How to teach public classes

How to teach open classes well

Recalling the experience of teaching open classes, I have a lot of experiences and feelings. Let’s discuss with teachers the precautions for teaching open classes, hoping to bring some guidance. I would like to give you a little inspiration, and I hope teachers will criticize and correct any inappropriateness. To teach an open class well, you need to do all aspects of work well and in detail. Here I will mainly talk about my views from the following five aspects:

1. Preparation before class preparation:

Many teachers believe that the lecture topics have 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. Make 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 students' possible answers, etc., must be written down. This The lesson preparation process is equivalent to the process of reading a book from thin to thick. This method may seem time-consuming and laborious, but it can make the teaching language more refined, the ideas clearer, and the classroom efficiency more efficient. Of course, how to write a detailed case will vary from person to person and will be determined according to your own situation. If you are an old teacher with many years of teaching experience and familiar with the teaching materials, you don’t need to detail everything and just list the framework; but for young teachers, I think it is very critical and important to do everything in detail. . This is not only crucial for preparing for this lesson, but also for future teaching and the improvement of one's own business. To prepare for an open class, you must go through this process from thin to thick, and then from thick to thin again, so that this class can be successful.

2. Prepare students and listeners. ?

Prepare students. First, find out the students’ cognitive barriers. When preparing lessons, you 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. Understand whether the students have already learned this topic. If they have, they should make it more difficult during lesson preparation. If they have almost forgotten the content, they need to review the key points they have learned before. If they have never learned it, they should read the previous chapter. How well do you master the knowledge base? Are there any obstacles to learning this lesson? The content of the class should also be conducted at a low slope. Especially for teachers who do not give lectures on the first day after selecting questions, you should pay attention to whether the previous contestant's class has actually achieved the teaching objectives. If not, you have to prepare the knowledge for the students in advance, otherwise, the failure of the previous contestant may be affect your normal performance.

Secondly, grasp students’ learning psychology. When preparing lessons, students’ cognitive characteristics should also be carefully analyzed.

Specifically, when creating situations, we need to think about what kind of situations will students be interested in? When designing questions, we need to think about what kind of questions are challenging for students? When designing language, we have to think about what kind of expression can make students find it intuitive and interesting, etc.; in addition, we must take into account the length of time students have to concentrate, and focus on the content during the period of concentration, and must not put it in the classroom. The period when students are relaxed at the beginning or half an hour later; students’ emotional fluctuations should also be considered, just like “the article seems to look at the mountains but not the plains”, students’ emotions can also be relaxed and tense at times. If the class can lead students to reach a climax, then It must have been a very exciting class. For example, competitions, group discussions, relaxation activities and other links can be used in classroom activities to mobilize students' learning enthusiasm, so as to achieve the purpose of focusing students' attention on learning.

Thirdly, design teaching methods that are effective for students. A common drawback when we teach now is that teachers talk too much. The role of teachers needs to change from actors to directors. Nowadays, class evaluation pays more attention to evaluating teachers’ “how well they lead” rather than how well they teach. In today's classroom, many teachers like to use fashionable forms of cooperation and communication, group discussions, etc. I think we should only discuss issues that are necessary to discuss, rather than simply pursuing formal excitement. Form serves content, and form without content becomes flashy. This kind of formal excitement that wastes time is not an effective teaching method.

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. For example, when asking students to read reading materials, you need to present the relevant content to the audience in the form of courseware, so that some teachers will not be unable to follow the class ideas because they are not familiar with the content. In addition, through beautiful and dynamic courseware, the content, key points and ideas of what you teach are intuitively and vividly displayed on the screen, so that students and the audience can understand at a glance and understand by heart, thus making the classroom atmosphere harmonious and harmonious.

Speaking of courseware, I would like to remind everyone that the content of the courseware should not be too much on one screen, and should not be filled with words, so that no one will want to read it. Also pay attention to the size of the font, so that students in the last row can see it clearly; the contrast between the color of the font and the background color of the template should be clear and comfortable; in addition, it should not be too bright, and the jumping and moving things should not be too bright. more so as not to distract students. In addition, it is necessary to clarify the status and role of the courseware. It serves the lecture content. It is in a subordinate position and must not take the lead.

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 have gained, and even what spiritual gains they have gained. We know that teaching goals are divided into three aspects: knowledge goals, ability goals and emotional goals. We can generally achieve knowledge goals and ability goals, but for emotional goals, we are always vague during our usual lectures, or only scratch the surface. Imagine that if a class can infiltrate a certain amount of emotional education or teach students a method, then the teacher's teaching level will be very extraordinary.

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 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 of 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 “complicated”, “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 highlights in the teaching process.

After the class, 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 just a highlight in form, 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 lectures and timely corrections

No matter how familiar you are with the lesson plan before class, it is not as direct and direct as the experience gained from entering the classroom and giving the students a trial lecture. Rich and 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.

If there is an instructor attending the class, after each trial lecture, the teacher will give a lot of valuable advice. Don't just listen at this time, because many teachers will give you some valuable advice in order to take care of your face. It's very tactful, and there may be something behind the words; in addition, you may not understand many of the opinions people say at the time, and you may not be convinced, thinking that I think this way, I think that way, etc. At this time, you have to record it word for word. Come down, and then go back and slowly ponder: Where is this teacher’s sentence aimed at? Does this problem exist elsewhere? Is there anything we can learn from the teacher’s advice? Then absorb what can be absorbed, improve what can be improved, and correct the problems that existed in the trial lecture one by one: for example, the language in the classroom should be refined, and strive not to repeat a sentence, even if it is to praise students, do not use the same sentence; do not have spoken language Don't stand at the desk, but try to integrate into the students; when students answer questions or read text, they must listen carefully, look at the students with a pleasant look, and give corresponding encouragement and comments, etc. For a high-quality class, if you are so prepared that you don’t need to look at the lesson plan and only have a framework in mind, which is how thick it feels to you, then you can almost enter the class. If you give lectures several times and are well prepared and confident, you will naturally not be nervous. Not only will you be able to impart knowledge to students smoothly, but you will also be able to burst out with inspiration and say a few humorous words.

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, you must consider your dress. 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. Teachers can come to class with a learning and research mentality (you can comfort yourself that I am here to learn and to inspire others. It doesn’t matter if I am embarrassed. If I am embarrassed, I will understand better where I should improve and how to express my impression of this class. Deeper), come to class with a presentation mentality (I have a very good design plan and am eager to show it to the lecturers to show my teaching level), come to class with an "I can do it" mentality (you might as well have some Ah Q spirit , tell yourself, this is my class, I am fully prepared, this class is my decision).

Again, there must be pre-class mobilization. There must be pre-class mobilization before class, and you must find opportunities to get close to students to eliminate students' nervousness. 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 get closer to each other. The distance between students eliminates students' nervousness and at the same time stabilizes their own nervous emotions.

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!