Talking about lessons-that is, teachers verbally express the teaching ideas and theoretical basis of specific topics. Judging from the content and nature of lectures, it has many similarities with preparing lessons and attending classes, but it also has its own characteristics. Here, choose its main features to introduce.

First of all, rationality

Preparing lessons, we can see "how to teach" from the lesson plan; In the classroom, we can see "how to teach" from classroom teaching. In oral class, we should not only say "how to teach", but also clearly say "why to teach like this", so that listeners can know not only why, but also why. This is the main aspect of attending classes that is different from preparing lessons and attending classes, forming unique characteristics.

Speaking lessons requires teachers to elaborate from four aspects: teaching materials, teaching methods, learning methods and teaching procedures, with special emphasis on explaining the reasons of each part, that is, using educational theoretical knowledge such as pedagogy and psychology to clarify the truth.

Second, it is scientific.

Classroom teaching requires teachers to solve teaching contradictions and problems with scientific methods under the guidance of scientific theories. Teachers must design teaching procedures according to teaching principles, and the processing, excavation and dissemination of teaching materials are scientific, logical and ideological.

Third, high level.

Because the audience of the lecture is leaders and teachers who are familiar with the teaching materials and have a certain level of teaching and research, it is necessary to learn advanced teaching reform experience and teaching methods, learn relevant educational theories, and enrich the theoretical basis of the lecture, especially the treatment of teaching materials, the selection of teaching methods, the design of blackboard writing and the scrutiny of language. It is more detailed than before, and the teaching structure is more reasonable.

Fourth, foresight.

Teaching requires teachers to talk not only about how to teach, but also about how students learn. Therefore, the lecturer should analyze the differences between his students in knowledge and skills, intelligence level, learning attitude, ideological status, psychological characteristics and non-intelligence factors. Predict what difficulties students will have in learning new knowledge, and tell them the corresponding measures and solutions according to different situations. The lecturer should also tell the key questions of his own design, predict how the students will answer and how the teacher should deal with them.

First of all, talk about textbooks.

1. Tell the contents of the textbook.

Including the title, which volume and unit, the focus and position of unit training, the context of the teaching material, and sometimes a brief introduction to the author and the background of the times.

You can say the contents of the textbook more or less, in the order described above, or out of order, depending on the textbook.

2. Tell me about the requirements of the textbook.

Be correct, specific and comprehensive.

3. Talk about the key points and difficulties in teaching.

4. Talk about class arrangement, preparation of teaching AIDS, etc.

Second, talk about teaching methods and learning methods.

1. Teaching methods and learning methods can be described separately.

2. Teaching method and learning method can be explained together.

3. Teaching methods can be interspersed in the teaching process.

For example, Chinese: the teaching methods used in reading teaching should be mainly speaking and reading. There are also "situational teaching method" and "reading guidance method" (inquiry reading method, doubtful reading method, marked reading method and discussion reading method).

Third, talk about teaching procedures.

When we talk about the stages of the teaching process, we usually preach what and then how to teach. This should be discussed from the following aspects: what kind of teaching method to choose to break through the difficulties in teaching, how to guide students to learn to train and acquire knowledge, and why to teach like this. In the teaching process, we should be clear about how to make feedback correction and summary, how to infiltrate ideological education, how to arrange homework content, and how to guide students to complete homework.

The teaching process should be detailed, but it is not the same as classroom teaching records. For key links, such as what teaching methods should be used to break through important and difficult points, the content of general links can be said less. Try to avoid the saying that the teacher asks, the teacher estimates that the student will answer, the teacher asks, and the student estimates that he will answer.

There is no fixed pattern on how to arrange each link in the teaching process. We can divide the content of a lesson book into several lessons and then arrange the teaching links one by one. You can talk about the arrangement of the whole link first, and then talk about it step by step. You can talk about the content of one link first, and then talk about the content of the next link in turn, and try to use appropriate interlanguage between links to make the whole lecture confusing.

First of all, about the connection and difference between lectures and lesson preparation.

1. Lesson preparation focuses on studying and solving the teaching content and implementation technical problems such as "what to teach and how to teach" in classroom teaching, saying that in addition to the above problems, it is also necessary to study the teaching theoretical problems of "why to teach like this".

2. In order to meet the needs of the smooth progress of bilateral activities between teachers and students in classroom teaching, the teaching plan should be written in detail, and even the solutions of teaching inversion should be listed in detail to facilitate attention in classroom teaching; In order to meet the needs of listening and speaking teachers, the lecture notes written by the listeners only need to outline and describe the lesson plans abstractly and rationally, and the problems explained to students in class can be less or less (such as the demonstration of examples, etc.). ), and not all the content described is reproduced in the classroom, which violates the role of a director in the classroom.

Second, pay attention to the use of language in oral class.

1. monologue language

Most lectures are in this language, so don't read or memorize notes in the same tone from beginning to end, but use enough volume for everyone present to hear clearly. Speak at an appropriate speed and intonation, so that the audience can experience the changes in the lecture content from your ups and downs. Specifically, teaching material analysis should be concise, have sufficient theoretical basis, make teaching methods and learning methods clear slowly, describe teaching objectives one by one, and emphasize key and difficult points.

2. Language of instruction

Because in class, we should not only say "what to teach" but also "how to teach". To say "how to teach" actually means how you are going to teach, but it is not simply to show the questions and answers in class in such detail, but also to let the listeners know your teaching ideas and specific steps. Ask, speak, read and speak, and bring the audience into your classroom with their own language changes. If you don't enter the classroom, you seem to see the shadow of your class and speculate on your classroom teaching effect.

When to use the medium of instruction?

The classroom teaching designed by (1) uses classroom teaching language.

Attract the audience with novel, interesting or concise leads. When speaking the lead, the lecturer should treat the teacher as a student in his own class, with a high voice and a slow voice.

(2) The concluding remarks in class should be used in the teaching language.

The conclusion designed in oral class should be twofold, both to impress the listener and to let the listener infer from your language that you will deeply attract students in class, which requires the conclusion to be both wonderful and properly expressed.

(3) Applying explanations and questions in teaching language.

Explanatory language, also known as lecture language, mainly explains, analyzes and expounds what is said. This language is characterized by conciseness, accuracy and clarity.

Good questioning language can inspire students to think, make students' learning active and vivid, and easily lead questions to depth. Let the listener judge the quality of your question.

Third, pay attention to the theoretical basis.

What theoretical basis should be said in the lecture?

1. The syllabus is the main basis of teaching.

2. The actual situation of students should be the main consideration of teachers' teaching.

3. The characteristics of teaching materials and disciplines are also one of the important theoretical bases.

4. Educational theories and famous sayings can also be used as a powerful theoretical basis.

No matter what kind of theory is used, it should be concrete and convincing, and the following problems should be avoided:

1. Theoretical superposition is not applicable.

For example, the requirements of teaching purpose are based on "from the perspective of information theory and cybernetics …" and "the principles of pedagogy and psychology …" plus "the requirements of minority language syllabus …"

2. An empty theory won't work.

For example, every class is based on the requirements of the syllabus, students' reality and their own teaching practice, which is just an empty shelf. Without actual content, what is the actual situation of the students in your class, and what is your teaching practice according to which requirement of the syllabus? If others don't know, it is better not to say why.

Second, generally speaking, a class is mainly a class, which includes Protestant exercises. There should be both appreciation and new content. But you should pay attention to which field this course is in (appreciation and criticism, modeling and phenotype, design and application, comprehensive exploration). Different fields have different goals to achieve.