How to become a qualified "practical integration" teacher

I love the work of teachers, as a good teacher and friend of the students I think to become a qualified teacher, we should strive to teach every lesson. Teachers should be based on the majority of students in the required time to obtain the necessary knowledge and develop the ability to gradually make the students learn more interesting, more active, the more intelligent, in the teaching of knowledge at the same time, so that students can learn to analyze the problem and solve the problem of a good way to cultivate innovative spirit of the construction of human resources to make a contribution. To this end, teachers should first love students, pay attention to maintaining students' self-esteem; make friends with students, so that students accept you, recognize you. Be a teacher, teach and educate people. Secondly, we must love teaching, dedication to the cause of education, correctly handle the relationship between teaching and research, and strive to study the theory of education and teaching, in-depth understanding of the content of the teaching, we must be willing to take the time to carefully prepare for each class; at the same time, we must also set up a good job in teaching confidence and determination to find ways to teach the students to complete the people's honorary duties of the teacher as their own responsibility.　　Second, master the content of the course, clear teaching objectives to speak a good course, first of all, we must study the content of the course, not only to achieve a deep understanding, but also to achieve a comprehensive grasp. So that the appropriate choice of teaching materials and proper arrangement of teaching materials. The so-called deep understanding, that is, to understand each component of the course content thoroughly, there can be no ambiguity, ready to answer the students may put forward a series of "why". This is the basic requirement. Comprehensive mastery means being able to pull out the key points from all the content, rationalize the system, and use a thread to run through it. This requirement is a bit high, but we should strive for it. You know, even if the teacher himself clear focus, the system, and then go to the lecture, the students listened to, but also may feel "focus is not prominent", "the system is not clear". If the teacher himself is the focus is not clear, the system is not clear, the students will hear just no main, clueless pile of fragmented knowledge. This is because the teacher's knowledge into the student's knowledge, to go through the process of "speaking" and "listening" to a certain discount.　　In order to lecture and study the content of a subject, never to the syllabus or the content of a textbook as a limit, can not talk about how much to learn only how much, can not know a few points to a few points. It is necessary to "go one step further and go three points deeper", and to have a certain amount of reserve power. Otherwise, you will not be able to inspire your classmates in the future, and you will feel exhausted and unable to cope with the questions and answers. Secondly, it is necessary to have a certain understanding of the past development process of the discipline, the current development, the direction of future development, and how it is related to the actual engineering at various stages of development. In this way, the content of the lecture will not be boring, narrow scope, so that students feel "dry", "only bones without meat". If you can combine your own once in this discipline with the production of some of the scientific research work done, it will be able to make the lectures more vivid, so that students feel more convincing.　　In the study of the content of the teaching, in a wide range of different schools of thought and different methods, compare their advantages and disadvantages, and affirm their own views. Although in the future in the lecture generally do not teach all the different doctrines and methods, but there may be some students read reference books, raised questions in this regard, the teacher should be prepared.　　Third, understand the situation of students, improve the teaching program teachers to complete the "preaching, teaching, solving" the sacred mission, in addition to their own solid knowledge of the fundamentals; but also fully understand the object of teaching - students' Psychology, foundation, ability and many other factors. The only way to achieve the expected teaching effect is to know more about the students, study the teaching content and improve the teaching program.　　Before a teacher prepares to teach a certain course for a certain class, he or she must understand the learning situation of the students in the class and collect as much information as possible in this regard, which will serve as part of the basis for arranging teaching materials, deciding on teaching schedules and choosing teaching methods in the future. The information collected includes the students' specialization, the study status of their prerequisite courses, their learning culture, their usual learning methods, and whether there are any students with exceptional or special difficulties. In this way, when preparing for future lectures, we can make the content of the lecture and the content of the prerequisite courses more connected, and make full use of the students' existing knowledge to serve for our own lectures. In doing so, not only can make the students easy to accept the content of the lecture, but also make them understand the content of the prerequisite courses more y.　　Fourth, in the multimedia environment of the teaching preparation 1. At the beginning of the use of multimedia teaching, people have optimistically that multimedia teaching, although it takes a lot of time to produce electricity in the courseware, but once the courseware is completed, it can be done once and for all, the teacher does not have to spend time on lesson preparation as in the traditional mode of teaching, and even through the network teaching to save teachers' resources, the teacher's class will become very simple: as long as there is a good electronic lesson plan can also achieve better results. Lecture effect. Practice has proved: this understanding is one-sided, the use of electronic lesson plans will never save teachers' preparation time than the traditional mode, it is not to reduce the requirements of teachers, but to improve the requirements. Courseware can only provide a skeleton structure of the lecture, the effectiveness of teaching to a large extent depends on the teacher's preparation process and the accumulation of teaching experience, so teachers in the production of courseware, not only to familiarize themselves with the knowledge structure of the course, but also have to consider how to revolve around this structure to make the lecture more vivid and specific; must be the multimedia mode of teaching methodology, instructional design research: to explore the large-capacity, rough line, discrete, enlightening, and the use of electronic lesson plans. The teaching method of exploring the large capacity, rough and loose, diffuse, inspiring is the teacher in the application of multimedia teaching to pay special attention to the problem of multimedia teaching on the teacher's preparation for a higher demand.　　2. Adhere to the teacher's dominance and the auxiliary of multimedia. The traditional chalk and blackboard teaching mode relies heavily on the teacher to write the blackboard to pass the information, the teacher does not write students have nothing to see, so the teacher naturally becomes the protagonist in the classroom. Multimedia teaching is different, the teacher can sit in front of the computer to look at the computer screen to explain, the students do not necessarily have to look at the teacher how to action, just look at the projection screen can be, and some multimedia classrooms and even move the podium to the corner of the classroom, it is very easy to make the teacher to lose the protagonist of the classroom status, and even can only play a role in a "voice actor" role. Therefore, in the process of multimedia teaching, teachers should not be greedy for comfort sitting in front of the computer lectures, and do not appear on the screen in a large section of the text narrative for students to see or copy, standing next to their own rest. Should adhere to the student-oriented, timely control of students' attention and interest, minimize the visual space of students; teachers who can supplement and adjust the classroom teaching content in real time on the blackboard, so that teachers play the advantages of body language, active classroom atmosphere. In short, to take a variety of measures to "I" as the center, do not let the multimedia screen dominate.　　3. Control the pace of teaching. One of the major advantages of using multimedia teaching is to save the teacher on the depiction of complex images and tables, as well as on the title, definitions, laws, principles, formulas, examples, summaries and other text writing, so that teachers can have the time to focus on the mechanics of the phenomenon, laws, methods and a variety of issues on the analysis and explanation of the teaching materials can be shown to students to increase the amount of information in classroom teaching, it can be said that the amount of teaching information is significantly Increase, but at the same time there is also the problem of dealing with the contradiction between the large amount of information and the appropriate teaching rhythm. Due to the limitations of the media screen and the rhythm of improper control, often make students think about some of the content is not enough, do not understand. From the physiological and psychological characteristics of students, to accept a new knowledge must have a repeated process, and thinking is not possible to maintain a high degree of concentration for a long period of time, therefore, in the use of multimedia teaching, can not be in pursuit of large amounts of information and ignore the rhythm of teaching, or to let the students have time to see, have time to think, have time to accept and "digestion", this requires teachers to produce e-learning, and the pace of teaching. This requires teachers in the production of electronic lesson plans, highlighting the basic concepts, basic methods, key points, the teaching process to control the rhythm.　　4. Organic integration of multimedia technology and traditional board. From the point of view of educational physiology, in the teaching process, dealing with only one kind of media for a long time, even the most advanced media, it is easy to induce physiological fatigue, which is true for traditional teaching, and also true for multimedia teaching, so the two kinds of media are used alternately, which is more conducive to attracting students' attention. For the movement of the mechanism, force analysis and exercise calculations, it should be appropriate to increase the blackboard board, so that students are familiar with the analysis process of mechanics, master the formula of the calculations, standardized engineering calculations, and improve the application of knowledge of mechanics. In order to get a good effect of gradually teaching reasoning or deductive thinking, try to make the "courseware" into the form of animation, in order to guide the thinking of students in the classroom teaching.　　At the end of the course, there is a general check-up. This check, mainly for the whole course teaching content and the number of arrangements for the order, as usual after-school check, it is best to check immediately after the improvement of the law, do not put off to the next time the preparation of the class to consider.　　After the lesson to seek the views of the students, to seek the views of the teachers listening to the lesson, can be found in the shortcomings and problems in their own lectures. However, in my personal experience, self-checking is more important. Although it is generally said that "the authorities are confused, but the onlookers are clear", but if you can be in-depth, objective, and comprehensive examination, can be more clear than the onlookers. Generally speaking, in the first lecture, mainly rely on other people's opinions; after a few lectures, mainly rely on their own check. There is no end to the improvement of the quality of classroom teaching. In the past, people used to say that "there is no end to learning", but for us teachers, we should say that "there is no end to learning and teaching". If we are only satisfied with the completion of the syllabus, the students have no comments, then the requirements are too low. Even if the students not only have no opinion, and recognized that you speak very well, the quality of lectures can still be greatly improved.　　First of all, mastery of the course content, there is no end. In-depth can be deeper, broader can be broader. In the rapid development of science and technology now, to achieve a deep understanding of the content of a subject, comprehensive mastery, is not easy to do. What's more, nowadays the country's demand for human resources training is getting higher and higher, the demand for the quality of education is also getting higher and higher, and the demand for the quality of our classroom teaching is also getting higher and higher.　　In addition, there is no end to the improvement and perfection of teaching methods. For example, how should the teaching process of lecturing be coordinated with other processes? Which contents must be taught in the classroom, and which contents are suitable for students to learn on their own? How to teach, so that students with the least effort and time to master the basic content, freeing up energy and time for self-study? In the lecture should be how in-depth and simple, to different levels of students tailored to the students, so that the level of better students can be in-depth study, to give full play to their talents, the level of poorer can also grasp the basic content, for their future self-study to lay the foundation? These questions will always be in front of us, to be constantly studied, and gradually to solve.　　As teachers, we should set up such a point of view: every lesson, should let the students have a lesson of harvest. A successful lesson will make the students listening to the lesson in the road to science, that is, their own modernization of the motherland to make a contribution (even if it is a very small one). If a lesson is not taught well, dozens or even hundreds of hours are wasted for dozens or even hundreds of students in the class. If in the middle of that lesson, one indoctrinates the class with any wrong content, viewpoints and methods, the damage done is even greater. How can we take any lesson lightly!　　Today's society is full of new knowledge and students have new characteristics. If a teacher merely relies on eating the same old stuff and staying put, nine times out of ten, it won't work. Teachers' professional characteristics determine that they must be placed under the supervision of the community, must be strict with themselves, and must play an exemplary role everywhere. Therefore, I think, a teacher as long as the love, responsibility, dedication and enterprising spirit he (she) can become a qualified teacher.