How to say open geography class?

In other words, every sentence that the teacher has to say in class, the students' answers, and even every key action of the teacher's gesture, and the prediction of the students' possible answers should be recorded. This lesson preparation process is equivalent to the process of reading from thin to thick. This method seems time-consuming and laborious, but it can make the teaching language more and more refined, the thinking more and more clear, and the classroom efficiency more and more high. Of course, how to write a detailed case varies from person to person, depending on your own situation. If you are an old teacher who has many years of teaching experience and is familiar with teaching materials, you don't have to be meticulous, just list the framework; But for young teachers, I think it is very critical and important to do the details of everything well. This is not only important for preparing lessons, but also important for future teaching and the improvement of our own business. The preparation for the open class must go through this process from thin to thick, and then from thick to thin, so that this course can be successful.

2. Prepare the students and prepare the audience.

Prepare students.

First, find out the cognitive obstacles of students. When preparing lessons, we should focus on analyzing what problems students will encounter in this class and how to solve them. For the problems that students generally find difficult to understand, teachers need to design targeted teaching methods, find a suitable method, and intuitively break through the difficulties. Understand whether students have studied this topic, and if so, deepen the difficulty of preparing lessons appropriately; If the content is almost forgotten, it is necessary to review the key points learned before; If you haven't studied, it depends on how well you have mastered the previous knowledge base, whether there are any obstacles in learning this course, and the content of the course should be carried out on a low slope. Especially for teachers whose teaching order is not on the first day after topic selection, we should pay attention to whether the previous player's class has really achieved the teaching goal. If not, you should make good preparations for your classmates in advance, otherwise the failure of the previous player may affect your normal play.

Secondly, grasp students' learning psychology. When preparing lessons, we should also carefully analyze the cognitive characteristics of students. Specifically, when creating situations, we should think about what kind of situations students can be interested in. When designing questions, we should think about what kind of questions are challenging for students. When designing a language, we should consider how to express it, make students feel intuitive and interesting, and so on. In addition, we should consider the length of students' attention, focus on the time of students' concentration, and never put it half an hour after the beginning of class or students' lax thinking; We should also consider students' emotional fluctuations, just like "looking at the mountain and not liking peace", students' emotions can be loose and tight. If the class can lead students to a climax, it must be a very wonderful class. For example, in classroom activities, competitions, group discussions and relaxation activities can be used to mobilize students' learning enthusiasm, so as to achieve the purpose of concentrating students' learning attention.

Thirdly, design effective teaching methods for students. The common shortcoming of our lectures now is that the teacher talks too much. The role of a teacher should be changed from an actor to a director. Nowadays, more attention is paid to evaluating the teacher's "how well he guides" than how well he speaks. In today's class, many teachers like to use fashionable forms of cooperation and communication, group discussion and so on. I think it is necessary to discuss the problem, rather than simply pursuing formal stimulation. Form serves content. Without the form of content, it becomes flashy. This kind of time-wasting formal stimulation is not an effective teaching method.

Get the audience ready.

Open class is a class for everyone to observe and comment. Therefore, it requires teachers not only to consider the learning effect of students, but also to consider the feelings of listeners, and sometimes to integrate listeners into your classroom. For example, when asking students to read reading materials, you need to show the relevant content to the audience in the form of courseware, so that some teachers will not be unable to keep up with the classroom ideas because they are not familiar with what they are talking about. In addition, through exquisite dynamic courseware, the content, key points and ideas you have taught are displayed on the screen intuitively, so that students and listeners can see at a glance and get the message, thus making the classroom atmosphere harmonious.

Speaking of courseware, I want to remind everyone that the content of a screen of courseware should not be too much, not all words, and no one wants to read it. Also pay attention to the font size, so that the students in the last row can see it clearly; The contrast between font color and template background color should be obvious and clear, so as to make people feel comfortable; In addition, don't be too bright or jump too much, so as not to distract the students. In addition, it is necessary to clarify the position and function of courseware, which serves the teaching content and is in a subordinate position, and must not pretend to be the host.

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

No matter how the curriculum is reformed, a good class should first pay attention to the long-term and all-round development of students. In other words, a good class should not only consider how much knowledge students have learned and how much their ability has improved, but more importantly, what development students have made in body, mind and emotion, and even what gains they have gained in spirit. We know that teaching goals are divided into three aspects: knowledge goals, ability goals and emotional goals, which we can generally achieve. However, for emotional goals, they are always vague or just scratch the surface. Imagine that if a class can permeate a certain emotional education or teach students a method, then the teaching level of teachers will be very unusual.

4. The introduction of new courses strives for novelty.

Good classroom lead-in can better stimulate students' enthusiasm for learning, stimulate students' strong interest in learning, make the classroom atmosphere active, and play the role of "hitting water with one stone". There are many ways to import, such as poetry import, song import, cartoon or picture import, story import, riddle import, proverb import, question import and so on. As long as you are a person with a conscience, you will be able to "speak your mind endlessly".

5. The transition of teaching links should be natural.

A lesson is always composed of several links, so when preparing lessons, we should pay attention to the transition between these links, and strive to be natural and not show traces. In this way, the thinking of a class is very clear and smooth, students' thinking will not be interrupted by a sudden interruption or sudden turning point in a teaching link, and the audience will feel that the whole class is a perfect whole. When preparing lessons, we should pay attention to finding the logical connection between each link, and then put it on in concise language to form a main line running through the whole classroom, instead of mechanically holding students back in a single way of "let's continue learning".

6. Try to refine the choice of classroom tests.

The class questions selected for open classes should not be "complicated", "difficult", "biased" or "old". The selected classroom questions should closely follow the important and difficult points of the syllabus, appear in a vivid and flexible form, and the difficulty should be moderate, so that most or even all students can complete them smoothly, which is also a testimony to your classroom effect. In the design practice, each topic should have a corresponding gradient and a clear purpose, instead of practicing for a long time, the students look very active and make the judges think you are confused.

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

Ask yourself after class: Is there any link that impressed people deeply? Did you leave a memorable place for the teacher? Which link will leave a deep and beautiful impression on teachers and become the focus of discussion among teachers after dinner? If not, it means that this class is not well prepared and there is no bright spot. This bright spot is not only a formal bright spot, but more importantly, it must serve the content. If it is separated from the bright spot of this plate, it would rather be abandoned. If you prepare highlights, don't be fully prepared, and then shake them out like a cross talk actor, instead of turning highlights into stains because of small link mistakes or intellectual mistakes.

Third, try again and again and correct it in time.

The lesson plans that are familiar before class are not as good as giving students a try in class, and the experience gained is more direct, richer and more targeted. Students are a banner of teaching, guiding our teaching direction and influencing our classroom.

You don't have to have a tutor to listen to the lecture. As long as you speak in front of the students yourself, the success of this class depends on the students' reaction and their emotions.

If there is a tutor in class, the teacher will give a lot of valuable advice after each trial. Don't just listen at this time, because many teachers will give euphemistic opinions in order to take care of your face, or they may have something in their words; In addition, you may not understand or be convinced of many points made by others at that time. You think I think so, I think so, and so on. At this time, you should write it down word by word, and then go back and ponder slowly: where is the teacher's sentence aimed at? Does this problem exist elsewhere? What can I learn from the teacher's advice? Then we can absorb what we can absorb, improve what we can improve, and get rid of the problems in the trial lecture one by one: for example, the classroom language should be refined, and we should try not to repeat a sentence, even if we praise students, we should not use the same sentence; Words that have not been said; Don't stand in front of the lecture desk, try to integrate into the students; When students answer questions or read words, they must listen carefully, look at the students kindly and give corresponding encouragement and evaluation. If you prepare a high-quality class without looking at the lesson plan, there is only one framework in your mind, that is, you can almost enter the class from thick to thin. If you try to give lectures many times, you are well prepared and confident, so you won't be nervous. You can not only impart knowledge to students smoothly, but also be inspired to say a few humorous words.

There is no best, only better. Trial lectures will make your class better, as long as you persevere patiently.

Fourth, formal lectures

First of all, consider the dress. Try to wear professional clothes to look decent, clean and tidy. Female teachers can wear light makeup and look energetic, giving students and judges a better first impression.

Second, overcome the tension. It is normal for some teachers to be nervous before giving lectures. The most effective way to overcome nervousness is to prepare, prepare and prepare again! If you are ready and nervous when you enter the classroom, you need to adjust yourself before entering the classroom. Teachers can come to class with the attitude of learning and research (I can comfort myself that I am here to study, but it doesn't matter if I am ashamed. If I lose someone, I know better what I should improve, and I am more impressed by how to teach this class well), come to class with a presentation attitude (I have a very good design scheme, and I am eager to show it to the audience and show my teaching level), and come to class with a "I can do it" attitude (I might as well come).

Third, there should be transfer before class. Be sure to mobilize before class, find opportunities to make friends with students and eliminate their nervousness. If time permits, we can play a small game and tell a joke with the students. On the one hand, you can communicate with students, get closer to them, eliminate their nervousness, and at the same time stabilize your nervousness.

Finally, in the teaching process, we should make our teaching language humorous, appealing, attractive and passionate, and pay attention to the use of body language such as gestures. Strive to create a relaxed and harmonious learning environment for students, so that students can express their views easily and freely.