Example 1 My yard
There is a small yard in my home. There are many flowers and trees in the yard, and there are charming scenery all year round. In the early spring, the spring jasmine blooms with golden yellow flowers, and the spring rose first comes into view, like little faces smiling from ear to ear. Thick moss grows on the ground, like a green carpet. In midsummer, jasmine gives off bursts of fragrance. Haitang is blooming with dazzling red flowers. The green leaves on the grape trellis, one by one, are dense and layered. Standing under the grape trellis, you can see a bunch of grapes that are about to ripen, covered with vines like pearls. In late autumn, yellow leaves fall from the trees, like dancing Huang Die. But the evergreen leaves are still green and particularly energetic. Several pots of chrysanthemums are in full bloom. In the middle of winter, the goose feather-like snow is swirling and everything is covered with silver. Those pampered flowers and plants have lived in a warm room, but Chimonanthus praecox holds its head high and faces the snow without fear.
Lecture question: 1. How to determine the teaching objectives of this course and how to implement these objectives? 2. The key training of this unit is reading long sentences. Please tell me how to teach two long sentences underlined in the text. Please write the blackboard design of this lesson and talk about your design ideas.
Examples of theoretical lectures:
Example 2: Transfer of learning methods is a method that we often use in teaching. Please give examples to illustrate how to use positive transfer to overcome negative transfer in classroom teaching and improve teaching efficiency.
Example 3: The quality of new curriculum introduction directly affects the efficiency of classroom teaching. Please give a successful example and a failed example in combination with the subject you teach.
Example 4: Quality education should be implemented in the classroom. In the teaching relationship, students' dominant position, that is, their own development, should be highlighted, and students' autonomy, initiative and creativity should be fully respected to give them opportunities to show. Please combine your own practice and talk about your own experience.
Example 5: Quality education should be implemented in the classroom. In teaching methods, it is necessary to reflect the blending of teaching and learning, and attach importance to the mutual transformation between teaching and learning. Teachers' teaching is to teach students to learn, teaching is to serve learning, and teaching is to "not teach". In concrete operation, we should attach importance to classroom training, cultivate students' ability through language training and improve classroom teaching efficiency. Please combine your own practice and talk about your own experience.
Lecture notes on "By the Sea"
First of all, talk about textbooks.
The selection of Seaside in the new edition of Chinese Reader fully embodies the editor's view that "the starting point occupies the spiritual commanding heights", which belongs to the appreciation reading part and aims to enrich students' inner knowledge and improve their literary accomplishment.
This article is a lyric prose with strong feelings and profound philosophy. Poetic language and passionate emotions like military music show the author's ups and downs of life philosophy.
In the author's eyes, when I was a child, the mysterious deep blue embrace of the sea was warm and affectionate, bright and beautiful. When adults appreciate all kinds of things and watch the sea quietly, it is full of noise. What they feel is no longer greatness and happiness, but profound thinking about the infinity of the universe, the uncertainty of human destiny and the vastness of space. The sea is the witness of historical changes. In front of the layers of limestone, the author felt the majesty and vastness of the sea and the real harshness of life. On the highway by the sea, she saw the "human will" in the rough waves and the unremitting feelings of human beings to conquer nature. Therefore, the author said: "We know that no matter how long we have passed ... we should walk with' heavy and even steps' and make this process as full, brilliant and full of creative brilliance as possible."
The full text has clear thinking and deep feelings, which declares the process from confusion to relief in the search for the meaning of life, and reveals that as long as we keep struggling, we can create the eternity of life.
Second, talk about learning.
Students are no strangers to prose, but it is difficult to understand such a philosophical text. Therefore, in teaching, students can be given basic methods to read prose according to their understanding of prose, so as to guide students to understand the basic structure of the full text through self-reading. The key to understanding the theme is to guide students into the text and have a face-to-face dialogue with the author, so that students can understand the author's feelings about life through the images in the text. High school students have been exposed to this expression, so students can extract images in a relatively short time. The author's thinking contained in the image needs to be completed through the exchange and cooperation between students and the guidance of teachers, so as to truly realize the interaction between teachers and students.
Third, theoretical study.
"Curriculum Standards" points out: "Reading is a personalized behavior of students, so we should cherish their unique feelings, experiences and understanding." In the whole class, I try my best to let students fully express their feelings. In the expansion part, I let students talk to themselves according to their feelings and realize personalized interpretation of the text.
This article is difficult to understand. I mainly use "thinking" to "ask" to make students' thinking active, bravely talk to the author and understand his feelings. In the course design, let students grasp the lyric sentences in the article to analyze the author's point of view, and consciously create situations, organize students' exploration activities, stimulate students' curiosity, let students ask questions themselves, and form their own understanding through group discussion, so as to solve problems and understand the main idea of the full text.
Fourth, talk about teaching ideas.
The main part of this lesson includes three links:
1, enter the text. Let the students read the text for the first time, grasp the "reality" of the prose, clarify the basic ideas of the full text, and let the students have an overall perception of the text.
2. Walk into the author. Read the text again, grasp the lyric sentences in the prose, understand the "emptiness" in the text, and summarize the theme of the full text through independent questions.
3. Walk into yourself. Contact the different feelings of seaside celebrities, activate students' thinking and let students express their feelings freely.
Verb (abbreviation of verb) after class reflection
First, let students feel in full reading.
Reading the text fully is the premise of understanding and exploring the text. At the beginning of this class, boys, girls and teachers read the text in parts. On the one hand, they want students to have a complete perception of the text, and at the same time, they want to stimulate students' interest in reading through the teacher's demonstration. This part takes 8 minutes, which is time-consuming, but the new curriculum requires respect for students, which is also an aspect of respecting students' feelings. The second complete reading is put after the overall perception, so that students can read the text in their favorite way, such as reading aloud, quietly and silently, and reading quickly, which is out of respect for students. Although the excitement of the scene may be affected, students have the right to choose, as long as they really watch it. The text is also read by boys and girls, the whole class and individuals, all to emphasize the understanding and taste of difficult sentences, hoping to make students stick to the text.
Second, let students understand in cooperative inquiry
In the breakthrough of key and difficult points, I arranged for students to grasp the key sentences in the text, discover and ask questions independently, and then let students cooperate with each other to answer and explore collectively, so as to guide teachers through it. Through this kind of cooperation and communication among students, teachers and students, the collision of thinking produces sparks. The theme of this text is profound, so I always remind myself: don't always want to instill your "deep understanding" and "unique views" into students, but let students understand it themselves. Even if students only get five points, they are better than teachers. In fact, once the torch of students' thoughts is lit, the "profundity", "brilliance" and "originality" of their spiritual world far exceed teachers' imagination, not to mention what teachers can predict in any prior design. In this case, "democracy", "equality", "autonomy" and "inquiry" naturally appear.
Third, let students express in extension.
The new curriculum standard requires paying attention to students' individual feelings. The classroom is a place to learn knowledge, and it should be a platform for students to show. At the end of this paper, I design students to express their feelings or have a bold dialogue with the author according to their feelings. On the one hand, I hope students will open their hearts and let go of their thoughts. On the other hand, I hope that students can fully display themselves on this stage, so that students' dominant position can be further developed. In fact, I was really impressed by the students' oral expression ability and wonderful speeches.
Generally speaking, what I feel most is that you should never be self-righteous and never underestimate the wisdom of students. I should try to be a promoter of students' spiritual ocean, not a butcher. The evaluation of lecture (1) should be comprehensive (cognitive goal, ability goal, emotional goal) (basic knowledge, subject ability, moral education penetration).
(2) Setting goals should be appropriate: it should meet the requirements of the syllabus and the students' reality, and have the requirements of "remembering, understanding and using", and cannot be raised or lowered at will.
(3) The objectives should be specific: the overall and comprehensive objectives in the outline should be decomposed into the specific objectives of the cost course. Only when teachers are specific can they be operable and detectable.
(4) Setting goals should be clear: the expression of teaching goals should be accurate and concise.
(5) The key points and difficulties of teaching are determined properly: the key points should be highlighted and the difficulties should be broken through (see the practical effect) (1) to create a good teaching start-up situation, which is manifested in the following points.
Guidance is cohesive, enlightening, suggestive, vivid and innovative. ...
(2) Conforming to the cognitive law: the teaching process should embody the general cognitive law from the outside to the inside, from the superficial to the deep, from the individual to the general, and from the perceptual to the rational.
(3) Reflect the bilateral activities between teachers and students: teaching and learning are democratic, shared and interactive. Whether the enthusiasm and initiative of students can be mobilized; Whether students' subjective participation can be reflected is the main criterion to measure the lecture, especially the degree of intellectual participation based on thinking.
(4) Whether the teaching progress is appropriate.
(5) Teaching should be effective, innovative, flexible, practical and effective.
(6) Be good at exploring the penetration point of moral education (1). The blackboard writing is reasonable in design, clear in level and focused.
(2) Language training and fluency.
(3) Proper, orderly, complementary and simple use of media is helpful to solve the key and difficult problems in teaching.
Of course, lectures also have certain limitations, because after all, they are "lip service", and we can't see how teachers improvise, how teachers master classroom art, and how students understand knowledge, grasp effects and the process of students' actual thinking. Therefore, in actual teaching, in order to improve teachers' teaching professional level and teaching ability, it is necessary to combine lectures with collective teaching and research, excellent courses and other forms. Only in this way can the overall level of teachers be improved.