"Lecture" is a new form of teaching and research, which refers to a teaching and research activity in which the lecturer tells the teaching idea and theoretical basis of a class (or a unit) in front of peers or teaching and research personnel on a specific occasion, and then the lecturer comments, the speaker defends and learns from each other, so that the teaching design tends to be perfect. Speaking lessons can also be said to be an artistic expression of teaching. Speaking class should not only talk about "how to teach", but also talk about "why to teach like this". This is an effective teaching activity to improve teachers' teaching quality and enhance their teaching ability, and has now become an effective organizational form of teacher training.

"Lecture" is a kind of teaching and research activity based on preparing lessons, facing the leadership of peers or experts, systematically analyzing teaching materials and students for specific topics within a specified period of time, expounding their own teaching ideas and theoretical basis, and then peer review to achieve mutual exchange and improvement.

First, the role of lectures

Speaking class is actually a form of collective lesson preparation, which is to improve the efficiency of classroom teaching, the collision of ideas among teachers and the exchange of wisdom. Through lectures, teachers can strategically grasp the teaching materials, preset various "teaching events" in learning, feed back the gains and losses in teaching, choose appropriate teaching methods, improve classroom teaching efficiency and promote teaching research. Specifically, it has the following functions:

1. You can understand the textbook better.

In preparing lessons, although the teacher has made some analysis and treatment of the teaching materials, these analysis and treatment are simple and emotional. Through lectures and rational examination of teaching materials, we can find all kinds of omissions in preparing lessons, and then make up for them by modifying the teaching plan. In this sense, it can help teachers better understand the teaching materials and optimize the teaching design process.

2. It can improve the theoretical level

Speaking class should not only explain how to teach, but also explain why to do so, which forces teachers to seriously study the theory of education and teaching and seriously think about how to solve the problem of separation between theory and practice, so as to help teachers understand the teaching law theoretically.

3. Simple and easy to implement, * * * with improvement.

4. Improve the expression ability

Second, the content of the lecture

1.

First of all, you should explain your understanding of the textbook. The purpose of the textbook is twofold: first, to determine the scope and depth of the learning content and to clarify "what to teach"; The second is to reveal the relationship between knowledge and skills in learning content, lay the foundation for the arrangement of teaching order and know how to teach. Said the textbook includes the following aspects:

(1) On the position and function of teaching materials. It is necessary to explain the requirements of the curriculum standards for the content to be taught. Without curriculum standards, it is a rootless tree and passive water, which will give people an illusory feeling. It also explains the position, function and significance of teaching content in the section, unit, grade and even the whole set of textbooks, and explains the thinking and structural characteristics of textbook compilation.

(2) Determination of teaching objectives. When it comes to the completeness of goals, teaching goals should include knowledge and skills goals, processes and methods, and emotional attitudes. Second, the feasibility of the goal, that is, the teaching goal should meet the requirements of curriculum standards and the reality of students at all levels; The third is the operability of the goal, that is, the goal requirements are specific and clear, which can be directly used to guide, evaluate and check the teaching work of this course.

(3) Talk about the key and difficult points of the textbook. The focus of teaching is not only knowledge, but also ability and emotion. Teaching difficulties are those abstract, far away from life or complicated knowledge that makes it difficult for students to understand and master. It is also necessary to analyze the relationship between teaching difficulties and teaching priorities in detail.

Talking about students

Is to analyze the teaching object. Because students are the main body of learning, teachers must make clear the situation of students in class. This part of the content can be listed separately, or it can be inserted into the teaching material and said together. Students include:

(1) Talking about students' knowledge and experience. This paper expounds the basic knowledge and life experience that students have before learning new knowledge, and what kind of influence these knowledge experiences have on learning new knowledge.

(2) Talk about students' attitude towards skills. It is to analyze the learning skills that students must have to master the learning content, and whether they have the skills and attitudes that must be mastered in learning new knowledge.

(3) Talk about students' characteristic style. Explain the age characteristics of students, the learning style and style formed by individual differences in body and intelligence.

3. Oral teaching methods and means

That is to say, what kind of teaching methods and means to choose and what is the theoretical basis for adopting these teaching methods and means.

(1) The method of combining theory with teaching and its basis. The combination of teaching methods, one is to consider whether the best effect can be achieved, and the other is whether the labor efforts of teachers and students reflect the principle of optimization. Generally, one or two teaching methods are given priority to in a class, interspersed with other teaching methods. The basis of the combination of teaching methods should be explained from the aspects of teaching objectives, the arrangement form of teaching materials, the knowledge base and age characteristics of students, the characteristics of teachers and the conditions of school equipment. Because the teaching process is a unified process of teaching and learning, this process is bound to be a synchronous process of teaching methods and learning methods, so teachers should also explain how to teach students the methods and laws of learning when speaking.

(2) Talking about teaching methods and their basis. Teaching means refers to the selection and use of teaching tools (including traditional teaching AIDS, courseware, multimedia, computer networks, etc.). ), and try to use modern teaching methods. The first choice of teaching AIDS is to avoid excessive use and make classroom teaching an exhibition of teaching AIDS or courseware; Second, avoid the teaching method being too simple to reflect the characteristics of the subject; Three taboos: teaching methods become a mere formality. It also explains how to choose teaching methods according to teaching objectives, teaching materials, students' age characteristics, school equipment conditions and teaching aid functions.

4. Talking about teaching procedures

Teaching procedure is to introduce the design of teaching process, which is the key part of the lecture. Because only through the analysis of this process can we see the unique teaching arrangement of the lecturer and reflect the teaching thought, teaching personality and style of the teacher. Only by expounding the design of the teaching process can we see whether the teaching arrangement is reasonable, scientific and artistic. The teaching process usually needs to clarify the following questions:

The design and foundation of (1) theory teaching thought. Teaching ideas mainly include the sequential arrangement of each teaching link and the arrangement of bilateral activities between teachers and students. Teaching ideas should be clear and enlightening, which can reflect the leading role of teachers and the main role of students. The theoretical basis of teaching concept design is expounded.

(2) How to deal with the key and difficult points in teaching. Teachers' superb teaching skills are reflected in highlighting key points and breaking through difficulties, which is the aspect in which teachers put the most energy and labor into teaching activities, and also the symbol of teachers' teaching depth and teaching level. Therefore, teachers must focus on the basic strategies of highlighting teaching key points and breaking through teaching difficulties when giving speeches. That is to say, it is necessary to elaborate the steps, methods and forms of highlighting key points from the aspects of knowledge structure, optimization of teaching elements, selection of exercises and thinking training, selection of teaching methods and teaching media, and processing and strengthening of feedback information.

(3) Talk about the time allocation of each teaching link. It is necessary to combine the actual teaching materials, students' reality and teaching methods, and tell the basis for the time arrangement of each teaching link. In particular, it explains how to make full use of the best time (20-25 minutes) and prime time (15 minutes) of a class.

(4) Talking about teaching design and its basis. Speaking of blackboard writing design, this paper mainly introduces whether the type of blackboard writing in this lesson is outline, table solution or diagram. When do you write on the blackboard? What is the specific content of blackboard writing? What is the presentation form of blackboard writing? Wait a minute. The design of blackboard writing should pay attention to the scientific, systematic and concise knowledge, and the words should be accurate and concise. The basis of this theory can be explained from the teaching content, teaching methods and teachers' own characteristics.

5. Teaching effect prediction

Teaching effect is the destination and embodiment of teaching objectives. The prediction of teaching effect is not only the expectation of teachers to achieve teaching goals, but also the degree of self-control of teachers to achieve teaching goals. Teachers should make concrete and possible predictions on students' cognition, intellectual development, ability development, ideological and moral cultivation and physical and mental development.

Third, get out of the misunderstanding and understand the lecture in essence.

1, one of the misunderstandings: giving lectures is just repeating teaching plans.

There is a certain connection between handouts and lesson plans, but there are also obvious differences, so don't confuse them. The lecture notes should be written on the basis of personal study of textbooks, and should not be too long, and the time should be controlled within 10 minutes; The lesson plan only says "how to teach", but the focus of the lesson plan is "why to teach like this". Teaching plan is a summary of the complicated thinking process of preparing lessons for teachers. It is mostly a list of specific teaching processes, a record of the results of preparing lessons for teachers, and an operation plan for teachers to carry out classroom teaching. It focuses on setting the specific content and behavior of teachers in teaching, that is, reflecting "what to teach" and "how to teach". The lecture focuses on expounding targeted theoretical guidance. Although it also contains the essence of lesson plans (lesson plans are mostly used as first-hand reference materials in the preparation of lecture notes), it is more important to reflect the teaching ideas, teaching intentions and theoretical basis of the lecturers, that is, the core of thinking. To put it simply, the lecture notes should not only accurately state the contents of "teaching" and "learning", but more importantly, specifically explain "why should I teach like this" from the combination of theory and practice. The teaching plan is one-way, while the lecture is three-dimensional and multi-dimensional. The lecture notes are the deepening, expansion and perfection of the teaching plan.

2. Myth 2: Speaking class is to reproduce the class process.

Some teachers have been eloquent in the process of giving lectures, and they are very excited to give lectures to the audience: explaining the difficult points of knowledge, analyzing teaching materials, demonstrating teaching AIDS, introducing blackboard writing and so on. And tell the students what they said to the judges and colleagues sitting below. In fact, if the contents and courses they prepare are for students, it may be a very successful demonstration class. However, lectures are by no means classes. There are substantial differences between the two in objects, requirements, evaluation criteria and occasions, and they cannot be treated equally.

Talking about lessons refers to the track of teachers' teaching ideas, how to design teaching plans, where are the advantages of design, what is the basis of design, and what teaching goals are scheduled to be achieved. This is like a feasibility report of a project, not the construction project itself. It can be seen that attending classes is a kind of teaching research activity between preparing lessons and attending classes. It is a deepening and testing of preparing lessons, which can make preparing lessons rational and is a more rigorous scientific preparation for attending classes.

3. Myth 3: The teaching method is too general and the learning method is not standardized.

"Teaching design and teaching of learning methods" is an essential link in the course of lectures. Some teachers can sum it up in one sentence: I use heuristic and intuitive teaching methods, and students use independent inquiry and cooperative discussion. As for how teachers inspire students and how to operate, I won't say much below. Even some teachers misunderstand "learning instruction" as: answering students' questions, cultivating students' habits and simple skill training.

4. Myth 4: "I am poor and white", and there are no auxiliary materials and means in the process of speaking.

Some teachers have neither written speeches nor any auxiliary means during the lecture. Some teachers clearly say that they have designed multimedia courseware to assist teaching, but in the teaching process, they can't see the true face of Lushan Mountain all the time, which makes listeners doubt its authenticity. Therefore, teachers can use some auxiliary means, such as making multimedia courseware, physical projectors, lecture scripts and so on. Explain the lesson clearly and tell it to peers and judges in a limited time.

Fourth, the style of the speech.

1. Subject name, teacher's school and teacher's name

2. Analysis of curriculum standards

3. Analyze and deal with the teaching content.

4. Student analysis (analysis of students' existing knowledge and ability reserves; How to solve the gap between existing knowledge and new knowledge; How to solve the problems of teaching this part in the past)

5. Make teaching a key and difficult point.

6. Selection of teaching methods (state reasons, reflect teaching ideas and learning characteristics, etc.). )

7. Reasonable selection of teaching resources

8. Brief description of teaching process (embodiment of learning methods, how to break through key and difficult points, and utilization of teaching resources)

9. Blackboard design (reflecting the ideas and clues of classroom teaching)

Format of speech script:

Title: Textbook Version:

Name of teacher: School:

Teacher's age: teaching experience: title:

Analysis of teaching background

(A) the understanding and grasp of curriculum standards

(B) Analysis and selection of teaching content

(3) Analysis of students' situation

Teaching objectives

Teaching emphases and difficulties

First, the focus of teaching

Two. Teaching difficulties

Teaching resources, teaching means and main teaching methods

(A) Teaching resources

(B) the main teaching methods

teaching process

The Design Intention of Teachers' Activities and Students' Activities in Teaching Links

blackboard-writing design

Briefly describe the innovation and characteristics of teaching plan design (300 words)

Five, said the class requirements

1. Write a complete lecture in triplicate according to the style of the lecture and give it to the judges before the lecture.

2. Cooperate with the lecture process and have PPT demonstration.

3. Give a brief introduction to the teacher himself, the textbook version and the topic before the lecture.

4. When giving lectures, we should briefly describe the teaching process, focusing on how to highlight the teaching focus and break through the difficulties, and how to highlight the subject characteristics.

5. The lecture will end in (10—— 15) minutes.