Question 1: What is microteaching? As the name implies, microteaching is a new type of classroom teaching that is highly compressed in time and content. In recent years, a new form of classroom teaching skills exchange and display-microteaching has become popular in the education industry. So far, no one has consulted the relevant materials and given a scientific and accurate definition of "microteaching", just taking it for granted to make the above explanation. The reasons are as follows: first, in the teaching communication of microteaching, the time is always limited to 15~20 minutes, which is more than half of the ordinary lecture time; Second, there are no students involved in the class, and the teacher writes, directs and plays, and sings a monologue on the stage.

The standard can be expressed as follows:

Specific operation

Take a look at the basic teaching skills;

Second, look at the teaching concept and grasp the learning objectives;

Third, look at the understanding and control of teaching materials;

Fourth, look at the design and operation of the teaching process (including whether the division of class tasks is appropriate and whether the presupposition and handling of typical classroom teaching details are feasible);

Fifth, look at the foreseeable teaching effect.

Question 2: What is microteaching? 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.

Question 3: What are the characteristics of microteaching? The implementation process of microteaching is a teaching skill training process guided by modern learning theory, teaching theory, modern educational technology theory and system science theory. It has the following teaching characteristics.

Theory and practice are closely integrated. A series of practical activities in microteaching can make relevant educational and teaching theories and psychological theories be concretely implemented and applied. This teaching method, which combines theory with practice closely, has improved students' interest in teaching methods.

The purpose of learning is clear and the focus is prominent. Because practical teaching is conducted in small classes, it takes a short time and the number of students is small. Only one or two teaching skills are trained, which is helpful for students to clarify their learning objectives and grasp the key points.

Information feedback is intuitive, vivid and timely. Using modern information technology to record students' behavior can obtain timely and accurate feedback information and greatly improve the efficiency of training.

It is beneficial for students to play the main role. Microteaching adheres to the principle of taking students as the main body, guiding teachers as the leading factor and taking training as the main line, which is conducive to the cultivation of students' creative thinking.

Question 4: What is microteaching? Micro-teaching, usually called "micro-teaching", is a small-scale teaching activity founded by Professor D.Allen of Stanford University in the United States. It uses modern audio-visual equipment (cameras, video recorders, etc.) to train students to master certain skills. Microclassroom is a teaching environment for skill training and teaching research in a special classroom equipped with TV cameras and video recording systems, with the help of cameras, video recorders and other media. It is generally used for simulation teaching activities of teaching skills training for students and in-service teachers in normal universities.

The general method of microteaching is: students (10 is appropriate) give a trial lecture on a certain teaching link, such as "organizing teaching" or "telling new lessons" 10 to 15 minutes. Try to record the lecture with a video recorder, let teachers and students watch it together, analyze the advantages and disadvantages together, and then train until they master the correct teaching skills. Because only a few people participated in this training activity for a short time and only a certain teaching skill was trained, it is called microteaching, also called microteaching.

Since its birth, microteaching technology has been rapidly popularized and applied, especially by normal education circles all over the world. At present, microteaching has become the basic course of teacher training in Europe and America. In all kinds of normal universities in China, almost all of them have microteaching, and the application of microteaching in scientific research is on the rise. Microteaching is also applied in other universities in China (such as sports and music). At the same time, microteaching has developed into a means of teaching quality testing in primary and secondary schools and other training institutions. It can provide a set of reliable information for principals and leaders in charge of teaching, especially for the two-way promotion of training young teachers, thus improving the teaching quality and achieving the goal of achieving results in 45 minutes.

1.2. Functions of digital micro-classroom system

1, objective, comprehensive and timely feedback evaluation function

The main advantage of microteaching lies in its timely feedback and evaluation function. This process should be realized by evaluating students' activities in class. It can record or play the trainees' own performance through a simple camera, let them know their own performance and learn to "diagnose and treat" themselves. In the process of microteaching and training, there are many forms of formative evaluation: the role player "teacher" can affirm his achievements, analyze problems and make self-correction and evaluation by playing back his training video; Students who are trained in the same group can also discuss, analyze and evaluate the simulated teaching situation of teachers by attending classes together and watching replayed videos. In addition, the instructor should comprehensively analyze and evaluate the simulated teaching situation of the "teacher" role player, and put forward suggestions for improvement. These evaluation methods are timely and effective in helping "teacher" role players improve their teaching skills.

2. After-class guidance and comment function

Due to the limited ability of students, it is inevitable that there will be "blind spots". Therefore, the guidance of the tutor is essential, so that students can correct themselves without self-correction. After-class counseling and comment function is that the lecturer asks for the students' classroom records through the network, marks the students' incorrect language, behavior and lesson plans with special re-recording equipment, and then returns them to the students, so that the students can know their own shortcomings and correct them afterwards.

3. Two-way communication function

The communication between instructors and students or between students can let students see their own strengths and weaknesses, as well as the strengths and weaknesses of others. In the communication with the students, the tutor can also learn more about the students and lay the foundation for more in-depth and correct guidance. Only in this way can trainees better understand and learn. Two-way communication refers to face-to-face communication in this room, or two-way communication between rooms or between rooms and control room through recording and broadcasting system.

4. Real-time remote evaluation function

With the support of today's communication technology, microteaching should not only realize local timely communication, feedback and guidance, but also have the function of remote evaluation. Traditional microteaching can only realize local communication. Now, using computer network technology, remote video and audio transmission can be realized, and remote evaluators can realize remote evaluation. In this way, the cost, scope and effect of training can be greatly improved.

5, the employer's remote talent selection function

Before graduation, students can record their teaching cases in different stages through the microteaching room and put them in the corresponding website or database of the school. Employer >>

Question 5: What is microteaching? What aspects should be paid attention to in microteaching? What is microteaching? What aspects should be paid attention to in microteaching?

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 actually provides a practice environment, simplifies the daily complicated classroom teaching and enables practitioners to get a lot of feedback.

Microteaching system has been installed and put into use in our school for more than a year, which has played a great role in cultivating students' teaching skills and other skills, but it has been used for a short time. Teachers and students don't know it deeply enough, so there are still some misunderstandings in the use process. Attention should be paid to the application of microteaching system. The concept of microteaching is that teachers' profession is professional, and teachers should not only master professional knowledge and teaching theory, but also master professional skills in teaching. For a long time, the training of teaching skills for normal students and in-service teachers has been limited to some traditional ways such as observation, demonstration, trial lecture and practice, which can not effectively control the trainees. It was not until the appearance of microteaching that the training of teaching skills was scientifically and effectively controlled. Microteaching, also known as "microteaching" or "microteaching", is a training method based on pedagogy and psychology theory and using modern audio-visual technology to enable normal students and in-service teachers to master classroom teaching skills. This is a controlled experimental system. Microteaching is generally carried out in a microteaching room equipped with TV cameras and video recording equipment; 5- 10 Real students or trainees form a "mini class"; Students act as "teachers"; The penalty is about 5- 10 minutes; Train one or two teaching skills; Recording the training process with audio-visual equipment; Then carry out feedback evaluation.

Question 6: What's the difference between microteaching and classroom teaching in general? Microteaching does not mean that the simplification of teaching content or teaching process is not vivid. Microteaching time is generally controlled in 5- 10 minutes. In these few minutes, teachers or normal students are required to present the usual 40-minute classroom content completely in these few minutes, and let the students understand and understand!

Question 7: Are microteaching and microteaching the same thing? You mean microteaching.

Microteaching is a controlled practice system, which enables normal students or in-service teachers to concentrate on solving a specific teaching behavior or study under controlled conditions. It is a method to systematically train teachers' teaching skills on the basis of teaching theory, audio-visual education theory and technology.

"Micro-class" refers to recording the whole process of wonderful teaching and learning activities carried out by teachers around a certain knowledge point (key and difficult point) or teaching link in the micro-class of education and teaching inside and outside the classroom with video as the main carrier. [1] The core content of "micro-lesson" is classroom teaching videos (lesson clips), and it also includes auxiliary teaching resources related to teaching themes, such as teaching design, courseware, teaching reflection, practice test, student feedback and teacher comments. Together, they "created" a semi-structured and thematic resource unit application "microenvironment" with certain organizational relations and presentation methods. Therefore, "micro-course" is not only different from traditional teaching resources such as teaching examples, teaching courseware, teaching design and teaching reflection, but also a new teaching resource inherited and developed on this basis.