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On "Speaking Lessons"

Jiang Lin, Bao Li Middle School, Haian County

As a new form of teaching and research activities, "lecture" began in the early 1990s. At that time, "China Education News" published the information about the "lecture" activity of deepening classroom teaching reform in the teaching and research section of Hongqi District, Handan City, Hebei Province. Subsequently, our county took the lead in carrying out the physics "lecture" activities. Today, "lecturing", as a basic teaching skill of teachers, has not been mastered by most teachers in all disciplines. Therefore, teachers and I discussed the problem of "lecturing".

First, the meaning and function of "lecture"

"Lecture" means that on the basis of preparing lessons, the lecturer tells how and why he intends to attend a certain class, that is, the teaching design and its basis, without the participation of students. Its content involves the content of teaching materials, teaching objectives, learning situation, teaching methods, teaching procedures and teaching effects, and analyzes the above items. Generally speaking, the lecture time is 15 minutes to 20 minutes.

"Speaking class" is a kind of pre-class behavior, which belongs to the part of pre-class preparation. Although we can learn from some experiences of similar courses in the past, the teaching materials and teaching plans, teaching essays and feelings after teaching are different.

The role of "lectures" can be understood as follows:

1, "lecture" is conducive to learning from each other and improving together. Lecture is not only a form of teaching and research activities, but also a specific content of teaching and research activities. Starting with "lectures", then commenting on "lectures", further discussing, expressing opinions and communicating with each other can achieve the goal of learning from each other and improving together.

2. "Speaking lessons" can overcome the imitation of simple teaching observation. In the teaching and research activities of various disciplines, teachers are most interested in on-site teaching observation. They can learn many methods of organizing teaching and imitate them in observation activities. However, just observing classroom teaching, it is easy for teachers to follow suit and learn one trick and one style. Many things are rigidly imitated and integrated, and insufficient thinking is made from the combination of teaching ideas and teaching materials and methods. After learning how to do it, they may not know why, but they may not know why. "Speaking" requires the lecturer to talk about intention, design, techniques and theoretical basis around the classroom, and to integrate into the overall thinking of the classroom, so that people can grasp the advantages of observing the classroom more consciously and deeply and avoid its disadvantages.

3. "Lecture" helps teachers to change their ideas and improve the theoretical level of education and teaching. "Speaking" should not only lay out the process, but also reason and analyze the teaching plan. First of all, we should analyze the syllabus and teaching materials, make clear the position and function of the teaching content, and then design all aspects of classroom teaching reasonably according to the principles of pedagogy and psychology, which requires teachers to work hard on the analysis of the class. Therefore, the role of "lecture" in changing teachers' ideas, improving the theoretical level of education and teaching, studying teaching syllabus and teaching materials, studying teaching and learning in depth, and improving professional quality is undoubtedly far greater than the requirement of writing only teaching plans, thus creating conditions for further improving the quality of education and teaching.

Second, what should the "lecture" say

The key to a lecture lies in its content, that is, the question of "what to say". Through the teaching content, teachers' teaching ideas and teaching design schemes can be fully reflected, and teachers' profound understanding of teaching elements and their skills in analyzing and solving problems by using educational and teaching theories can also be reflected. So, what do you want to say in class? I think the content of the lecture mainly includes five aspects:

1, spoken language textbook. Teaching materials is to explain the lecturer's understanding of teaching materials. Only by deeply understanding the textbook and accurately grasping the editor's intention can we formulate a more complete teaching plan and provide a prerequisite for improving the quality of classroom teaching. The teaching materials mainly include:

(1) The position and role of the teaching content of this lesson in this section, this chapter and even the whole set of textbooks, the context of the textbooks and the intention of the editors, and the significance to the development of students' knowledge, ability and personality, rather than treating the teaching content of a lesson in isolation.

(2) Put forward the specific and clear teaching objectives of this class.

Teaching objectives are specific teaching objectives, teaching requirements and teaching tasks. Make it clear in the following two aspects:

① Three-dimensional target. Including (1) knowledge and skills; (ii) Procedures and methods; (3) Emotions, attitudes and values.

② Basis for establishing teaching objectives.

According to the Outline of Basic Education Curriculum Reform (Trial), combined with the educational characteristics of various disciplines, the curriculum standards of various disciplines have defined the overall objectives, classification objectives and learning objectives of relevant courses in the compulsory education stage. Taking mathematics as an example, according to the Outline of Basic Education Curriculum Reform (Trial) and combining the characteristics of mathematics education, the general goal of compulsory education mathematics curriculum is defined, and further elaborated from four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude.

The standard not only uses target verbs such as "knowing (understanding), understanding, mastering and using flexibly" to describe knowledge and skills, but also uses process target verbs such as "experiencing (feeling), experiencing (understanding) and exploring" to describe the level of mathematical activities, thus better reflecting the requirements of the standard for students' mathematical thinking, problem solving and emotional attitude.

know

know

skill

can

eye

Biaoduo

(Cognition) Understanding or explaining the relevant features (or meanings) of the object from specific examples; According to the characteristics of the object, the object can be identified from the specific situation.

Understanding can describe the characteristics and origin of objects; Can clearly explain the difference and connection between this object and related objects.

Mastery can apply objects to new situations on the basis of understanding.

flexible

Application can comprehensively use knowledge and flexibly and reasonably choose the methods related to application to complete specific mathematical tasks.

get through

travel

nature

eye

Standard experience

Get some preliminary experience in concrete mathematical activities.

experience

(Experience) Participate in specific mathematical activities, get a preliminary understanding of the characteristics of objects in specific situations, and gain some experience.

Explore and actively participate in specific mathematical activities, and discover some characteristics of objects or differences and connections with other objects through observation, experiment, reasoning and other activities.

Therefore, knowledge and skills, process and method, emotion, attitude and values must be considered when setting teaching objectives.

(3) Analyze the key points, difficulties and emphases of the textbook. This requires an analysis of the knowledge points in the textbook, which knowledge points are included in the teaching content of this course, what are the key points, what are the difficulties and key points in teaching, and why. Some teaching contents are both important and difficult.

2. talk about learning. Generally speaking, preparing lessons should be thoroughly understood from two ends, one is the outline and teaching materials, and the other is the students. The same is true for lectures, which need to analyze the learning situation. Only by fully understanding students can we be targeted and achieve "knowledge, knowledge and love". You should talk about the situation, class style and study style of the class you teach; Talk about the actual situation of students, students' knowledge base, ability development, such as: learning attitude, learning interest, learning habits and learning requirements, students' age and psychological characteristics, non-intellectual factors, so that when choosing and using teaching methods and guiding learning methods, we can proceed from reality and "prescribe the right medicine" to help teachers prepare psychologically, give play to teaching wit, improvise and control the classroom with ease.

3. Teaching and learning methods. In other words, it describes the main teaching methods used by teachers in classroom teaching and the main ways used to guide students' learning, which is the main aspect of improving classroom teaching. For example, in terms of teaching ideas and strategies, we can choose target teaching method, trial teaching method, discovery method and self-study? Talk? Guiding teaching method, self-study counseling method, problem method, etc. In the presentation of teaching information and perceptual materials, the methods of presenting a topic group or changing a topic, projection and broadcasting, demonstration of teaching aid model, experimental operation and so on are selected. In thinking activities, we adopt the methods of abstraction from examples, generalization from individual to general, analogical reasoning, comparison, conjecture, analysis and synthesis. In a word, "teaching has the method, teaching has no definite method, and it is important to get the method", which is the dialectical view of China educators on teaching methods. When choosing teaching methods, we should consider the following points: ① Choose teaching methods according to teaching objectives; ② Choose teaching methods according to students' characteristics; ③ Choose teaching methods according to the characteristics of the subject; ④ Choose teaching methods according to the characteristics of teachers.

On the guidance of learning method. Theoretically, the guidance of learning method makes up for the long-term lack of discipline in teaching theory; In practice, the guidance of learning law has found the real connection between "teaching" and "learning". Learning method guidance refers to teachers' all-round guidance on students' learning viewpoints, learning psychology and learning methods. Gu Feiyu, president of Nantong Hongqiao No.2 Middle School, put forward in "Discussion on Quality Collaborative Education in the New Century": The study of quality collaborative education divides learning methods into learning doubt (learning doubt) method-learning doubt; Learn to think and understand (think)-learn to understand; The method of learning applied knowledge (analysis)-learning; The method of analogical learning knowledge transfer (questioning)-learning to live; Learn how to solve problems and express independent opinions-learn to create. And put forward five learning strategies: attention strategy, coding strategy, extraction strategy, problem-solving strategy and expert strategy. The common methods of guiding learning include guiding students to read textbooks and study by themselves, organizing students to observe in an orderly way, guiding students to discuss, summarize and summarize, arranging students to operate and experiment, carrying out research-based learning, carrying out group cooperative learning and so on.

Regarding group cooperative learning, Liu Xilang, deputy director of the Education Bureau of our county (director of the Education Experimental Research Association of China Education Society, member of the expert guidance group of the experimental base of Jiangsu Education Institute, and part-time professor of Nantong Normal University) wrote in his monograph "For the Ideal of Students" (the research result of the ninth five-year plan project of the Ministry of Education "The Guidance Model of Interpersonal Communication for Primary and Secondary School Students"): "As far as children are concerned, on the one hand, they need to learn to communicate, and children's active and effective communication is their emotional cultivation and character cultivation. To this end, Deputy Director Liu actively advocated group cooperative learning. When guiding students to learn in classroom teaching, we should pay attention to guiding students how to carry out group cooperative learning, so as to give full play to students' main role and make students develop vividly.

Teaching law is a general concept, and writing lecture materials should vary according to materials, classes and people. When describing teaching methods and learning methods, it should be noted that adhering to the teaching rules is conducive to highlighting the key points of teaching materials, breaking through teaching difficulties, and conforming to students' cognitive rules and age characteristics, not for fancy renovation and fancy forms.

In addition, we should also talk about the preparation of teaching AIDS and learning tools.

4. Talk about teaching procedures. Whether the teaching procedure is reasonable and conforms to the cognitive law is also one of the ways to improve the optimization of classroom teaching. The teaching procedure in lecture is somewhat similar to the arrangement of teaching process in lesson plans, but it is by no means a simple translation of teaching process in lesson plans. The difference between the two is that (1) the teaching plan is written for the teacher himself, the teaching object is the students, and the lecture is for the peers and leaders, with different purposes and functions; (2) Teaching plans focus on the arrangement of specific teaching contents, while class hours focus on the order and logical connection between teaching "chain" and "ring", and the emphasis of lesson preparation and peace talks is different; (3) The content composition is different. As long as the "what" is ready, we should not only say "what" but also "why", analyze it from the perspective of pedagogy and psychology, and convince others.

Exercise homework is an indispensable link in classroom teaching. When talking about teaching procedures, we should talk about how to arrange exercises. Practice content should highlight key points and consolidate new knowledge; At the level, we should deepen step by step and climb the ladder; Pay attention to the transformation in form and the alternation in mode; The number is moderate, compact and flexible, and sometimes you need to choose or edit your own thinking questions that highlight innovation consciousness according to the teaching content.

5. Say blackboard design. Writing on the blackboard is the concentrated expression of teaching content. The blackboard writing should be eye-catching, reasonable and orderly, accurate and ingenious, and logical. We should also consider the close cooperation with audio-visual means. Generally, a sketch of "blackboard design" can be attached at the end of the lecture materials. Of course, sometimes the blackboard writing in some classes is not very important, so it goes without saying.

In addition to the main contents of the above five aspects, some teachers also say that the teaching effect is predicted. For example, in the last five minutes of class, arrange the link of "in-class target detection" to feedback the information that students have mastered. Oral English class can predict students' gains and losses and adjust measures. The significance, basis, compilation points and detection methods of in-class target detection are elaborated in detail in the paper "Detection of in-class targets in junior middle school teaching" jointly written by Xu Kaicheng and me (the prize-winning paper of Nantong "self-study discussion and guidance" teaching method conclusion meeting, a provincial key teaching and research topic), which is omitted here. Even if the target detection is not carried out in the classroom, the effect of the classroom can be roughly estimated according to the students' responses and answers to questions, the process and results of experimental operations, the quality of exercise assignments, and so on.

Let some teachers talk about the time generally occupied by each teaching link.

Three, "lecture" several issues worthy of attention

1, write lecture materials should pay attention to the following points:

(1) When writing from the listener's point of view, we should pay attention to distinguish between tone and language. What needs to be written, what needs to be said and what doesn't need to be written and said should be guessed according to the listener's standards. Teachers are used to students' lectures, often condescending, but facing peers and leaders. They should pay attention to changing their tone and not give the listener the suspicion of being a good teacher. The language used in the lecture should be introductory and declarative, rather than direct teaching operational language. Pay attention to language transition, with leading words. For example, "I make the following analysis of the teaching materials of this class", "Based on this teaching concept, this class should achieve the following teaching objectives", "Based on the above analysis, this class plans to adopt the following teaching methods", "I think this class is carried out according to the following links (steps)" and so on.

(2) Pay attention to the expression of theoretical basis. This is also a question of saying "why". We should take certain educational and teaching theories as the basis for individuals to understand teaching materials, handle teaching methods and arrange program design, so as to make our lessons stand up. A lecture that only says "what" without saying "why" or says little is a shallow lecture. The theoretical basis should be analyzed from teaching principles, teaching ideas, educational psychology, teaching theory, information theory, system theory, cybernetics and other related viewpoints, combined with students' actual and cognitive characteristics. Quote famous educational sayings, but not too much, be natural.

(3) Highlight the education of theoretical subjects and pay attention to the cultivation of students' innovative spirit and practical ability. Here, I would like to review with you a teaching made by General Secretary Jiang in his third speech to the whole church: "Education shoulders the special mission of cultivating national innovation spirit and creating talents. Every school should cherish and cultivate students' curiosity and thirst for knowledge, help students to study and think independently, protect students' exploration spirit and innovative thinking, create an atmosphere of advocating true knowledge and pursuing truth, and create a relaxed environment for the full development of students' endowment and potential. ..... school principals and teachers have a special responsibility in cultivating talents. They should be strict with themselves, treat others equally, and be good at discovering and developing potential creative qualities hidden in students. "When compiling lecture materials, we should give full play to students' subjectivity in the determination of teaching objectives, the selection of teaching methods, the guidance of learning methods and the development of teaching links and chains in the design of teaching plans, and pay attention to the cultivation of innovative spirit and practical ability. Teachers should not be slaves to teaching materials when designing teaching plans, but should creatively use teaching materials, and make original opinions, ingenious selection, reorganization, processing and integration of teaching materials and other curriculum resources, so as to make the curriculum more suitable for the needs of students' growth and promote the maximum development of students. Then, this will be the most wonderful lecture, and the audience will suddenly shine at the moment, and the effect of the lecture is self-evident.

(4) Pay attention to the role of multimedia in audio-visual education. If multimedia courseware is used in the teaching methods of this course, we should select key contents and wonderful clips to play, and write operating instructions in the teaching materials. In addition, if the lecture materials are not printed and distributed to the audience, the outline subtitles in the materials can be made into slides or CDs to enhance the visual effect and improve the quality of the lecture.

(5) Break through the limitation of stylization. The content of the lecture generally includes the above aspects, but it is not fixed. From structure to sentence, it should not be rigid, resulting in a stylized framework. On the basis of accuracy, the writing can be vivid and coherent.

2. The speech class should be: neatly dressed, charming, dignified and natural; Mandarin is accurate, standardized, vivid and fluent, and full of emotion. "lecture" means not reading, not reading from the book, but speaking orally. Don't be an announcer who delivers information, but a host who delivers emotions.

Registration begins on August 20th and ends on September 5th, 2007.

Declare in the education bureau where the household registration is located or where the work unit is located. (Because there is an ideological and moral appraisal form to be stamped)

Kindergarten teacher: graduated from a specific kindergarten normal school or higher education.

Primary school teachers: have graduated from secondary normal schools or higher education.

Junior high school teachers: have a higher normal college or other college degree or above.

High school teacher: Bachelor degree or above.

Teachers in secondary vocational schools: Bachelor degree or above.

Practice instructor in secondary vocational schools: those who have graduated from secondary vocational schools or above, have the technical level equivalent to assistant engineer or intermediate worker or above, have special skills and have obtained the certificate equivalent to technician or above issued by the national vocational skill appraisal institution, and their academic qualifications may be appropriately relaxed.

University teacher: graduate student or university enzyme graduate.

To qualify as a teacher, non-normal students must take additional exams in psychology and educational psychology, so you should review the subjects related to self-study exams organized by the education department.

The teacher qualification certificate is universal in the whole country, no matter where you teach, this is no problem.

3. The teacher qualification certificate is only a professional certificate. As long as you can pass three exams, you can get the professional qualification certificate you want.

Specific application requirements: 1. The level of Putonghua should reach the Grade Standard of Putonghua Proficiency Test issued by the State Language Committee.

2. When applying for teacher qualification, non-normal graduates of various schools at all levels should deploy make-up education and psychology courses according to the Provincial Department of Education, and the examination should be organized by the Provincial Department of Education. (Graduates who apply for normal education are exempt from examinations in pedagogy and psychology)

3. Non-normal graduates from various schools at all levels should participate in the interview and preliminary examination organized by the teacher qualification accreditation body when applying for teacher qualification. Graduates who apply for normal education are exempt from test interviews and lectures. They have good physical and psychological qualities, no infectious diseases and no history of mental illness. In accordance with the physical examination standards and methods for teachers' qualification applicants, they have passed the physical examination in hospitals at or above the county level designated by teacher qualification accreditation bodies.

5. Registration requires academic qualifications, ID cards and photos.

6. Without a teacher qualification certificate, it is definitely impossible to obtain a formal establishment.

For the specific registration time and place, you can ask the local education bureau or the place where the teacher qualification certificate is registered.

The process of teacher qualification examination is:

1. Take the Putonghua certificate (Chinese teachers should be above Grade 2 A; Other subjects should be above Grade B)

Usually you can take the exam once a month.

2. Take the test of psychology and pedagogy (pedagogy \ comprehensive counseling of educational psychology, generally taking the test at the end of February and the beginning of March, and keeping the qualified score for two years, it is best to pass the test at one time;

When taking the examination of psychology and pedagogy, you should register for the examination level-kindergarten teacher/primary school/junior high school/senior high school (higher vocational)/university. Your education level must be one level higher than your registration level. For example, if you want to teach,

High school must have a bachelor's degree or above, and in-service university teachers provide university teacher qualification certificates)

3. With your above three certificates plus diploma, ID card and physical examination, you can sign up for a trial lecture-that is, a "lecture". At this time, you should choose a good subject (that is, choose a good math, Chinese and so on)

The lecture is usually 15 minutes. Just download the template online before the exam.

Give lectures at 5438+00 in March and June every year, and you can get the certificate after the lectures.

Check the education network in this city. Find the contact number on the municipal education website and call directly to ask. I didn't ask clearly once, and then I called again. I hope it helps you. Thank you! ! !