On the basis of preparing lessons, the lecture is a teaching and research activity in which teachers mainly use oral language before class to explain the teaching ideas and basis of specific topics to leaders, peers or judges. It is a pre-class rehearsal for teachers to turn textbook understanding, teaching methods and learning method design into "teaching activities", an important way to urge teachers to learn professional culture, conduct classroom teaching research, improve professional level, and an effective means to evaluate teaching level.

There are similarities and differences between lectures and teaching. The similarity lies in that both of them are textbooks of a course. The differences are: first, the purpose is different. The purpose of teaching is to transform book knowledge into students' knowledge, and then cultivate students' ability and carry out ideological education, even if students learn; The purpose of the lecture is to introduce the teaching idea of a lesson to the listener so that the listener can understand it. The second content is different. The main content of teaching lies in what knowledge to teach and how to teach it. Speaking class should not only explain the above main contents, but also explain why it is done. Third, the objects are different. The object of teaching is students. The objects of lectures are leaders, peers or experts, and judges. Fourth, the methods are different. Teaching is a bilateral activity between teachers and students. With the help of the teacher's knowledge, through reading, speaking, discussing and practicing. Oral English is mainly based on the teacher's own explanation.

I advantages, functions and types of lectures

In recent years, lecture teaching and research activities have aroused widespread concern in the education sector, and the forms of activities are constantly improving and developing. It has developed from a simple teacher's teaching concept to a new model of "speaking, teaching, evaluating and writing".

(A) the advantages of lectures

Compared with other teaching and research activities, lectures have the following four outstanding advantages:

First, flexibility. The lecture is not limited by time, place and teaching equipment, and can be held anytime and anywhere, and is not limited by the lecturers and the number of participants, as long as there are more than two people.

Third, it is widely used. Lectures are widely used, which can be used for leaders to check teachers' lesson preparation, study teaching among teachers, evaluate teachers' teaching level, and carry out teaching skill competitions.

Fourth, it is theoretical. The theoretical factors of lectures are very strong, which can fully reflect teachers' teaching ideas. Classes are time-consuming performances, and lectures are theoretical analysis. Teachers who don't have a certain theoretical level say it's good not to attend classes.

(2) The function of giving lectures.

In addition to the above advantages, the lecture has the following functions.

First, check the function. Leaders can check the situation of preparing lessons through teachers' lectures, point out the existing problems, urge the revision of lesson plans, and further improve the quality of preparing lessons.

Second, the evaluation function. Through lectures, teachers' theoretical basis of education and teaching, mastery of cultural knowledge and professional knowledge and professional ability are evaluated, so as to comprehensively evaluate teachers' teaching level. At the same time, the teacher's cultural and professional level can be tested more truly and accurately through defense.

Third, the training function. Teachers need to clearly explain teaching material analysis, handling and teaching method design, and also need to tell the basis of practice, which will inevitably prompt teachers to study teaching materials and teaching theories and improve their own cultural and professional quality.

Fourth, research function. Lectures and comments are closely combined. Before speaking, the speaker needs to study deeply, while the commentator should explain, guide and evaluate. The combination of theory and evaluation, combined with the summary of teaching experience, makes teachers rise from practice to theory, promotes further teaching research, and lays the foundation for cultivating new teachers through scientific research.

(iii) Types of lectures

1, test class. That is, the leader asked the teacher to give lectures in order to check the preparation of amphibole. Such lectures are flexible and can be given at any time.

2. Demonstration lecture. School leaders, teaching and research personnel and backbone teachers study together and give lectures after full preparation, aiming at setting an example for teachers to learn.

3. Research lectures. It is a lecture to break through a teaching difficulty, solve a key problem in teaching and explore solutions. This kind of lecture is often combined with teaching, and then in-depth research is carried out after class to form written materials.

4. Evaluation lectures. Evaluating teachers' teaching level through lectures is often used to carry out various competitions.