Paper Keywords: Microteaching Problems and Countermeasures

This paper analyzes many problems existing in microteaching and their causes. Therefore, microteaching should strengthen preview, provide demonstration and repeated training, improve students' evaluation consciousness and promote collective reflection.

Microteaching is a systematic method to train normal students and in-service teachers in teaching skills by using modern educational technology. It provides a practical environment, which decomposes and simplifies the daily complicated classroom teaching and gives practitioners a lot of feedback. Since the mid-1980s, microteaching has been introduced into teachers' vocational skills training in China, which has laid a solid foundation for graduates to obtain teacher qualifications as soon as possible after graduation.

First, the common problems in microteaching and training

1. Microteaching "Old Wine in New Bottles"

The main feature of microteaching is to scientifically subdivide the complicated teaching process and apply modern audio-visual technology to train the subdivided teaching skills item by item, so as to help normal students master relevant teaching skills and improve their teaching ability. Therefore, we should pay attention to the analysis, demonstration, timely feedback and objective evaluation of skills in microteaching and training. However, in practice, many teachers and students have neither broken down teaching skills nor played back videos for timely feedback and evaluation. This kind of microteaching does not play its unique training function, but for students, it is just a change of training place and video.

2. Ignore sub-skill training

Microteaching has the characteristics of clear and specific teaching objectives, small teaching scale, strong participation, intuitive teaching practice, scientific and reasonable evaluation technology, timely feedback, self-correction and slight psychological burden. Its outstanding feature is that skill training is single and centralized, and the training goal is clear. Micro-teaching has broken the previous teacher training mode, and subdivided the complex teaching behavior into individual skills that are easy to master, such as guiding skills, explaining skills, questioning skills, strengthening skills, changing skills, demonstrating skills, writing skills on the blackboard, and ending skills. And stipulates that each skill must be describable, observable and trainable, and can be analyzed and trained item by item. However, in the actual microteaching training, students do not have a single classroom teaching skill training, but often have a complete classroom teaching, which only shortens the trial teaching time to a few minutes.

5. Feedback in microteaching is not timely.

Microteaching uses modern audio-visual teaching equipment as a means of classroom recording, which truly and accurately records the whole teaching process. From the records, we can directly observe the application of students' teaching skills and the advantages and disadvantages of expressing teaching content and communication methods. In this way, students get feedback information not only from the instructors and peers, but also from their own teaching information, so that they can fully see the whole process of my class and produce "Byakki Smoker". To achieve this effect, we must first ensure timely feedback and point out the problems in teaching facing students. Because people's skill learning is based on feedback, the learning process is a process of continuous feedback reinforcement. In practice, many teachers will let students copy videos to watch after class, which makes it difficult for students to find their own expression defects or bad habitual actions in teaching. Even if they do, they are not as impressive as the timely feedback in class.

4. Pay more attention to teaching than to teaching in microteaching.

Re-education is a very important part of microteaching. According to the results of discussion and evaluation, the lecturer revised the teaching plan, redesigned a classroom and re-taught according to the existing problems and shortcomings. Re-education is a process of teaching improvement and perfection, and it is also a test of guiding opinions. Without this step of teaching again, it can't be regarded as microteaching. Because microteaching itself is a kind of practice situation, it is not practice without repeated operation. However, in practice, the instructor did not ask students to train the same content repeatedly, and the training content did not make a unified requirement. In this way, the content of students' each trial lecture is different, and the problems that existed last time often still exist in the next trial lecture, so the effect of skill training is not ideal.

5. Can't write microteaching lesson plans

According to the requirements of general microteaching, the design of microteaching lesson plans should include teaching objectives, teachers' teaching behaviors, students' behaviors, specific teaching skills, teaching media and time allocation. Many students set too big a goal in microteaching, regardless of the actual situation in the classroom; Either the goal is not detailed and vague. Some students did not clearly write out the teacher's teaching behavior in the teaching process, such as writing on the blackboard, demonstrating, lecturing, asking questions, etc., which led to expanding or narrowing the predetermined behavior range at will in teaching. Students' behavior in microteaching lesson plans is what teachers expect when preparing lessons. It is very important to preview students' behavior, because many students are always wishful thinking, only paying attention to their own lectures and not paying attention to the organization and response to students. It leads to the phenomenon of silence or deviation from teaching objectives in actual classroom teaching, which makes classroom teaching out of control. At the same time, the design of teachers' teaching skills in many students' microteaching lesson plans is not specific and clear, and the skill elements of the current main training are not indicated in the lesson plans, which makes the training goal of microteaching skills not prominent.

Second, the cause analysis of common problems

First of all, I don't know enough about the main ideas of microteaching, and I don't realize that microteaching is a mode of learning and training teaching skills under the guidance of systematic thinking. Teaching is a system, and the teaching process is a systematic operation process. Teaching skills are the basic elements of the teaching system. To optimize classroom teaching, we must first optimize each teaching skill, and then combine them organically and interact with each other to form a whole teaching. In microteaching, in order to achieve the goal of optimizing teaching, it is necessary to analyze teachers' teaching behaviors, determine them as different teaching skills, and then study and train them separately. When each skill is mastered, it is combined to form the overall teaching ability of teachers. However, many teachers and students only know the external form of microteaching, but lack understanding of its essential thought, which leads to deviation in practice.

Secondly, ignore the theoretical research of microteaching. Microteaching usually includes several links: studying and researching in advance, determining training skills, compiling teaching plans, providing demonstrations and microteaching practice. Many teachers and students ignore the first and most important link of microteaching: "learning and researching in advance". Microteaching is a practical activity under the guidance of modern educational theory and thought. Therefore, it is very necessary to study and study teaching theory before microteaching training. Before carrying out simulation teaching, we should understand modern educational theory, basic theory of microteaching, classification of teaching objectives, classification of teaching skills and teaching design. Through theoretical study, a certain cognitive structure is formed, which is conducive to observing the assimilation and adaptation of learning content in the future and promoting the transfer of learning. It is precisely because of the neglect of theoretical study and research that skills training is not focused and feedback is not timely in practice.

Third, ignore the observation or live demonstration of microteaching films. In order to enhance students' image perception of the trained skills, teachers should provide "demonstration" and "imitation" teaching demonstration films or teachers' live demonstrations before students conduct microteaching. In the process of watching microteaching films, teachers should give necessary hints and guidance according to the actual situation, and the contents that need to be emphasized can be further explained by pausing and replaying. After watching the teaching demonstration film or the teacher's live demonstration, we should also organize students to discuss in class, analyze the success and existing problems of the demonstration teaching, and prepare for the preparation of the teaching plan. Many experiments have proved that the audio-visual method can make the information receiver get a lot of information, which is much better than the method of only using language to describe it. Due to the lack of teaching observation, students lack direct perceptual knowledge, so they can't understand the requirements of microteaching well. In addition, there are some objective reasons. For example, the teacher-student ratio in universities is seriously unbalanced. Facing a large number of students who need microteaching, it is not enough for the college to rely only on teachers who specialize in subject teaching theory, but also need teachers from other teaching and research departments to guide students. However, these teachers lack the relevant theoretical knowledge of pedagogy, do not understand the development of primary and secondary school teaching, and still give guidance in the traditional way, which affects the training effect of microteaching. For another example, although many schools have established microteaching, these resources are very limited compared with many students who need training, and microteaching needs to be further improved in quantity and quality.

Third, countermeasures to solve the problem

1. Strengthen the training and study of teachers and students before microteaching.

Before microteaching, teachers should carry out intensive training. Let the instructor realize that microteaching is a creative practical situation, but it is real teaching, and all the factors related to teaching can be found in microteaching. At the same time, microteaching is a simplification of ordinary teaching, and its class size is reduced, the teaching content is single and the teaching time is shortened. Microteaching emphasizes the importance of video recording, which can provide the most direct and intuitive feedback, which is the most important feature and advantage of microteaching. At the same time, it also emphasizes that the instructor should highlight the key points in the guidance process and give feedback and guidance according to the actual situation of the instructed person, especially the possibility of improvement. Secondly, organize students who participate in microteaching training to learn the classification of microteaching objectives, teaching skills and teaching design, so as to help them better understand the requirements of microteaching and better implement it in practice.

2. Teachers should provide a demonstration of microteaching.

In order to let students really master the specific implementation methods of microteaching, teachers must attach importance to providing demonstrations in microteaching and organizing students to observe and learn. The usual practice is for teachers to demonstrate the skills to be trained through video or actual role-playing. The content of the demonstration can be the whole process of a class, or it can be a fragment of classroom teaching; Pay attention to the use of individual skills as much as possible, combined with the use of comprehensive skills.

3. Pay attention to the guidance of students' microteaching teaching plans.

Preparing lessons is the premise of a good class. Therefore, after watching the teaching demonstration film or the teacher's live demonstration, the instructor should organize students to discuss in class and analyze the success and existing problems of the demonstration teaching. Through mutual exchange, communication and brainstorming, the best scheme of applying this teaching skill in the teaching of this subject is brewed to prepare for the compilation of teaching plans. Then, let students design and write lesson plans from the aspects of teaching objectives, teachers' teaching behavior, time allocation and students' possible learning behavior and countermeasures. In addition, the instructor should also pay attention to the further revision of the teaching plan by students after completing the teaching of a certain teaching skill, so as to prepare for the next teaching.

4. Microteaching should pay attention to timely feedback and repeated training.

The formation of students' effective teaching skills needs to be strengthened, and one of the best ways to strengthen it is to provide direct first feedback. Video feedback in microteaching belongs to the first feedback, which can play the best reinforcement role and fix effective teaching behavior. The application of modern audio-visual equipment such as video recording and audio recording can reproduce the whole teaching process and demonstrate every detail repeatedly. In this way, students' teaching reflection can be based, analysis can be sure and evaluation can be more accurate. At the same time, the more timely the reinforcement, the better the effect. Therefore, in microteaching, the instructor should let students watch their own teaching videos immediately after class, and analyze the advantages and disadvantages with teachers and classmates to prepare for the next teaching. In addition, strengthening needs to be repeated. Therefore, teachers should let students repeatedly train certain teaching skills, strengthen their effective teaching behavior and constantly improve their teaching skills.

5. Pay attention to improving students' evaluation consciousness and promoting collective reflection.

In microteaching, teachers should pay attention to the combination of students' self-evaluation, classmates' evaluation and teachers' evaluation, which not only evaluates the advantages but also points out the disadvantages. Therefore, teachers should realize that microteaching training should not only train and improve students' basic teaching skills, but also pay attention to improving students' evaluation consciousness, so as to improve students' ability to observe and identify teaching skills. In addition, in microteaching training, students try to observe their own teaching practice with their peers, and have dialogues and discussions with their peers on practical issues in order to learn from each other. Therefore, teachers should pay attention to cooperative learning and the improvement of students' peers in the process of microteaching to promote collective reflection.

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