Subject Name: Mental Health Education (Junior High School)
I. Answer the necessary questions (5 minutes)
The examiner randomly selects two prescribed questions from the test database and asks the candidates to answer them. The time is about 5 minutes.
Second, the trial session (10 minutes)
1. topic: adjust your mentality and take the exam calmly.
Target audience: Grade 9 students.
2. Contents:
Student 1: "I don't do well in every exam, and I always make mistakes in the questions I usually do!" "
Student 2: "The more nervous you are, the less you can play your normal level!" " "
…………
3. Basic requirements:
(1) Connecting with students' reality and aiming at students' test anxiety.
(2) Reflect the characteristics of mental health education.
(3) Write on the blackboard appropriately according to the teaching content.
(4) Teaching time 10 minute.
Third, the defense session (5 minutes)
1. Briefly describe Bandura's self-efficacy theory.
2. The examiner asks questions by himself according to the candidates' trial lectures.
1, find the right identity. There is no face-to-face student cooperation in the simulation class, and it is entirely up to the teacher to write and perform. The performance should not only be organized, decent, vivid, interesting and vivid, but also fully reflect the quality of teachers' new teaching ideas, good teaching methods, appropriate teaching evaluation and flexible teaching wit. First, finding the identity of the imprisoned teacher is the key to a good simulation class. The class is the teacher and the judges are the students. Important content can be role-played by students and told in their own tone. Don't explain according to this book, you have no "life" in your eyes. The teacher speaks step by step according to the prepared lesson plan, without presupposition, dialogue and monologue. There are no students in front of him and no students in his heart.
This course is for the judges, and the purpose is to show their teaching ability in front of the judges-who is this course for? Imagine, if teaching is not student-oriented and there is no "student" in mind, will you still have good teaching effect?
2. Have clear and novel teaching ideas. Under the background and environment of the new curriculum reform, the simulated classroom must embody new ideas. There is no fixed method in teaching, what is important is proper method. We should have clear teaching ideas, intuitive situation creation, outstanding problems and effectively solve several major problems.
It is best to clearly show how to make a good preset, there may be various learning situations, skillfully grasp the learning situations for teaching, vividly and truly simulate classroom fragments, highlight key points and promote concepts. Especially in the competition, the same topic, only new and better, can win a surprise victory, stand out and get a good evaluation. Don't cover everything, just skim off the water. If the capacity of a class is too large, but it needs to be completed within a certain period of time, then the teaching of each teaching link will be very hasty, and students will not be allowed to read the content thoroughly, just skimming the water.
3, to grasp the time, the simulation class time is usually only about 10 minutes. After painting, you usually choose the essence to simulate, create an effective and practical introduction, and just cut to the chase. After 2-3 minutes' introduction, immediately enter the content of the new lesson and skillfully simulate the process of students acquiring knowledge.
It can make the listener understand, hear clearly and understand deeply and vividly in a short time.
4. When simulating class, the teacher should be full of confidence as soon as he gets on the platform. The first impression to others is that the teacher is in a good mental state. Then, you start talking like a normal class. You don't have to talk much, but you should speak every word clearly and loudly, and it is best to pause and change.
Try to avoid meaningless behavior or timid performance, and don't have too many mantras. What is life in the classroom?
It is love! It is the enthusiasm of students and the passion of teachers to join the classroom. But in the simulation class, if the teacher has no feelings, his voice is very light and his tone is dull, like a lullaby. How can teachers stimulate students' interest in learning without feelings? What teaching effect will there be in a lifeless classroom?
5. The most difficult thing to deal with in the simulated classroom is the interaction between teachers and students. Because there is no student's cooperation at this time, how can teachers solve the problems or transitions thrown in the later links?
Generally speaking, there are two ways to deal with it. One is that the teacher imitates the students' answers, and the other is to show the students' activities with a short pause, and then carry on the following content with the teacher's own words. I prefer the second method because it is more in line with the requirements of the simulation class.
The specific operation of the second method is divided into two situations. Some students' answers don't make much sense, such as simple question and answer, as long as the teacher pauses, while others ask students to give the focus of classroom teaching or teaching objectives. At this time, the teacher should skillfully say this sentence by himself, such as "As the students just said, we know …", for example, what should we pay attention to when communicating?
How to express one's views and absorb others' suggestions when communicating? What should I do when I have different opinions? What is the division of labor in the group ... The teacher simply said: Let's discuss it in groups. When communication is good, it means: well, everyone is very active and good! It passed in such a hurry and there was no summary. Of course, there is no guidance or inspiration. Group cooperative learning is nominal and ineffective.