How do primary school teachers teach an open class well?

In order for a primary school teacher to teach an open class well, he needs to do a good job in all aspects of the work. The following mainly talks about my opinion from the following five aspects:

1. Lesson preparation Preparation before class:

Many teachers believe that the topic of the lecture has not been decided yet, so they cannot prepare or are in a hurry. I think this is the wrong idea. The preparation before taking the questions is very important. This is the knowledge reserve stage for taking the open class well. At this time, we can tentatively decide on a topic and prepare it purposefully, which can be regarded as military training.

The preparation at this time can be divided into four stages: audition, absorption, selection, and innovation. The audition work means to focus on this topic, extensively collect all aspects of lesson preparation information, check online teaching plans, courseware and other materials on related topics, and learn from other people's strengths to see if they can be used for me. Because every lesson plan and courseware is full of the author's hard work, more or less all have their own advantages. Browse them first, select the essence according to the lesson being taught and your own teaching characteristics, and boldly "take it" for Used by "I". Maybe I can't copy other people's examples, but I can learn from their ideas and innovate on this basis.

2. Issues that need attention when preparing lessons:

1. Prepare detailed records.

That is, every sentence the teacher says in the classroom, the students' answers, even every key movement of the teacher's gestures, predicting the possible answers of the primary school students, etc., must be written down. This The lesson preparation process is equivalent to the process of reading a book from thin to thick.

2. Prepare students and listeners.

Prepare students. First, find out the students’ cognitive barriers. Since they are primary school students in lower grades, when preparing lessons, they should focus on analyzing what problems students will encounter when learning this lesson and how to solve these problems. For problems that students generally find difficult to understand, teachers need to design targeted teaching methods and find a suitable method to visually break through the difficulties.

Secondly, grasp the learning psychology of lower-grade students. When preparing lessons, students’ cognitive characteristics should also be carefully analyzed.

Thirdly, design teaching methods that are effective for grade students.

Prepare an audience. An open class is a class for everyone to observe and comment on. Therefore, it requires teachers to consider not only the learning effects of students, but also the feelings of the listeners during the class. Sometimes it is necessary to integrate the listeners into your class. Come.

3. The teaching objectives of the new course should be comprehensive.

No matter how the curriculum is reformed, a good lesson should first focus on the long-term and comprehensive development of students. In other words, a good class should not only consider how much knowledge students have learned and how much ability they have improved, but more importantly, what kind of physical, mental, and emotional development the students in the lower grades have achieved, and even what kind of spiritual gains they have gained.

4． The introduction of new courses should be innovative.

Good classroom introduction can better stimulate students' enthusiasm for learning, arouse students' strong interest in learning, make the classroom atmosphere lively, and have the effect of "killing the sky with one stone". There are many importing methods, such as poetry importing, song importing, comics or picture importing, story importing, riddle importing, proverb importing, doubt importing, etc. As long as you are a thoughtful person, you will definitely be able to "flow with ideas".

5. The transition in teaching links should be natural.

A lesson is always composed of several links, so when preparing lessons, you should pay attention to the fact that the transition between these links should be natural, and strive to be smooth and seamless. In this way, the ideas of a lesson will appear very clear and smooth, students' thinking will not be interrupted by sudden interruptions or abrupt turns in a certain teaching link, and the audience will also feel that the entire lesson is a perfect whole. When preparing lessons, we should pay attention to looking for the logical connections between the various links, and then use concise and concise language to tie them together to form a main line that runs through the entire class, instead of mechanically using a single method of "Let's learn next" He dragged the student over.

6. Strive to be refined in the selection of classroom tests.

The classroom test questions selected for public courses should not be “complex”, “difficult”, “biased” or “old”.

The selected classroom test questions should closely follow the key and difficult points of the syllabus, appear in a vivid and flexible form, and be of moderate difficulty so that most or even all students can complete them successfully. This is also a testimony to the effectiveness of your classroom. Each question in the designed exercises should have a corresponding gradient and a clear purpose. Instead of practicing for a long time, the students will appear active and the judges will think that your thinking is confused.

7. Strive to have bright spots in the teaching process.

After the class is over, you have to ask yourself: Is there any part that left a deep impression on people? Is there anything worth remembering for the teachers attending the class? Which link will leave a deep and beautiful impression on the teachers and become the focus of discussions among them after dinner? If not, it means that the preparation for this class is not good enough and there are no highlights. This highlight is not only a formal highlight, but more importantly, this highlight must serve the content. Highlights that are divorced from the content of this section would rather be discarded. If you prepare a highlight, be careful not to prepare it fully and then perform it successfully like a crosstalk actor, instead of turning the highlight into a blemish due to small mistakes or intellectual errors.

?3. Repeated trial teaching and timely correction

No matter how familiar you are with the lesson plan before class, it is not as direct as the experience gained from entering the classroom and giving the students a trial lesson. and richer, more targeted. Students are the banner of teaching, guiding the direction of our lectures and controlling our classroom.

You don’t have to have an instructor listen to the trial lecture. As long as you lecture it once in front of the students, you will know 80% whether the class is a success or a failure based on the students’ reactions and your own emotions.

There is no best, only better. Trial teaching will make your class better, as long as you have patience and perseverance. ?

?4. Formal lectures

First of all, we must consider the dress code. Wear professional attire as much as possible, appear decent, clean and tidy. Female teachers can put on light makeup to look energetic and give students and judges a better first impression.

Secondly, overcome nervousness. Some teachers are very nervous before giving lectures, but this is actually normal. The most effective way to overcome stress is to prepare, prepare, and prepare again! If you are ready but still nervous before entering the classroom, you need to adjust yourself before entering the classroom.

Again, there must be pre-class mobilization. There must be pre-class mobilization before class. Look for opportunities to get close to students to eliminate the nervousness of lower-grade students. If time permits, you can play a small game, tell a joke, etc. with students. On the one hand, you can communicate with students and pull them together. Get closer to the students, eliminate the students' nervousness, and at the same time stabilize their own nervousness.

Finally, during the teaching process, we strive to make our teaching language humorous, contagious and attractive, with passion, and pay attention to the use of body language such as gestures. We strive to create a relaxed and harmonious learning environment for students so that students can express their opinions easily and freely.

5. Writing reflections on teaching

In fact, in a good lesson, not only the students have developed, but the teachers should also develop. This is the mutual benefit of teaching. Usually, write down your insights and reflections during each teaching process. It will become a valuable asset in your teaching career. When preparing for a class, I often go through the teaching reflections I have written before, trying to avoid the recurrence of deficiencies and mistakes that have occurred in the classroom. This indeed helps a lot in my teaching.

In general, a good class, I think, should be: the teacher teaches naturally and smoothly, students learn easily and happily, the whole class sounds comfortable and smooth, and the teaching tasks can be completed effectively. This is A good lesson. In fact, benevolence is in the eye of the beholder, and wisdom is in the eye of the beholder. If 80% of teachers say yes, it can be said that this is a good class!