What is lecture? What is the format of the course manuscript? It’s best to use primary school Chinese texts as an example.

Telling lessons

"Telling lessons" is conducive to improving teachers' theoretical literacy and ability to control teaching materials, and is also conducive to improving teachers' language expression skills. Therefore, it has been valued by teachers and has appeared on the list of An elegant place for educational research.

What is lecturing?

First of all, we must clarify what lecturing is. The so-called lecturing 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, and teaching procedures. It is a teaching and research activity in which the ideas, teaching design and basis of such aspects are comprehensively described face-to-face to peers (teachers of the same subject) or other audiences.

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.

How to write a good lecture manuscript?

The so-called clarifying "why it is taught this way" is what we usually talk about finding theoretical basis. Where can I 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 arrangement instructions in the "Teaching Reference" , specific requirements, etc., which is the theoretical basis that guides us to grasp the context of teaching materials and determine specific teaching goals, key points, and difficulties; third, there are many teaching principles, principles, requirements, and methods in "Education" and "Psychology", which are It can also be used as the theoretical basis for us to determine teaching and learning methods; fourth, we should make practical considerations on the knowledge points in the teaching materials based on the content of the teaching materials and the actual situation of the students.

The steps for writing a lecture manuscript

Generally, it should be explained from the following aspects:

1. Brief analysis of teaching materials

Teaching materials It is a basis for judging teaching and an important source for students to acquire knowledge. ① The content part of the textbook requires the subject, volume, unit or chapter of the lecture content to be stated; ② What is the teaching content? What knowledge points are included; ③ The status, role and connection of this course content in the teaching materials; ④ What are the requirements of the curriculum standards for this part of the content; ⑤ The determination of teaching objectives is generally based on knowledge and ability, process and method, emotion Attitudes and values ??are determined from several aspects; the focus, difficulty and key points of teaching are determined. The focus of teaching is the decisive content in the teaching materials. Its determination must follow the curriculum standards, teaching content and teaching purposes. 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.

2. 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 the specific teaching methods, teaching methods and reasons used; ③ the teaching 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.

3. Guidance on study methods

Study methods include “selection of learning methods”, “guidance of learning methods” and “cultivation of good study habits”. When drafting, it should be highlighted: ① The focus and basis of law-study guidance; ② The specific arrangements and implementation methods of law-study guidance; ③ What learning methods are taught to students, what abilities are developed in students, and how to stimulate students' interest in learning and mobilize students learning enthusiasm.

4. Overview of the teaching procedures

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

When drafting, it should be scientifically explained: ①Preparation status before class; ②Complete teaching procedures (mainly: how to pave the way, how to introduce, how to conduct new lessons, how to design and arrange exercises, how to summarize, and what time it is control, how to increase the density of the classroom and strengthen cognitive effects through multimedia-assisted teaching); ③ Briefly explain homework assignments and blackboard design; ④ Organization and control feedback measures for bilateral activities during the teaching process; ⑤ Application of teaching methods and teaching technology And the implementation of study method guidance; ⑥How to highlight key points, break through difficulties, and realize 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 so that the first three aspects can be implemented.

5. Teaching effect analysis

Estimation of the initiative, depth and breadth of students' participation in teaching activities, and estimation of students' achievement of teaching goals.

Lecture activities are divided into two forms: pre-class speaking and post-class speaking. Whether it is pre-class speaking or post-class speaking, 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 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.

The general format of the lecture script

The lecture script

1. Self-introduction: name, unit, topic

2. The content of the lecture

1. Talk about teaching materials: analysis and processing of teaching materials.

1). The status and role of teaching materials:

①. What is the status of the subject content taught in the entire knowledge system? Macro-micro process

②. What is the internal connection with previous and subsequent knowledge? What part of the knowledge do students learn this part of content based on? What kind of knowledge is used? What are the developments? And is it the basis for what knowledge will be learned later?

③. What effect does it have on cultivating students’ knowledge and ability? What impact will it have on students’ future studies?

2) Teaching objectives: Teaching objectives - corresponding to the teaching syllabus

Includes: knowledge objectives: memorization, understanding, application, ability objectives, ideological awareness

On the basis of mastering knowledge, it rises to ability.

Basics: ①. Students’ existing knowledge base ②. The status and role of the content of this course in the teaching materials

③. Specific requirements of the curriculum standards

3). Establishment of teaching priorities and difficulties

Basics: ①. Specific requirements of curriculum standards ②. Student reality and social reality

③. Logical structure and teaching system of teaching materials

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It can outline the key points and draw inferences from one example; the difficulties vary from student to student and from school to school.

4) Handling of teaching materials: Teachers’ ability to control teaching materials: good at using auxiliary texts and small questions in teaching materials...

2. Preaching method: teaching There is a law, but there is no fixed method for teaching. The most important thing is to obtain the law.

Basics: ①. Teaching objectives, important and difficult points in teaching. ②. The pattern of students' cognitive activities and the actual level of students

③. The actual teaching level of teachers should make use of strengths and avoid weaknesses.

Purpose: to master knowledge, cultivate abilities and develop intelligence.

Why use this teaching method? How to effectively use this method in specific classroom teaching? What effect is expected to achieve?

Choose teaching methods, such as multimedia; purpose, practicality, operability, and novelty.

3. Speaking teaching program (speaking teaching design)

Includes: introduction of new lessons, explanation of new lessons, evaluation of teaching effects, and consolidation of new lessons.

1), introduction: stories, songs, famous quotes, knowing what you know (thinking from someone else’s perspective). How to import? What are the benefits? What effect can it have?

2) Explanation: ①. What questions does the teacher ask in what way? How to promote students' positive thinking? What role do teachers play? To what extent are students involved? What did students complete independently?

②. In the process of explaining new lessons, what abilities should be cultivated in students? What goal is achieved? What kind of thinking results may occur when students study? What mindsets need to be overcome? What are the remedial measures if students do not follow the teacher's ideas?

③. How to make students truly the masters of learning, so that students not only learn, but also know how to learn. This is the key to teaching and the essence of teaching.

3) Evaluate the teaching effect: (feedback)

Not only classroom exercises, but also questions. Practice should be targeted and systematic. Focus on key points and difficulties; systematic and internal connections with knowledge; operability.

4) Induction and summary (summary): The focus is on integrating the knowledge of this lesson into the existing knowledge system, strengthening the connection between knowledge, and asking some thoughtful questions to connect the previous and the following.

5), writing on the blackboard