What skills do kindergarten teachers have in giving lectures?
Language intonation skills
The language of the teacher's lecture should be clear, fluent, concise, easy to understand and humorous, and the tone of the lecture should be cadence and vivid. Emphasis should be placed on key contents, formulas and theorems, so as to concentrate students' attention and arouse their learning enthusiasm. Otherwise, the language is boring and can only become a lullaby, making students sleepy. Teachers should speak at a moderate speed and always keep pace with students' thinking.
Relevant materials have summarized that teachers' language should have "six characteristics": 1, narrative reasoning, clear organization, well-founded, comprehensive and thorough, and Luo Ji. 2, depicting characters, vivid, realistic, delicate and moving, vivid. 3. Fan's conversation is sincere and eloquent, relaxed and smooth, sincere and touching, and full of appeal. 4, with the help of gestures, interspersed with examples, the metaphor is novel, vivid and interesting. 5, accurate pronunciation, clear articulation, proper words, proper meaning and accuracy. 6. In other words, there is a sound outside the string, leaving room for inspiration.
Skills of time allocation
How long does it take for each part of a class? You need to know well, the key and difficult points need longer time, and the lecture should be deeper. Don't confuse priorities, the key points are not clear. Paying attention to science in time allocation will affect the teaching effect. Some teachers are afraid that students won't understand at first, so they repeat it and turn the intensive reading class into a complicated lecture. Later, when they saw that time was running out, they would arbitrarily cut the lecture content and "hastily retreat"; There are also' teachers who procrastinate at will and continue to teach after the bell rings for a long time. There is "noise everywhere" outdoors and "no intention to listen" indoors. "Hastily withdrawing troops" or "arbitrarily delaying" are all bad teaching habits and should be overcome.
@ _ @ I am the dividing line @ _ @
Skills of giving examples in class
If a class lasts for 45 minutes, if the teacher always talks, it will definitely not achieve the ideal effect. Interspersing some interesting examples at the right time will often make a boring class lively and interesting. A good example in class can kill two birds with one stone, which can not only make students understand and remember, but also enliven the classroom atmosphere. But examples should not be too casual, so as not to get the opposite effect.
Classroom questioning skills
Questioning in class is an effective way to stimulate students' positive thinking. Design problems must be logical and systematic, and attention should be paid to depth, which can neither be aggressive nor conservative. Classroom questioning can be divided into the following three types:
1. The problem of paving the way for new courses. This kind of questioning can create some suspense and stimulate students' thirst for knowledge. Grasp the students' attention from the beginning and pave the way for explaining the new lesson. 2. Deliberately create problems and highlight key and difficult points. Ask questions to inspire students to think independently, so as to consciously accept and master classroom knowledge. If teachers encounter old knowledge when teaching new content, they should not apply it directly, but ask questions for students to answer, thus strengthening the systematization and consolidation of teaching.
3. Concluding questions. This kind of questioning is usually carried out in the summary of each class, so that the teacher can understand the students' mastery of what they have learned. Finally, several students can be invited to demonstrate on the blackboard to correct students' common problems.
There are many kinds of teaching skills. Pay attention to the organic combination of the above four aspects, learn from each other's strengths, and you will be handy and follow suit to form a distinctive teaching method.