Microteaching originated from Stanford University. For many years, normal students have to do teaching practice before graduation, go to class like teachers, and instruct teachers to put forward more opinions and ask them to correct them immediately. Because normal students have no intuitive feelings about teaching, they often can't remember the whole process of their classes, so it is difficult to objectively evaluate and improve their self-expression. After repeated experiments, Allen of Stanford University and his colleagues proposed that normal students should choose their own teaching content, shorten the teaching time and record the teaching process with a video camera, so as to observe and study the whole process more carefully after class. From 65438 to 0963, Allen and his colleagues began to train the teaching skills of normal students in this way. Therefore, microteaching, a method of training teachers' teaching skills, came into being. In the process of microteaching, skills analysis and demonstration, practical feedback and objective evaluation are emphasized.
Microteaching methods-basic concepts
English for microteaching is microteaching, which has been translated into microteaching, microteaching and mini-teaching in China. At present, microteaching is widely used in China. Microteaching is a systematic method to train normal students and in-service teachers in teaching skills by using modern educational technology. One of the founders of microteaching, American educator Dr. Dwayne T. Allen, thinks microteaching is "a simplified and controllable teaching environment, which enables people who are about to become or have become teachers to concentrate on certain teaching skills and teaching contents".
Microteaching method-mainly embodies
(1) Short teaching time can reduce the pressure and burden of normal students or young teachers, and it is also convenient to guide teachers to concentrate on observing and evaluating teaching;
(2) The teaching content is single, only one concept or one specific content is taught, which is convenient for normal students to master and can complete the teaching task in a short time;
(3) The training goal is single, focusing on only one skill, which is easy for students to master and instructors to evaluate;
(4) The number of students is small (4-5), which is convenient for normal students or young teachers to control and reduce the psychological pressure of fear of failure.
Microteaching method-basic characteristics
(1) skill training single concentration
Micro-teaching has broken the previous teacher training mode, and subdivided the complex teaching behavior into individual skills that are easy to master, such as introduction skills, explanation skills, questioning skills, strengthening skills, transformation skills, demonstration skills, blackboard writing skills, and ending skills. And stipulates that each skill must be describable, observable and trainable, and can be analyzed and trained item by item.
In the process of microteaching and training, trainees can practice one or two specific teaching skills within the specified time, or enlarge the details of a certain skill and practice it repeatedly. Discuss and study a certain aspect through careful observation. This kind of practice focusing on a certain teaching skill is easier to achieve the expected effect.
(2) Skills training has clear objectives.
Classroom teaching skills training in microteaching is carried out in a single form, requiring trainees to complete specific teaching tasks with specific teaching skills within a specified time. The whole teaching and training process is a controlled practical system, which attaches importance to the analysis and research of various teaching skills, so that trainees can develop towards clear goals under controlled conditions and finally improve the comprehensive ability of classroom teaching.
(3) Timely and comprehensive feedback
Microteaching uses modern audio-visual teaching equipment as a means of classroom recording, which truly and accurately records the whole teaching process. The application of students' teaching skills, the expression of teaching content and the advantages and disadvantages of communication methods can be directly observed from the records. In this way, the feedback information that students get comes not only from the teachers and peers who attend classes, but also from their own teaching information, so that they can fully see the whole process of their classes. Trainees observe their own teaching activities from the standpoint of a third party, and receive the effect of "the bystander is clear", resulting in "Byakki Smoker".
Microteaching method-basic process
1, study in advance
Microteaching is a practical activity to cultivate teachers' teaching skills under the guidance of modern educational theory. Therefore, it is very important for normal students or in-service teachers to study and study teaching theory before training. The main contents of learning are: the classification of teaching skills, the classification of teaching objectives, teaching material analysis, the application of modern teaching media, classroom teaching design, classroom teaching observation methods and teaching evaluation. Under the guidance of these theories, teachers are instructed to make training plans according to the actual situation of students and the requirements of teaching objectives.
2. Determine training skills and provide demonstrations.
The method of microteaching training is to decompose the elements that constitute teachers' classroom teaching behavior into different teaching skills, and then train them one by one. In order to master it easily, only one or two skills are trained at a time, and the overall goal is achieved through multiple trainings. How many skills should teachers master in classroom teaching? Different countries have different classification methods. Stanford University in the United States has formulated 14 teaching skills, and trotter in the United Kingdom has put forward 6 teaching skills, namely, the skills of introduction, reinforcement, questioning, giving examples, explanation and change.
Before training, in order to make trainees feel the skills they have trained and make the training objectives and requirements concrete, the skills to be trained are usually displayed through written materials, videos or actual role-playing, so as to set a clear example for them. The content of demonstration is generally a part of classroom teaching content, or it can be the whole process of a class. If video is used for demonstration, the steps of demonstration should be explained. The way of explanation depends on the specific situation. The ideal way is to make a text explanation on the video tape, which is convenient for learners to perceive, understand and analyze a certain teaching skill. It is also possible for the instructor to give on-site guidance with the demonstration process when playing the video, but this guidance should be timely, accurate, simple and just right, and it will not affect the students' watching and learning. Demonstration can be a positive model, a negative model or a mixture of the two models, but different demonstrations use different methods in training.
3. Write lesson plans
When determining the training teaching skills and conducting theoretical study, trainees should choose appropriate teaching content, design teaching according to teaching objectives, write more detailed teaching plans, and use the determined teaching skills for teaching. The teaching plan of microteaching is different from the general teaching plan, which not only stipulates the teaching behavior of teachers, but also stipulates the learning behavior of students and their responses to problems, as well as the time allocation of teaching progress.
Microteaching method-teaching practice
(1) form a mini class.
Micro-classroom consists of five parts: teachers (normal students or in-service teachers), students (students' classmates, colleagues or real students) and evaluators (students' classmates, colleagues or instructors). ), operators of camera and video equipment (classmates and colleagues of professionals or students) and instructors. Among them, if the students' classmates and colleagues undertake the task of evaluation and operation, they must undergo pre-training and on-site guidance before they can complete it well.
(2) Role-playing
In the mini-class, the trainees speak part of a class and practice one or two teaching skills. The time spent depends on the skill requirements, generally 5- 10 minutes. Before taking part in the micro-course, the trainees should make a brief explanation, so as to make clear the relationship between the trained skills and the teaching content, the teaching objectives to be achieved and the ideas of teaching design.
(3) accurate records
In role-playing, teachers' teaching behavior and students' learning behavior can be recorded by audio and video recording, thus giving timely and accurate feedback. Whether the recording method must use video equipment depends on the training conditions, and recording is also very suitable for language description skills. Without the above equipment, you can also take photos and record words, but it is not as true, accurate and vivid as video feedback.
Microteaching Method —— Feedback and Evaluation
Whether the trainees can be given accurate and timely feedback and proper evaluation is the key to improve the trainees through microteaching.
(1) Playback video
In order to let the students get feedback in time, when the role-playing is completed, the video should be replayed, so that the students can hear and witness their teaching behavior, and find out the advantages and disadvantages by comparing with the previous design. Due to the strong stimulation generated by this method, the trainees were deeply impressed and corrected their shortcomings quickly. In the process of discussion and analysis, teachers, evaluators and students are instructed to play back videos with emphasis, which provides favorable conditions for forming a more unified opinion to help students improve.
(2) Self-analysis
Students should analyze themselves after watching their role-playing videos. Check whether the internship process has achieved the goals set by itself, whether it has mastered the teaching skills it has trained, and whether there are other teaching behaviors, so as to clarify the direction of improvement.
(3) Discussion and evaluation
As students, evaluators and instructors, we should evaluate the practice process from our own standpoint, sum up the advantages and existing problems, and point out the direction of efforts. There are two main methods to evaluate micro-classroom: one is to formulate an evaluation scale according to the requirements of various teaching skill training objectives, clarify the content and standards of evaluation, and evaluate the teaching behavior of teachers' roles. This evaluation method is that each evaluator fills in the evaluation scale according to his own judgment after discussion, and then inputs the evaluation results of each evaluator into the computer one by one. The computer combines histograms or curves in a quantitative way through pre-programmed calculation programs, and outputs the evaluation results intuitively and concretely. From the results, we can see not only the overall level of a certain skill mastered by the trainees, but also the level of each evaluation item, which is a qualitative and quantitative evaluation method. The second is to record the teaching behavior of both teachers and students by computer in role-playing and analyze the interaction of classroom teaching. This method classifies teachers' teaching behavior and students' learning behavior. In role-playing, these behavior categories are entered into the computer in the form of data according to the order of appearance and duration. With the support of program software, the results can be output in the form of quantity, graphics and text description to analyze the influence of teachers' teaching behavior on students' learning behavior, so as to guide the teaching process.
Microteaching method-theoretical basis
1, research and train teaching skills under the guidance of systematic thought.
The teaching process is complicated, and it is a whole composed of many links and many specific activities of teachers and students. Therefore, teaching is a system and the teaching process is a systematic operation process. The so-called system is an organic whole with specific functions composed of interrelated, mutually restrictive and interactive elements. The research system must first decompose and study its constituent elements, and the optimization system must first optimize each element. The same is true of teaching research. Teaching skills are the basic elements of the teaching system. In order to optimize classroom teaching and realize the overall goal of teaching, we must first optimize each teaching skill, and then combine them organically and interact with each other to form the whole teaching. In microteaching, in order to achieve the goal of optimizing teaching, teachers' teaching behavior is analyzed and studied, and different teaching skills are determined, and then they are studied and trained respectively. When every skill is mastered and combined, the overall teaching ability of teachers is formed. This is also the idea of translating microteaching into microteaching. There is a saying in our country that "what happens in a case is its fruit", and the interpretation of "case" in Kangxi Dictionary is: "If you are poor, you will get a case." Book of rites In the university, there are some words, such as "what you know is in things" and "what you know after things". All these clearly point out the meaning of "ge": decomposition, inference and research. At the same time, "case" also means format and standard. Pei Guangting, a book in the Tang Dynasty, said: "The official department does not ask for people by seniority, but only by merit, and Guangting punishes people by seniority." Therefore, the "grid" of microteaching not only emphasizes decomposition research and establishment of standards, but also emphasizes comprehensive application and overall optimization.
2. Demonstration provides imitation templates and information for trainees.
Demonstration is an intuitive explanation of facts, concepts and processes. It shows how some things are done through practical actions and TV, so that trainees can learn how to do it. In microteaching and training, students are provided with various styles of teaching demonstrations, supplemented by descriptions of various skills, so that students have a direct feeling and an imitation model. Demonstration, whether provided by practical actions or TV, affects the trainees' senses from both audio and video aspects. Many experiments have proved that the audio-visual method can make the information receiver get a lot of information, which is much better than the method of only using language to describe it. Research shows that the information transmission ability of visual nerve is 15 times greater than that of auditory nerve. In providing demonstrations, besides audio-visual combination, the guiding role of language and words can not be ignored, which can enable trainees to deepen their understanding of demonstrations and guide their observation with the theories they have learned. When human beings receive information with their own senses, the proportion of receiving information is different because of the different resolutions and feelings of the senses. But if we combine several senses, we will get more and more comprehensive information. In information theory, the formula for expressing information quantity is: s = btlog2 (1+-). In the formula, s represents the amount of information received, b represents the bandwidth of the channel, n is the original amount of information, and p is the amount of information sent. Where the bandwidth b is directly proportional to the amount of information received by the learner. In our senses, the bandwidth of auditory perception is 20-20000 Hz, and that of visual perception is 3.9×10/4-7.5×10/4 Hz. Providing skill demonstration by audio-visual combination in microteaching will greatly increase the amount of information received by trainees and make them better aware of a certain teaching skill.
3. Skills training is a way to master complex activities.
In microteaching, it is mainly through the decomposition of teaching skills and individual training that trainees can form their teaching ability. Skills can be divided into sports skills and mental skills according to their own characteristics. Gary Peilin, a psychologist in the former Soviet Union, established the theory that psychological activities are formed by stages in the study of psychological skills. They believe that "psychological activity is a transformation process from external material activity to internal psychological activity." Chinese educational psychologists have made a further and more detailed discussion on the relationship between sports skills and psychological skills: "From the perspective of the unity of cognition and action, sports skills and psychological skills are both related and different. Perception, representation, thinking and muscle movement are the necessary links to form skills. External action is the initial basis for the formation of psychological skills, and it is also a regular embodiment. Psychological activity is also a regulator of external behavior. In the process of completing more complicated activities, I don't know that I need mental skills, but I also need motor skills. " (Pan Wei's Educational Psychology, page 140) These psychological discourses are the important theoretical basis for the emergence and development of microteaching.
In microteaching and training, mental skills and motor skills are also included. Its external material activities are carried out by means of explanation, role-playing and video demonstration. Through observation, students form a perception of the process and effect of the activity and form a representation. When preparing for teaching and practical training, psychological activities in various language stages are carried out on this basis. According to the characteristics that the formation process of motor skills and psychological skills has different stages, that is, mastering local movements, preliminarily mastering complete movements and coordinating and perfecting movements, skills can be divided into stages in microteaching and training, and each skill can be integrated after being mastered to form a relatively perfect classroom teaching ability. This method of learning and training teachers' teaching skills conforms to the laws and principles of the formation of sports skills and psychological skills in psychology.
4. Direct feedback plays an important role in changing people's behavior.
Feedback is the basic method and process of control, and its purpose is to make the controller know the result of the previous activity or process and adjust the process of the next activity to achieve the expected goal. Feedback should have two conditions at the same time, one is accuracy and the other is timeliness, and both are indispensable. Accuracy means that the feedback information must be true and reliable, and the wrong feedback information will lead to wrong judgment and make the control invalid. Timeliness means that the speed of feedback is faster than the speed of the state change of the controlled object, that is, the feedback is completed before the next decision. Only in this way can we play a meaningful regulatory role and achieve the purpose of control.
People's skill learning is based on feedback, and the learning process is a process of continuous feedback reinforcement. For example, install a particularly large mirror on the wall of the gymnasium so that gymnasts can see whether their movements meet the technical requirements during practice; Foreign language teachers or Chinese teachers practice reading aloud to the tape recorder when preparing lessons, and analyze whether their pronunciation is accurate and whether their intonation meets the requirements; In order to observe their teaching behavior, some teachers will try to talk to the mirror when preparing lessons to see if their behavior meets the teaching requirements. All these examples show that people urgently need timely feedback when carrying out purposeful activities. Due to the rapid development of science and technology, video technology has been widely used in art, gymnastics, military, medicine, education and other training activities, creating favorable conditions for trainees to get accurate feedback in time. In microteaching, using various modern technical conditions to provide trainees with training feedback information is to meet the requirements of human learning and ensure the rapid formation of trainees' teaching skills.
Psychological research has proved that the feedback stimulus obtained by human beings after observing their own behavior is much stronger than that provided by others. If a teacher has unsightly behavior habits in teaching, others may be slow to correct them, but when he observes them himself, he will immediately notice them and be eager to correct them. Feedback plays an important role in the process of achieving certain goals. Someone has done three experiments on the importance of feedback, namely, no feedback, long feedback interval and timely feedback. Of the three experiments, the third one is obviously better and basically follows the goal. This proves that human purposeful activities must have feedback, and only timely and accurate feedback can better achieve the goal. Microteaching is to provide timely, accurate and self-feedback stimulation for normal students or in-service teachers in teaching skills training, and help them better form teaching skills.
5. The combination of qualitative analysis and quantitative evaluation is beneficial to the improvement of students.
In microteaching, the evaluation of trainees is formative evaluation, which does not take the evaluation result as the final score, nor does it represent the level of someone's teaching skills, but serves as the basis for learners to improve and improve their teaching skills, so as to clarify their own shortcomings or problems. The evaluation of microteaching includes qualitative analysis combining self-analysis, group analysis and instructor analysis, as well as quantitative analysis of the evaluation scale formulated according to certain evaluation standards. The quantitative results show that there are still problems in various indicators and overall skill level. Quantitative analysis gives concrete quantitative results, while qualitative analysis finds out the reasons for deficiencies and points out the direction of efforts, which is easy to be accepted by evaluators. Therefore, the combination of the two evaluation methods is beneficial for trainees to improve and improve their teaching skills.