What is a lecture? Speaking class is a kind of teaching research and teacher training activity in which teachers verbally express the teaching ideas and theoretical basis of specific topics, that is, on the basis of preparing lessons, teachers tell their own teaching designs to peers or teaching and research personnel, and then the listeners comment on them, so as to achieve the purpose of mutual communication and improvement. We realize in the practice of lectures that this definition is not comprehensive. According to our understanding, lectures can focus on a specific topic, viewpoint or problem. Therefore, we believe that lectures are teachers' oral expression of their own teaching ideas and theoretical basis, aiming at a certain point of view, problem or specific topic. Simply put, lecturing is actually about how you teach and why you teach like this.

How to talk about classes

Now, "lecture" has been paid more and more attention and has gradually become an important yardstick to measure the quality of a class in various disciplines. Literally, "speaking" and "speaking" are synonyms, but "lecturing" and "lecturing" are completely different concepts. Pragmatic lectures, watching the real kung fu in class; Speaking in class is a closed door, and what you see is "an armchair strategist". There are also pre-class lectures, that is, before or after class, the teacher tells the design intention and gives some rational guidance to the people watching the class. But most people don't pay much attention to it, and there is no "saying" format, nor is it used as the basis for evaluating classes. In recent years, this kind of lecture has suddenly become hot, and gradually evolved into an "armchair strategist" category in teaching and research, and there has also been a lecture competition, which seems to have the momentum of scoring autumn colors with open classes, demonstration classes and competition classes.

Because there is no interactive feedback from the teaching object, there are many wishful thinking elements, and the effect of "talking on paper" cannot be tested; If you only give lectures and don't attend lectures, you can speak in an idealized direction at will. Anyway, you only read "papers", not "classes". How is the effect? Let's call it a day.

In any case, if there is a lecture, we have to study it and learn it; And if you want to be able to give lectures, you must be able to write a lecture. There is no authoritative research theory and no fixed format at first, so the draft of the lecture is often written in various ways. Especially the lecture notes that are only better than the lecture notes are simply images of classroom imagination, which makes people see things in a blur. According to my observation and understanding of attending classes for many years, I think attending classes is not a refinement of teaching plans, a simple retelling of the teaching process, or a concrete analysis of the contents of a chapter or section of the textbook. A good lecture should include the understanding of curriculum standards, the interpretation of teaching materials, the analysis of learning situation, the presupposition of teaching process and the choice of auxiliary means. In short, show your thinking and handling process of a class by talking.

1, describing the expression of the teaching objectives of this course (this chapter and this section) in the curriculum standards, that is, determining the teaching objectives of this course according to the spirit and requirements of the curriculum standards. It reflects the teacher's skillful grasp of the relationship between teaching materials and curriculum standards.

2. Tell the position of the course (chapter, section) in the unit, that is, give an accurate positioning to the teaching of the course as a whole, which not only takes care of the integrity of the unit but also highlights the independence of a single course. It shows teachers' scientific and sober control over textbooks.

3. Tell the teaching emphases and difficulties of this course (this chapter and this section), and determine the teaching details and arrange the teaching progress according to the analysis of the learning situation. It embodies the teacher's pragmatic spirit and ability to deal with teaching materials.

4. State the preset plan for classroom implementation of this course (this chapter and this section), including the selected class type, the introduction of new courses, and the arrangement of various teaching and learning links. For important issues, discussion topics, wonderful details of blackboard writing, physical objects and multimedia pictures, you can make the finishing point of explanation and display. Let the listener feel the whole process of teaching. It embodies the teacher's teaching style and art.

Don't tell the story directly, highlight the highlights, and the important details can't be ignored, so as to give the listener a deep feeling. The lecture language is clear and fluent, the text of the lecture notes is concise and vivid, and the text format and picture table are striking and infectious. It reflects the teacher's language literacy and writing skills.

The above five items are indispensable in the lecture, but they can be reasonably integrated and flexible in the specific operation.