To have a good class, we must first prepare lessons and do a good job in small classes. In the process of preparing lessons, we should closely combine the characteristics of small classes with the basic contents of the subject. Considering these two factors, the following are some personal experiences that must be considered and followed in the process of preparing lessons.
First, the whole teaching process should be refined.
1, get to the point quickly.
Because the micro-course needs a short time and needs to cut into the theme quickly, it is necessary to do some articles on the method of cutting into the theme. You can introduce the topic from the previous basic content; Topics can be introduced from life phenomena and practical problems; You can also get straight to the point, or set questions and suspense. The method of cutting into the topic is flexible and varied, but no matter which method or way is adopted, it is required that the method and way of cutting into the topic should be eye-catching and innovative; It is also required to stick to the topic and get to the point quickly, which is a principle that must be followed when entering the topic, because we should allocate more time to the teaching of content.
2. Teaching clues should be bright and eye-catching.
Although all courses require clear and eye-catching teaching clues, it is even more necessary to have only one clue in the teaching of micro-courses. Highlight the key content of this clue, reveal the main content, and cut out unnecessary examples to prove these side branches and leaves. In order to teach key content, it is often necessary to list arguments, so it is required to be concise when listing arguments. Therefore, when choosing arguments, we should fully consider and make more preparations.
Step 3 finish it quickly
The summary of a class is essential, which summarizes, points out and emphasizes the main points of the content, thus further highlighting the content of the lecture. A good summary can summarize the lecture content, deepen students' impression of what they have learned and reduce students' memory burden. A good summary often plays a finishing touch role in a high-quality class, which can make a class rise to a new height, give people a comfortable feeling and make people remember deeply. In the summary of micro-lessons, because the teaching of the previous key contents takes up more time, the requirement here must be a complete summary of the contents and a quick summary method, so as to be crisp and neat.
Second, the lecturer should have the ability.
1, the language should be accurate and concise.
Accuracy and conciseness of language is an important aspect of teaching basic skills, but due to the time limit of micro-courses, accuracy and conciseness of language are more prominent and important. On the contrary, it is like a beautiful spring in midsummer, slow and rapid, characterized by cadence, clear and neat articulation. Although this lies in daily training, we should combine what you want to say with what you want to say, as well as the expressions, gestures and expressions you want to use in the course of preparing lessons. We should pay attention to the application of keywords and be able to read them out in our own minds.
2. The blackboard writing should be concise and clear.
The function of blackboard writing is to show the main points of what the lecturer said and help the listener master the main points of what he heard. A good blackboard writing is like a delicate and beautiful landscape painting. Too many blackboard writing should not be shown as burdensome, which will dilute the role of blackboard writing in prompting the main points of content. Should not be too little, too little will often make the blackboard unclear. In the micro-class, you can prepare some blackboard books on the board in advance and display them in a suitable position in the form of wall charts in the teaching process, which can save time. In any case, the blackboard writing should be concise, with prominent points and clear clues. At the same time, audio-visual teaching is the best way to present.
Micro-courses can be used as an assessment of teaching skills. In fact, the specific process of micro-class is the same as that of conventional classroom teaching, that is, the teacher shows the teaching process on the podium, including the process of teachers asking questions, arranging classroom activities and cooperating to solve students' problems. Because there are no students, these designs like teachers are all after asking questions or sorting out. Assuming that the students have finished speaking, the teacher only needs to continue to show the next teaching session.
It can be seen that the micro-lesson is actually a complete lesson, but there is no real participation of students. The teacher's activity arrangement is carried out as a hypothesis. The following judges and teachers will judge the feasibility of this problem and activities. Because there is no real participation of students, it saves the time for students to answer questions or activities, so 15-20 minutes is enough.
In contrast, the difference between micro-courses and lectures is obvious. Lecture refers to one's own teaching ideas and independent variables. The teaching process in the lecture is also in an imaginary state and has not been tested by practice. Micro-class is the reappearance of classroom teaching process, and it is also an inspection process without students' actual participation. Whether the class teacher's teaching process can achieve the expected teaching effect should be judged by the judges and teachers.
Third, the conclusion.
Teaching is an art with various forms of artistic expression. In classroom teaching, the above points are the general principles that must be grasped.