeating, answering and practicing. ⑤ Time allocation refers to the expected duration of teaching behavior and learning behavior.
Fourth, classroom teaching skills
Teaching skills refer to a series of behaviors of teachers to complete a teaching task in the process of classroom teaching, which is the core issue of microteaching research. According to different classification methods, there are many types and forms of teaching skills, such as: teaching language skills, questioning skills, blackboard writing skills, explanation skills, demonstration skills, teaching attitude change skills, introduction skills, ending skills, feedback reinforcement skills, organization teaching skills, classroom teaching design skills and so on.
Five, microteaching training requirements
1, pertinence of training
We should focus on the skills that affect the essence of teaching, and train repeatedly for weak links to overcome formalism in training.
2. Diversity of feedback
Video feedback is considered to be the most direct, complete and effective feedback. However, if the conditions are not met, feedback can also be made by recording, recording, etc.
3. Combination of individual training and comprehensive training
Individual training helps students to receive strict basic skills training, but good individual skills do not mean strong overall teaching ability. Therefore, at a certain stage of training, it is necessary to combine several related skills and cross them to conduct comprehensive training for several skills.
4. Diversified training methods.
Microteaching is the best choice of teaching skill training method. But after all, it is simulated teaching, not real teaching, and it cannot replace educational probation and practice. Instead, we should combine various methods, learn from each other's strong points and give full play to their complementary functions and comprehensive effects.