Skills of universal use of lecture notes

How to use the universal template of lecture notes

? Talking about class? It is a new thing emerging in the teaching reform, a new teaching research form for teaching research, teaching exchange and teaching discussion, and also a further development of collective lesson preparation. The lecture draft is a manuscript prepared for lecture, which is different from the lesson plan, which only says? How to teach? Many teachers will use the universal template to write the lecture draft, which suggests that it is also skillful to use the universal template of the lecture draft. Let me introduce you the skills of using the universal template of the lecture draft, hoping to help you!

Skills of using universal lecture notes

Lecture notes are the basic qualities of teachers' profession. Lecture notes require teachers to have a good understanding of teaching syllabus, teaching objectives and classroom design, and include: teaching materials, objectives, key points, difficulties, teaching methods, learning methods, processes, blackboard writing and summary.

Many students have some misunderstandings and prejudices about lecture. I think that giving lessons is endorsement, and I just need to recite things, so I pursue the so-called? Universal template? You just need to memorize a template, no matter what the title is, you can fill in the content in the past, and then think it is universal.

objectively speaking, there are templates for lecture presentation, and corresponding templates for lecture presentations can be found everywhere in different subjects. But two things should be corrected: first, this template is by no means omnipotent, and it can be applied to any class; Secondly, if the template is used correctly, it does have certain benefits, but its disadvantages are even greater. So you should be careful when using it.

The advantage of the lecture draft template is that it can be standardized. Anyone who has read the lecture notes knows that many lecture notes have basically written all the cohesive devices, which can reduce unnecessary slip of the tongue caused by temporary organization of language. In addition, because the general framework of the course design in the lecture template has been determined, it is only necessary to fill in the content directly when preparing lessons, which many students will find convenient and a shortcut. However, the shortcomings also come from this. The fixed framework can't adapt to the content of different classes, especially the design of teaching process, which is easy to cause? Routine? The phenomenon. That is to say, changing a text casually is the same. From the perspective of exam-taking, the discrimination between candidates will become smaller, which can not reflect the corresponding teaching design ability and classroom organization ability, and this part of the score is the largest.

As for templates, I suggest that students who are not familiar with the form of lecture can try to prepare lessons with templates at first, which can provide some ready-made designs and language expressions, and help them to get started quickly. However, after the lecture has been mastered, in the next training, we should get rid of the fixed and patterned things in the template through different class types and more text exercises, keep some desirable cohesive sentences in the language, and get rid of the traces of routinization, so that the preparation of lessons for different texts can be flexible.

Then, in practice, there is another situation. Many candidates have already prepared their lecture notes and memorized them because the exam is approaching. In this case, you don't have to give up the template you know by heart immediately, because if you start all over again, it may increase the workload (because changing the inherent curriculum design and expression mode requires repeated reminders to correct), or even because you are not flexible enough to deal with the impact on self-confidence in speaking class. In this case, my suggestion is: re-examine the lecture template you have prepared, then adjust it according to the different types of courses in this subject (for example, the teaching materials and learning conditions are often not fixed), and then remove redundant and decorative sentences (mostly flashy and time-consuming), and only keep the basic cohesive sentences, so as to reduce the workload and the routine mode.

There is also the need to treat subjects separately. For sports, music and other subjects, some templates can indeed be used for reference because of the few types of courses and the relatively fixed content, but attention should be paid to the introduction and activity design to be creative so as not to fall into the stereotype and to have a certain degree of differentiation. For other disciplines, we should not rely too much on the template of lecture notes, such as Chinese, which covers narrative, prose, expository, poetry, classical Chinese, novels, etc. The teaching objectives required by each class are very different, and the analysis objects are different, so the side effects of applying the template are obvious, and the analysis of each text often stays on the surface, so it is impossible to flexibly handle the important and difficult points of each class.

In fact, the core of this form of investigation is to show your own teaching design, which is the purpose of the assessment. Therefore, we should pursue original and personalized design for every link of the teaching process, and we should not be bound by templates and stick to the rules. ;