Lecture content and basic steps

The content and basic steps of lectures

Lectures are when teachers verbally express the teaching ideas and theoretical basis of specific topics. That is, teachers prepare lessons and face peers or teaching researchers. It is a teaching research and teacher training activity in which teachers talk about their teaching design and then have the listeners comment on it to achieve the purpose of mutual communication and joint improvement.

The content and basic steps of lecturing

The so-called lecturing is that teachers systematically express their teaching design and theoretical basis in front of judges and peers on the basis of lesson preparation, and then A form of teaching and research in which the listeners comment and achieve the purpose of mutual communication and joint improvement. Lecture lecturing can generally be divided into three forms: lecturing after lesson preparation, after class and after lesson evaluation. This young teacher teaching competition mainly adopts the form of "lecturing after preparing lessons", that is, on the basis of sufficient preparation of lessons, teachers explain or explain how they prepare lessons, the teaching design and teaching arrangement assumptions made during lesson preparation, and the estimated degree of students' achievement of standards. Demonstration for experts to comment on.

The content and steps of lectures include the following four aspects:

1. Explanation of teaching materials

1. The status of teaching materials: In terms of status, structure, In terms of content and educational significance, the status and role of this textbook in this course\book are discussed.

2. Teaching objectives: Formulate learning objectives based on the requirements of the course syllabus, student characteristics, life experience, level and degree of understanding of problems, and student development needs.

3. Teaching focus and difficulties: Find out the basis for establishing key points and difficulties from the aspects of teaching content, syllabus requirements, students' actual situation, theoretical level, and role for students, and determine the key points and difficulties of teaching.

2. Description of teaching and learning methods

According to the requirements of the syllabus, it mainly explains how teachers teach? and why they teach in this way, and how students learn? and? Why learn this way? Specify which methods will be used in classroom design and which teaching aids will be used. Here we can talk about it from a broad perspective, and the specific details can be explained in the next teaching program. Such as:

1. Participatory style

2. Discussion style

3. Interactive style

4. Experiential style

5. Research-based learning

6. Talk, dialogue, debate, investigation, scenario simulation, personal experience, small activities, etc.

3. Description and demonstration of the teaching process

Mainly explains and demonstrates the specific ideas of teaching design, the structural arrangement and optimization process of classroom teaching, and the logical relationship between the connection of teaching levels and the transformation of teaching links. Including the basic links of teaching, the processing of knowledge points, the methods used, teaching methods, activities carried out, teaching aids used, designed exercises, study method guidance, etc. And explain the basis of the design.

4. Blackboard instructions and demonstrations Generally, for formal lectures, if time permits, a blackboard outline should be written during the teaching process. If time is of the essence, you can write it out in advance on a large piece of paper and post it on a blackboard or present it. Able to provide timely presentations in conjunction with explanations to achieve the purpose of regulating students, attracting attention, and making teachers and students think in harmony and stimulate their thoughts.

Introduction

First of all, it is necessary to clarify what teaching is. The so-called teaching means that after the teacher prepares the lesson and before giving the lesson (or after the lecture), he explains the teaching materials, teaching methods, learning methods, teaching procedures, etc. A teaching and research activity in which the ideas, teaching design and basis are comprehensively described face-to-face to peers (teachers of the same subject) or other audiences.

Benefits

Lectures? It is helpful to improve teachers’ theoretical literacy and ability to control teaching materials, and it is also helpful to improve teachers’ language expression skills. Therefore, it has been valued by teachers and has appeared on the list of An elegant place for educational research.

Secondly, if you want to give a good lecture, you must write a good lecture script. Carefully drafting lecture notes is a prerequisite for successful lectures and an effective way for teachers to improve their professional quality. Writing a lecture manuscript How to write a good lecture manuscript?

The so-called explanation? Why teach it this way? is what we usually talk about finding theoretical basis. Where can we find the theoretical basis? The first is the guiding ideology, teaching principles, teaching requirements, etc. in the "Outline", which is the theoretical basis that guides us to determine the teaching objectives, key points, difficulties, teaching structure, teaching methods, and learning methods; the second is the "Teaching Guide" Refer to the arrangement instructions, specific requirements, etc. in "Education" and "Psychology", which are the theoretical basis to guide us to grasp the context of teaching materials and determine specific teaching goals, key points, and difficulties; third, many teaching principles, principles, and principles in "Education" and "Psychology" Requirements and methods, etc., which can also be used as the theoretical basis for us to determine teaching methods and learning methods; fourth, based on the content of the teaching materials and the actual situation of students, we should realistically consider the knowledge points in the teaching materials.

Steps in writing a lecture manuscript

The steps in writing a lecture manuscript should generally be explained from the following aspects:

Brief analysis of teaching materials

Textbooks are the basis for teaching and are an important source for students to acquire knowledge.

①The teaching material content part requires the subject, volume, and unit or chapter of the lecture content;

②What is the teaching content? What knowledge points are included;

③The status, role and connection of the content of this course in the teaching materials;

④What are the requirements for this part of the teaching syllabus;

⑤Determination of teaching objectives, generally Determine from several aspects: knowledge goals, intelligence goals, and moral education goals;

Determination of the focus, difficulty and key points of teaching. The focus of teaching is the decisive content in the teaching materials, and its determination must follow the outline, Teaching content and teaching purpose. The difficulty of teaching is where students find it difficult to learn. It is based on the characteristics of each subject and the students' understanding level.

Explanation of teaching methods

On the premise that teachers are familiar with the teaching materials, how to use the teaching materials to guide students to learn well is a teaching method issue. Teaching the right way often gets twice the result with half the effort. When writing a lecture script, you should briefly explain:

① The overall structure and basis of the teaching method;

② What teaching methods, teaching methods and reasons are specifically used;

③Teaching aids and learning aids used. Teaching practice has proved that combining several different teaching methods according to the characteristics of the teaching materials in a class can enhance the teaching effect. Guiding study methods Study methods include "selection of study methods", "guidance of study methods", and "cultivation of good study habits".

③What learning methods should be taught to students, what abilities should be developed in students, how to stimulate students' interest in learning and mobilize students' enthusiasm for learning.

Overview of teaching procedures

This part of the content is actually classroom teaching design, but it must be distinguished from the list of terms in a running account. It must have specific step arrangements and be targeted. The theoretical basis is elaborated and integrated into it.

The formulation should be scientifically elaborated:

①Preparation status before class;

②Complete teaching procedures (mainly: how to pave the way, how to introduce, How to carry out new lessons, how to design and arrange exercises, how to summarize, how to manage time, how to increase the density of the classroom and strengthen cognitive effects through multimedia-assisted teaching);

　③ Briefly explain the assignment arrangement and blackboard design;

④ Organization and control feedback measures for bilateral activities during the teaching process;

⑤ Application of teaching methods, teaching technology and implementation of study guidance;

⑥ How to highlight key points, break through difficulties, and achieve various teaching purposes.

When writing, you should focus on clarifying the basic ideas and theoretical basis of each link arrangement, and also echo back and forth to ensure that the first three aspects are implemented.

Teaching effect analysis

An estimate of the initiative, depth and breadth of students’ participation in teaching activities, and an estimate of students’ achievement of teaching goals.

Lecture activities are divided into two forms: pre-class lectures and post-class lectures. Whether it is pre-class lectures or post-class lectures, the above content must be clearly explained. Before class, you should also talk about doubtful points, explain the doubtful points that you are not sure about during lesson preparation, and seek advice from other teachers. After-class lectures should also include an evaluation of the teaching effectiveness of how well the students learned.

There is no need to stick to a fixed and rigid model when writing lecture notes. In addition, in terms of language expression, it is necessary to explain the problem clearly, but also avoid being too long, avoid clichés and generalities, and strive to be concise and comprehensive, with accurate words and highly targeted language. It is not easy to do this. It requires serious study, in-depth research and a lot of hard work.

Lectures, as a means of teaching and teaching research reform, were first proposed by the Teaching and Research Office of Hongqi District, Xinxiang City, Henan Province in 1987.

1. What is lecturing?

The so-called lecturing means that teachers systematically and in-depth analyze a certain teaching content in front of peers or judges, and describe the teaching of this content. A teaching and research activity designed and based on its theory. It is currently an important way for teachers to demonstrate their teaching ideas and teaching skills to their peers without students. Lecture lectures mainly reflect the thinking process of teachers in preparing lessons. They must not only tell what to teach, but also how to teach. More importantly, they must explain clearly why they should teach in this way, that is, what theoretical basis they have.

The difference between lecturing and attending classes:

1. Different objects: the objects of teaching are students; the objects of lecturing are mainly peers.

3. The focus of research is different: class focuses on research? What to teach? and? How to teach?, which mainly refers to the implementation of the teaching process; lectures focus more on research? Why teach like this?, mainly refers to how to teach. Give reasons and provide evidence during the lesson preparation process.

2. Elements and characteristics of lecturing

1. Elements of lecturing

Lecturer, lecturer, course standard (or syllabus), lecturer Teaching materials (including teaching content designed by teachers themselves) are the four basic elements that constitute lectures. In addition, practical teaching aids are also auxiliary elements.

2. The basic characteristics of lecturing

(1) Theoreticality

Teachers are not only required to tell what to teach and how to teach, but also to explain Clear? Why teach like this? This "Why teach like this" is "reasoning", which makes the lectures inevitably have a strong theoretical nature.

Because in order to explain why teaching is done in this way, teachers must comprehensively use educational and teaching theoretical knowledge such as pedagogy, psychology and teaching methods to clarify the underlying principles.

(2) Rationality

The design of teaching links in lectures must be consistent with the actual teaching. That is to say, it must not only be said, but also implemented in classroom teaching. Whether it is the analysis and processing of teaching materials, the selection and innovation of teaching methods, the selection and application of teaching methods, or the exploration and practice of evaluation methods, reasonable basis must be stated and sufficient reasons must be given.

　(3) Comprehensive

Lectures require lecturers to consider teaching materials, teaching methods, learning methods, teaching methods, teaching procedures, evaluation methods, blackboard design and even wonderful teaching clips, etc. Explain your own operating methods and implementation reasons. Its comprehensiveness is reflected not only in the diversification of the lecture links, but also in the comprehensive quality of the lecturer.

(4) Flexibility

Speaking of lessons refers to the normal implementation of teaching. However, in our teaching practice, we will inevitably encounter unexpected situations when preparing lessons, such as deviations in estimation of student conditions, lack of analysis of teaching material content, loose connection with real life, etc. Then teachers need to explain the lesson It reflects the handling of on-the-spot abnormal situations, that is, taking effective measures based on specific academic situations.

3. Basic modes of lecturing

There are five modes of lecturing: "Three Talks", "Four Talks", "Five Talks", "Six Talks", and "Seven Talks". Currently, the most common ones are the "Four-Lecture" and "Five-Lecture" models, and the relatively new one is the "Seven-Level" model.

1. The lecture model of "Three Talks"

This method of lecture mode is to divide the entire lecture content into "Teaching Materials", "Teaching Program Design" and "Teaching Program Design" Talk on the blackboard? Three parts. This lecturing model should reflect a more conventional teaching model.

2. Lecture model of "Four Lectures"

This method of lecturing is to divide the entire lecture content into "lecture materials", "lecture methods", and "lectures". The method of studying the law and explaining the teaching procedures are called the "four explanations". This is the most basic teaching mode.

3. "Five-Lectures" Lecture Mode

This method of lecture mode is to divide the entire lecture content into "Teaching Materials" and "Teaching Methods" (that is, teaching method and study method), "explanatory teaching methods", "explanatory teaching process", "explanatory blackboard writing design".

4. The teaching model of "Six Essays"

The so-called "Six Essays" include "Serious Teaching Materials", "Seriously Teaching Methods", "Seristic Learning Methods", and "Seriously Teaching Procedures" ?, "Lectures on the Blackboard (or Exercises)", and at the same time, between "Lecture Materials" and "Preaching Methods", insert a summary statement of the guiding ideology of the entire class design and focus on some issues reflected.

5. The teaching model of "Seven Talks"

The so-called "Seven Talks" refer to "Teaching Objectives", "Telling the Key Points and Difficulties of Teaching Materials", and "Teaching Methods" ?, "narrative learning methods", "narrative teaching methods", "narrative teaching evaluation", "narrative wonderful teaching clips".

4. The content of the lecture

If you choose the "seven lectures" lecture model, it will be developed from the following seven aspects:

1. The objectives of the lecture: Teaching objectives are the goals to be achieved in this lesson determined during teaching design, and are an important basis for classroom teaching evaluation. Teaching goals must include three categories: knowledge goals, ability goals, and emotional goals. The determination of teaching objectives must comply with the requirements of curriculum standards, be closely linked to students' situations, and try to be as close to real life as possible.

2. Talk about the key points and difficulties of the teaching material: The key point of the teaching material is the internal relationship or essence of geographical things reflected in the teaching material content. Teachers should clarify general teaching and highlighted parts in teaching, and the basis for their determination is mainly explained from the aspects of curriculum standards, teaching material content, teaching objectives, etc.

The difficulty of teaching is determined by the content of the teaching material itself and the characteristics of the students. Therefore, the basis for determining the difficulty of teaching must be analyzed from the reasons that make it difficult for students to understand. The reasons why it is difficult for students to understand are based on the content of the textbooks. First, the content is deep and abstract, which requires a high level of students' imagination. Second, it is comprehensive and requires a wide range of basic knowledge. Third, it is highly dispersed. , the requirements for students’ induction ability are relatively high. From the perspective of students, one is their age and psychological characteristics; the other is their original knowledge base.

3. Preaching method:

Preaching method refers to teaching methods, that is, how to teach.

The selection of teaching methods should be determined based on the age characteristics, personality characteristics, and characteristics of the teaching content of the students. The teaching methods used in a class are generally 1 or 2 as the main method, and 1 or 2 as the supplement. There should not be too many teaching methods, otherwise it will become a demonstration class of teaching methods, and it will be difficult for students to adapt within the limited time of a class.

When teaching the class, first briefly explain the types of teaching methods, then explain the reasons for their selection in detail, and then intersperse the explanation of the teaching procedures with a detailed introduction on how to use them.

4. Teaching method:

Learning method refers to the method by which students acquire knowledge and develop abilities. The learning method mentioned in the lecture, in a strict sense, actually refers to the guidance of learning method. In terms of learning methods, it includes learning attitudes, rules, procedures, means, etc. Teachers can provide specific study method guidance based on the requirements of the curriculum standards, teaching material content, and actual student characteristics, based on the three learning modes of cooperative learning, independent learning, and inquiry learning, and clearly explain certain learning methods during class lectures. How and why legal guidance is given.

5. Teaching methods:

Teaching methods refer to the specific teaching aids teachers use in teaching, what organizational forms they adopt, and what evaluation methods they use to motivate and Mobilize students' enthusiasm for participation, etc. The purpose of the selected teaching methods needs to be clearly stated.

6. Teaching evaluation:

Teaching evaluation directly affects students’ participation in classroom activities and should be based on motivation. Teaching evaluation includes evaluation for student groups and evaluation for individual students. The main methods include teacher evaluation, student self-evaluation and student peer evaluation, etc. The most common one is teacher evaluation. Teacher evaluation usually includes language evaluation, behavioral evaluation, software evaluation, system evaluation (conduct) and other methods. When talking about teaching evaluation, you should not only explain the evaluation method used, but also briefly introduce its operation method, and focus on explaining its benefits.

7. Talk about wonderful teaching clips: (in the absence of teaching courseware)

The so-called wonderful teaching clips refer to the lectures that the teacher envisions for a class that will be present Colleagues acted as students and improvised a teaching session that they thought was the most exciting part of the design. Teachers should use organizational or narrative language to display wonderful teaching clips. They should not only demonstrate the teacher's activities in this clip, but also clearly explain the students' activities, and explain why they think this clip is wonderful.

Or 7. Talk about the teaching process: (in the case of teaching courseware), that is, teachers use teaching courseware or other auxiliary teaching tools and media to show their teaching process to their peers. When describing the teaching program, it is necessary to clearly explain the purpose of designing each teaching link, and explain the benefits and reasons for the overall design.

5. Basic procedures and basic requirements for lectures:

Basic procedures:

1. Self-introduction (serial number, name, unit, textbook version, topic, etc. );

2. Lecture according to a certain pattern (usually 10 to 20 minutes);

3. End (briefly summarize the lecture content).

Basic requirements:

1. The lecturer’s demeanor requirements (solemn appearance, confident temperament, etiquette behavior).

2.2. Language requirements for lecturers

3. ① The language expression must be accurate, fluent, vivid, vivid, full of passion and rhythm, avoid stylization, and reflect the teacher’s investment;

② Use a variety of languages ??and intonations (such as professional language, body language, descriptive language, etc.).

Commonly used wordings when talking about classes include:? The basis for my design (or determination) is;? The reason why I do this is;? If the students?, I will;? The advantage of doing this is etc.

3. Requirements for lecture content

①The content is required to be correct, orderly, coherent, and the structure is complete and systematic;

②The content is required to be detailed and brief, Highlight the key points;

③ Be creative and flexible.

4. The requirement to unify lectures and classes.

The basic model of lecturing. In the development system of lecturing form, there is a basic model, which is in line with the law of development of things. Generally speaking, a pattern is a standard form of something or a standard style that allows people to follow it. The concept of the basic model of lecturing can be expressed as follows: guided by teaching theory and based on a certain lecturing practice, the various elements of lecturing are integrated according to certain requirements and procedures, and are relatively fixed and typical lecturing practices. form. The first is about teaching materials, the second is about teaching methods, the third is about learning methods, and the fourth is about teaching procedures, which constitute the four major modes of lecturing and are also the basic form of lecturing. It was formed in the early stages of the development of lectures and is the most widely used model. This model stipulates the basic requirements and content of lectures, and reflects the thinking process that teachers must go through before implementing classroom teaching under the guidance of modern educational science theories. The establishment of the "Four Blocks" model is of extraordinary significance. It provides a platform for teachers to have an initial understanding of lecture classes, from being able to imitate lecture activities to basically mastering the methods and methods of lectures, thereby standardizing their classroom teaching behavior and gradually improving the level of education and teaching. This model requires teachers to be familiar with and thoroughly understand the syllabus (curriculum standards), delve deeply into the teaching materials, comprehensively understand the students, study the academic situation, study the study method guidance, study the teaching methods, optimize the teaching methods, reasonably arrange the teaching process, and optimize the classroom structure , allowing students to consciously experience a process of understanding and applying knowledge. Teaching lectures according to the framework required by this basic model can effectively avoid non-standard and outdated teaching methods such as casual classes, blind classes and simple teaching classes in teaching, and gradually form a teaching format that is in line with teaching rules and is conducive to students' growth. new teaching model. This model is a good way for young teachers with little experience who are new to the podium or teachers who have teaching experience but are new to lecturing. It is a good way to comprehensively grasp the teaching materials, feel the whole teaching process from a macro perspective, and quickly standardize teaching behaviors, which is convenient for teachers. Gradually improve the level of research and achieve greater benefits.

Several basic variations of lecturing? Point, line, surface, block? Type lecturing is a set of colorful lecturing forms that emerged when lecturing developed in depth and research continued to deepen. It is the basic variant group of the basic pattern of "Four Blocks". After teachers were confused and jerky in the early stage of lecturing, they have basically mastered the essential characteristics of lecturing through long-term practice, and can skillfully use lecturing methods and methods to carry out educational teaching and educational scientific research activities, thereby ensuring the high quality of classroom teaching. Efficient and comprehensive, proactive and individual development of students. At this time, lectures are no longer limited to the "four-block" model. The form is not limited and the content is not limited. The purpose is to demonstrate some ideas and effective teaching behaviors formed during the in-depth study and thematic presentation of lectures. Some of these lectures are the concentration of classroom teaching, some are the highlights of learning methods, and some are reflections on the effectiveness of classroom teaching. They have once again contributed to the rapid growth of teachers.

Variation 1: Lectures with point-based lectures, also known as lectures with point-based lectures. The "points" here include, in terms of teaching materials, important and difficult points, expansion points, innovative fulcrums, etc.; in terms of teaching ideas and teaching arrangements, they include introduction points, entry points, breakthrough points, etc.

To expand the point, teachers are emphasized as developers of courses. Different from the past, teachers are no longer the "mouthpiece" of textbook writers, but users of textbooks and developers at the same time. Teachers should not only discover the important and difficult points of the textbooks and understand the intentions of the writers, but also use the textbooks as the basis to expand the learning methods and scope and create a broader learning world for students. The innovation fulcrum should be the soul of teaching ideas, the context of the teaching process, the boiling point of teaching activities and the yardstick for teaching evaluation. Therefore, the innovation fulcrum should be listed as an important part of teaching. The introduction point, entry point and breakthrough point respectively refer to the methods and means adopted by teachers in introducing new lessons, introducing links, and solving important and difficult points. Such explanations and arguments are concise and concise. This kind of simplified lecture can play a more short, flat and fast role in collective lesson preparation.

Variation 2: Linear lecture, also called linear lecture. ?Linear lectures? Generally divided into two types: main line and auxiliary line. The main line of teaching includes teaching design, teaching procedures, case studies, etc. Instructional design is the core of teaching activities and the focus of teachers' attention. As a main line of teaching, it has the following advantages.

⑴ It helps the lecturer to overcome the problem of using the power evenly on the "four major parts", covering all aspects, without highlighting the key points, and speaking in a straightforward manner. For example, some teachers lack an overall grasp of the content of the lectures and do not distinguish between details and details. The key points program facilitates teachers to review and grasp the designed classroom process from a macro perspective, so as to achieve the purpose of highlighting key points and taking all aspects into consideration.

⑵ It helps lecturers overcome the shortcomings of being disconnected before and after the lecture, not being systematic and repetitive. When some teachers talk about teaching procedures, they cannot well connect the goals, key points, difficulties, teaching methods and learning methods in the teaching materials mentioned earlier, so that they can be organically reflected in the teaching procedures. Other teachers have already mentioned The content is repeated again later. These two phenomena are relatively common and seriously affect the quality of lectures. The focus on the main line of teaching is the orderly process in which teachers describe how they use certain teaching methods and provide guidance on certain learning methods based on the characteristics of the teaching materials, so that teachers and students complete learning tasks together. It comprehensively and organically embodies and uses the contents of the "four major parts", and is by no means a simple juxtaposition and mechanical mixing.

⑶ It helps lecturers to overcome the problems of stereotyped and rigid lectures. When giving lectures, many teachers use empirical design, label them with empty theories, check each point one by one, and are rigid and dull, which makes the listeners feel bored. If this continues, the lecture will be formalized, conceptualized, and lose its vitality. If the focus is on procedures and other content is integrated into it, the lecture process will become more varied and lively, and the application of theory will be more appropriate.

⑷It is helpful for lecturers to properly accumulate and apply lecture skills. Lectures are different from classes. When lecturing is faced with peers, teachers must be able to use multiple languages ??to express their teaching ideas and introduce how they teach to their peers through language changes. This requires the use of language skills. To put all kinds of thinking together, teachers should use language skillfully, arrange it appropriately, start from the beginning and introduce later, and consider both left and right, so that the listeners can more clearly judge and analyze the feasibility of the implementation of the lecturer's teaching ideas