Microteaching, also known as microteaching, is an activity that systematically trains teachers' teaching skills in stages based on modern educational theory, advanced media information technology, feedback principle and teaching evaluation theory. Microteaching was formed in the educational reform movement in the 1960s in the United States, and was formed by W.Allen of Stanford University and others on the basis of the role-playing teaching method, using video equipment. This teaching method was introduced to China in 1980s. The characteristics of microteaching are "miniaturization of training topics, standardization of skills and movements, audio-visual process and timely observation and evaluation". Microteaching is not only an auxiliary means of teachers' teaching skills, but also can be applied to skills training in other fields. 1, microteaching system microteaching facilities are mainly composed of two parts: the main control room and the microteaching room. (1) The main control room can control the cameras and lenses in any microteaching room, monitor and monitor the images and sounds in any microteaching room, and have a TV conversation or broadcast TV programs with the accused teachers at any time. (2) The equipment in the micro-classroom mainly includes teaching equipment such as controllers and cameras. In the microteaching room, you can call the main control room to talk to it. 2. The implementation of microteaching The implementation of microteaching is a teaching skill training process under the guidance of modern learning theory, teaching theory, modern educational technology theory and system science theory, which has the following characteristics: the theory and practice are closely combined, the learning purpose is clear, and the information feedback is intuitive, vivid and timely, which is conducive to giving full play to students' main role. The basic steps of microteaching implementation include (8 steps): learning relevant knowledge, determining training objectives, demonstrating, observing, analyzing and discussing, compiling lesson plans, role-playing and microteaching practice evaluation, feedback and revision of lesson plans.