Talking about lessons is the teaching idea and theoretical basis for teachers to express specific topics orally, that is, on the basis of preparing lessons, teachers should also pay attention to certain matters when they talk about their teaching designs in the face of peers or teaching and research personnel.

Notes on lectures and thesis defense: 1. Be fully prepared. As long as you are a front-line teacher and your thesis is your own, there is no problem.

2, full of confidence, you think today is a class for students.

3. The voice is loud and full of passion.

4. Respect evaluation experts. If the experts raise objections, you can argue with them if you are sure. Otherwise, explain it according to the expert's point of view.

5, witty and flexible, if you are stumped, don't talk nonsense, you can sincerely say "this is what I am confused about, today is just the opportunity to ask an expert" and skillfully throw the question back.

On the evaluation of professional titles, lectures and thesis defense

First, talk about class.

Generally, it should be completed within 10 minutes, and the longest time should not exceed 15 minutes (but it is best not to exceed 10 minutes). In this 10 minute, the specific knowledge points are needless to say. Mainly clarify two issues:

1. Three-dimensional goal orientation of this course (this is the key point)

2. The overall design ideas and reasons of this course.

Objective: For example, when we talk about cell mitosis, we should first make clear what knowledge points are mainly involved in the textbook (the concept of cell division, the process of cell division, the changes of DNA and chromosomes), and what are the requirements of the curriculum standards for these knowledge points (cognition, understanding and application). Then make specific goals according to the students' reality. Appropriate behavioral verbs should be used in the description of goals. Example: Ask students to retell the concept of cell division; Can tell the characteristics of each period; Can draw the curve of chromosome and DNA changes during cell division (higher requirements); Can tell the meaning of a point according to the curve. The description of ability goals and emotional goals should be realistic, and the key is to be reflected in the specific design ideas behind.

Note that the target must be observable or detectable.

Design concept:

First of all, it is necessary to clarify which links this course can be divided into, such as the first link: the explanation of the concept of cell division; The second link: learning the process of cell division; The third link: the curve of DNA and chromosome changes;

Then I will talk about how to teach each link.

For example, when we talk about the concept of cell division, we can use narrative to lead to mitosis through the concept of cell amitosis. (heuristic teaching). The second step is to let students watch a multimedia animation of cell division, then let them describe the process of cell division in their own words according to the changes of graphics, and finally tell the characteristics of each period independently without media assistance. (Note that there is no need to talk about the specific characteristics of each period here, and there is no need to talk about the specific content of a certain knowledge point, because the object of class is the teacher, and it is not necessary to talk about it like giving lessons to students). The third link, let the students draw the curve of DNA or chromosome by themselves; (Or ask the students to tell the meaning of a specific paragraph according to the curve shown).

3. Methods: Ask questions, and then summarize according to students' feedback.

4. The judges ask questions: Generally, they will ask which link is reflected in the realization of specific goals; Ask questions in combination with the defense thesis (how the ideas in the thesis are reflected in your class); Some specific concepts are handled in detail (for example, inquiry teaching is used, is there enough time in one class? )

thesis defence

Mainly depends on whether the paper is written by yourself.

1. If you can leave the article, just say: mainly explain three questions and finish in 5 minutes.

What is the focus of my article? What is my specific approach? The specific effect and experience (can be reflected through investigation and summary, experience and interview with students, etc.). )

The judges asked some questions:

1. Ask questions about specific details in the article to avoid obvious mistakes.

2. Ask questions according to the lecture.

3. If there is a specific experiment or investigation in the article, you will ask questions carefully (such as the time of the experiment, the abnormalities in the experiment, the experimental reagents, materials, etc.). )

The defense of representative papers has become an insurmountable threshold in the qualification evaluation of senior high school teachers. It can be said that the evaluation and defense of the thesis is a test of the authenticity and advantages and disadvantages of teachers' papers, a comprehensive assessment of teachers' ability to study and solve problems, and an excellent opportunity for teachers to display their talents. So, what are the related matters of thesis defense?

(1) Time for reply

Fifteen minutes (don't forget your ID card).

(2) the content of the defense

1. The representative paper written by the teacher himself.

2. Answer questions raised by experts.

(3) Prepare in advance

The teacher had better prepare the defense outline a few days in advance. As the saying goes, "Don't fight an unprepared battle", "Don't sharpen your knife by mistake" and "If you want to do something well, you must sharpen your tools first". The defense teacher can consider from the following angles:

1. Why did you choose this topic?

2. What is the significance and purpose of choosing this topic?

3. How do you arrange the basic framework and structure of your thesis?

4. What is the logical relationship between the parts of the paper?

5. What are the main points you put forward in your paper?

6. Explanation, concept, definition, formula, principle, etc. The nouns involved in the paper.

7. What problems did you encounter in the process of writing your thesis? This question is mainly to distinguish whether your paper is plagiarized or self-created. How did you solve it?

8. What problems have you not solved?

9. When you write a paper, what is the main basis of your argument?

10. What materials did you refer to?

You should think over the above questions carefully and write a written outline for your defense when necessary. You can also invite a few colleagues or friends to make a pot of fragrant tea and "attack" you from different angles while tasting it. If you can win easily, why worry about not passing the defense? Only when we are prepared in this way can we be calm and calm when we get cold feet.

Defense content: (1) Elaboration of the main contents of the paper (2) Discrimination of the main viewpoints and opinions of the paper; Demonstrate the rationality of the method and the authenticity of the materials; Discuss the application value of the research conclusion. (3) Examination of basic theory and teaching skills; Expansion of professional knowledge; Interpretation of new curriculum standards; Teaching example analysis and so on.

Teachers should bring representative papers and main reference materials to participate in the defense. The main defense (usually three expert judges, the middle one is the main defense) asks questions, and then the defense teacher answers them face to face. In this case, you need to bring papers and main reference materials. In the process of defense, defense teachers are generally allowed to read their own papers and related reference materials. Although your defense can't rely entirely on these materials, you will have a bottom with these materials. When you do encounter a question that you can't remember at the moment, just browsing these materials can ease your nervous psychology and avoid the embarrassment of not being able to answer it.

(4) Have confidence in yourself.

Before the defense, each defense teacher has fifteen minutes to prepare. As long as you write your own paper, you don't need to be too nervous at all. To tell you the truth, I'm not nervous at all. That's a complete lie. The defense teacher can smoke a cigarette in the corridor (if allowed, don't smoke), or do some activities to breathe fresh air, or drink some water, or go to the toilet, or chat with other teachers who come to participate in the defense. So as to eliminate nervousness and panic, because excessive nervousness will make the questions that could have been answered become unanswerable. Only when we are confident and calm can we perform well in defense. Therefore, teachers' confidence is extremely important at this moment.

(5) calmly answer questions.

When the main defense teacher asks questions, the teacher should concentrate on listening carefully and don't answer them in a hurry without knowing the meaning of the questions. If you are not clear about the question, you can ask the expert who asked you to say it again. If you don't quite understand some concepts in the question, you can ask him (her) to give some explanations, or you can tell your general understanding of the question, tentatively ask if it means this, and then answer after getting a positive answer from the expert. Only in this way can we avoid answering irrelevant questions and go straight to the point. At the same time, it also brings you closer to the experts and makes the judges feel that you are calm, calm and calm. You must be a good material at ordinary times, have a good impression, and your score will naturally be much higher.

(6) Answer questions concisely.

After understanding the exact meaning of the questions raised in the main defense, the defense teacher should respond in a short time, express his thoughts in fluent language and positive tone, and don't hesitate, stammer or reflect for a long time. Don't ramble, "Wang Gu talks about him from left to right", think about it, think about it. If you really can't answer, don't force an answer. Tell the presiding judge directly, tell the reason why you can't answer the question, and avoid nonsense and unreasonable defense. In this way, you will expose your weaknesses. You are either an idiot or a fool. It is especially important to be an honest person and tell the truth. The judges think you are honest, because it is normal that you can't answer. Several expert judges are junior and senior high school teachers who have been in the teaching field for decades. You can't fool yourself if you want to be clever and muddle through. If you can't answer the first question, the judges will naturally ask the second question. If you can't answer it again, you will naturally ask the third question. Generally speaking, if the teacher can't answer the first few questions, the jury will reduce the difficulty of the questions and give you the opportunity as much as possible. If you are "speechless" over and over again, it is no wonder that the expert judges can only blame themselves for being ignorant or not good at learning.

(7) Don't conflict with expert judges.

When you reply, the expert jury may put forward a different point of view from your paper, and then please talk about it. At this time, you should fully explain your point of view. Give correct and comprehensive answers to basic common sense questions. As for the academic issues that have not yet been decided, just put forward your own opinions. If the expert judges put forward some opinions or suggestions on your paper, you'd better accept them and nod. Because a thing can be viewed from different angles. For a thousand spectators, there are a thousand Hamlets. It's normal for others to have other people's opinions. You must never think of yourself as "Dong Fangbubai", yours.

The paper is impeccable. Actually, I know exactly how much I have. The mountain is high, the mountain is high, and the strong will be strong. Others may be able to catch your dead hole without blowing off dust and beat you out of the water, and never turn over. If you argue again, it will only show your arrogance and indifference, which is tantamount to shooting yourself in the foot. Accepting the opinions or suggestions of expert judges, your self-esteem and self-confidence have not been hurt in any way, but you are modest, generous, gentle and lovely.

(8) Politeness

In the process of thesis defense, the defense teacher should regard it as a good opportunity to learn and exercise from the expert judges. Therefore, in this process, we should have great respect for the expert judges and behave in a civilized and polite manner. Dress neatly and have a sincere attitude. Enter the defense room and say hello to the expert judges modestly and kindly. When you leave, no matter what the defense is, you should leave politely.

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