Because these two grades have more requirements for teachers.

In the sixth grade, because I want to go to junior high school, I don't need too much, just be familiar with the knowledge points.

There are statistics and probabilities in space and graphics in class.

1. What is a lecture?

"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 listener comments, the speaker defends and learns from each other, so that the teaching design tends to be perfect. Lecturing can also be said to be an artistic expression of teaching. Lectures should not only explain clearly how to teach.

Second, the basic content of the "lecture"

Speaking of class, we must make a scientific analysis and explanation of lesson preparation from a theoretical height, so as to prove that our lesson preparation is orderly, not blind; It's reason, not sensibility. Therefore, the content of the lecture generally includes four aspects:

1, teaching material (i.e. analysis teaching material)

(1) Talk about the position and role of this topic or this chapter in the whole period and grade textbook system. For example, the first article in Unit 1 of Book 1 of Chinese published by Chinese Publishing House is Bing Xin's Recitation. Why did the author put this article at the beginning? Because this article vividly recalls the author's childhood reading experience and years of reading experience. The most important thing in learning Chinese is to stimulate students' interest in reading and let them master good reading methods. Therefore, its position and function in the textbook system is to guide students to understand the truth of "read well, read more books and read well", thus stimulating students' interest in reading famous books, broadening their horizons and enriching their literary literacy.

(2) Talk about the teaching objectives of this lesson or this chapter and the basis for its establishment. There are three bases for determining teaching objectives: first, according to the provisions of the syllabus, second, the requirements of teaching materials, and third, the reality of teaching objects. We should consider these four points comprehensively to determine the starting point and end point of teaching. In addition, the teaching objectives should be comprehensive. The teaching goal of quality education has three levels: knowledge goal, ability goal and emotional value goal.

1, knowledge target:

Understanding novels reflects social life by shaping characters, arranging plots and describing the environment.

B, through the analysis of the characters' language, movements, psychology and appearance in a specific environment, learn to grasp the characters' personality characteristics.

2, ability goal:

Stimulate students' interest in reading famous books and encourage them to read excellent novels at home and abroad after class.

Rewrite and perform short plays to cultivate students' imagination and writing ability.

3, emotional value goal:

Guide students to analyze the text by themselves, encourage students to express their opinions and make their own comments on the characters.

(3) Talk about the key and difficult points of this class and why we should establish and break through the methods. The concept of the new curriculum standard is "for all students, for all students". There are two things to do to establish the key points and difficulties: look at the teaching content and establish the key points and difficulties according to the objectives. Second, look at the students. Students are the masters of learning. To establish key points and difficulties, we must analyze students' original foundation, knowledge level, psychological characteristics and possible difficulties.

The key point of the empty city plan is to master the characteristics of depicting characters by analyzing the exciting plot of the text.

Difficulties: master the method of reading novels and describe the details.

The ways to break through the predicament are: cooperative inquiry, teacher-student interaction and textbook drama performance.

2. Oral Teaching Method (Trilogy)

(1) What kind of teaching method do you choose?

(2) What kind of teaching methods are adopted (that is, video tapes, multimedia courseware, teaching AIDS and other auxiliary means), and the purpose and function of their use can be explained to everyone during the lecture.

(3) Choosing the theoretical basis of teaching methods.

No matter how you study or how you are exploring practice, you should introduce the operation process of this method and its theoretical basis. For example, the theoretical basis of my five-step teaching method is to teach students to be masters of learning. To achieve the new curriculum standard of "teaching is not teaching" as Mr. Ye Shengtao said, teachers should be liberated from the role of imparting knowledge in the past. Teachers, as promoters and cultivators of students' learning ability, are not the protagonists in the classroom.

However, no matter which teaching method is chosen, the key lies in teachers' grasp of the characteristics of teaching materials and students' cognitive laws. No matter which method is adopted, the principles of "enlightening", "highlighting subjectivity" and "paying attention to thinking quality" should always be implemented.

3. Speaking and learning methods

The teaching method can not stay at the level of introducing the learning method, but should focus on how to implement the guidance of the learning method. Especially in today's new curriculum reform, changing students' learning methods and advocating learning methods characterized by "active participation, willingness to learn, communication and cooperation" are the top priority of this new curriculum reform, which will also become the "baton" for all our teachers. When it comes to learning methods, we should pay attention to the elaboration of the guiding process of a certain method.

4, said the program

That is to say, the overall arrangement of the teaching process. This arrangement not only embodies teaching material analysis, teaching method design and learning method guidance, but also embodies the specific operating procedures: ① Introduce topics-(create situations and introduce new lessons)-to see whether the selected content can make students enter new classroom situations, secondly, see whether the questions put forward serve the key points of the classroom and can affect the hearts of all students-② Teach new lessons (according to the teaching objectives, emphases and difficulties of subject knowledge points, Form the structural thinking of teaching)-③ Classroom exercises-(Form flexible training according to the knowledge points in the textbook)-④ Content summary (strengthen the key points and concepts of knowledge)-⑤ homework-⑤ blackboard design.

My teaching process is as follows: inspiring-approaching the author-entering the text-autonomous learning-cooperative inquiry-teacher-student interaction-summary-reaching the standard feedback-expanding and extending-assigning homework.

Inquiry teaching method is a "five-step teaching method" of autonomous learning, cooperative inquiry, teacher-student interaction, induction and summary, and standardized feedback.

Each step has a specific teaching design, taking into account possible situations and control measures. It is necessary to make clear the main link design for teachers to break through the teaching difficulties and the specific steps to resolve the teaching difficulties, the specific arrangement of bilateral activities and learning foundation between teachers and students, the blackboard design and design intention of the subject, the arrangement of homework after class and the training intention.

Second, the basic principles of "lectures"

According to modern teaching philosophy and methodology, a successful lecture must follow the following principles:

1, incisive reasoning, highlighting the theory lecture is not a teaching plan, nor is it a condensed classroom teaching process. The core of the lecture lies in reasoning and explaining "why to teach like this".

2, objective and realistic, with operability, the content of the lecture must be objective and realistic, scientific and reasonable, not mysterious, mechanically copying some professional terms of education and teaching theory. You should really reflect on how you did it and why you did it. Even if it is unscientific and incomplete, it should be said truthfully to arouse the listener's thinking and form * * * knowledge through mutual learning. Then improve the teaching design of speakers. Lectures serve classroom teaching practice, and every link of lectures should be operable. If lectures are just for lectures and cannot be implemented in actual teaching, they will become empty talk and become a mere formality.

3, informal and flexible, lectures can be conducted for the content of a class, or around a unit or a chapter; You can talk about the determination of goals, the choice of teaching methods, the guidance of learning methods and the whole content of teaching procedures at the same time, or you can just talk about one of them, or you can just talk about how a concept is derived, or how a law is drawn, or how a skill is used, and so on. We should talk about the main points, the big ones, the detailed ones and the difficult ones. We should adhere to the principles of long stories, short stories, informality and free discussion to prevent dogmatism. At the same time, we should reflect the characteristics of teaching design and show our teaching expertise in lectures.

Third, get out of the misunderstanding and "lecture" correctly

One of the misunderstandings: distinguish between lectures and classes. Avoid turning lectures into "trial lectures" or "compressed classes". Some teachers have been eloquent in the process of giving lectures and are very excited to give you a "class". They explain knowledge difficulties, analyze teaching materials, demonstrate teaching AIDS and introduce blackboard writing. And tell the students what they said to the judges and colleagues sitting below. In fact, if they prepare the same content as others, it may be a very successful demonstration class. But lecturing is by no means a class, and there are substantial differences between the two in objects and occasions. Lecture is the track of teachers' teaching thoughts, how to design teaching plans, what are the advantages of design, what is the basis of such design, and what teaching goals are expected to achieve. This is like a feasibility report of a project, not the construction process itself.

The process and theoretical basis of implicit thinking in lesson preparation must be described in concise and clear language, so as to show these implicit things (implicit thinking can be transformed into explicit thinking) and reflect teaching ideas, teaching intentions and theoretical basis, which is the core of thinking. In short, we should not only accurately state the contents of "teaching" and "learning", but also specifically explain "why should I teach like this" from the combination of theory and practice.

Myth 2: preaching the law is too general.

"Instructional design and guidance of learning methods" is an indispensable link in the course of lectures. Some teachers often summarize this link in one sentence: I use heuristic and intuitive teaching methods, and students use their own methods of inquiry, discussion and analysis. As for how the teacher inspires the students and how to operate, I didn't see the following, or I understood "learning instruction" as: answering students' questions, forming students' habits, simple skill training, etc.

Therefore, lectures should be scientific, innovative and effective, so as to make teaching material analysis correct and thorough. The analysis of learning situation is objective, accurate and practical; The teaching purpose conforms to the syllabus, the content of teaching materials and the actual requirements of students; The design of teaching methods is closely related to the teaching purpose, conforms to the characteristics of courses and disciplines, is conducive to the development of students' intelligence, and has strong operability. At the same time, we should establish innovative consciousness and courage, and tell new ideas and methods, so that listeners can be inspired and benefit a lot.