What is the basic process of asking for help in Chinese teaching?
1. Discussion lecture
The seminar-based lecture refers to the exploratory discussion of the lecture itself. The main purpose of this kind of lecture is to improve the problems existing in the lecture, help teachers to further understand and master the rules and methods of the lecture, and thus continuously improve the level and quality of the lecture.
This type of lecture can generally be conducted according to the following procedures:
Determine the main topics to be discussed and solved in this lecture (such as how to say the textbook and how to say the learning method, etc.). ) —— Select a unified textbook —— Designate a person or relevant person to write a lecture —— Give a lecture by a designated person or each person —— Analyze and discuss, and finally summarize.
To hold this seminar, we should pay attention to three issues: first, the purpose of the seminar must be clear, and what problems to discuss and what weak links to solve should be clear not only to the organizers of the event, but also to all participants. Also, the content of the discussion should be the common fault of * * *. It is not appropriate to discuss local and individual issues as the central topic, because this will weaken the significance of such lecture activities; Second, the key to the effect of seminar-style lectures is the discussion after class, so we must strictly organize the discussion and ensure enough time. Discussion should focus on the central topic of discussion, prioritize, and don't be greedy for perfection. We should not let ourselves drift and ramble, making the discussion a mere formality; Third, we should mobilize the enthusiasm of all participants in order to prevent the situation that organizers and lecturers are as busy as one's ears and stand by and watch the excitement. Efforts should be made to mobilize the enthusiasm of all participants in lecture, so that everyone can become the master of lecture activities and actively participate in the whole process of lecture. Especially in the discussion, let everyone speak freely and express their opinions. Even if there are differences of opinion, we should let mutual arguments, reservations and practices test and achieve unity through practice. We must not act arbitrarily and subjectively, which will dampen everyone's enthusiasm.
2. Demonstration lecture
Demonstration lecture refers to lecture that plays a role in demonstrating and guiding others' learning. The main purpose of this lecture is to promote good lecture experience, provide examples for teachers of listening and speaking classes to learn and refer to, and let them learn more standardized lecture methods, so as to improve the group level of lectures and promote the healthy development of the whole lecture activity. The usual procedure of this kind of lecture is: first, one or several teachers with high lecture level demonstrate the lecture on the basis of preparing the lecture notes, and then the listeners talk about their feelings, understanding and gains, or ask the lecturers some specific questions about the lecture. Finally, the experience of regular lectures is summarized and introduced and popularized. A key to determine the effect of this kind of lecture activity is that the lecture itself must be standardized or relatively standardized, and there is indeed something worth learning by others. The second is to make the finishing point, outline, grasp the essence and law of things, not complicated, which can really inspire and inspire people. Only in this way can the demonstration class receive the expected effect.
3. Evaluation lecture
Evaluation lectures refer to lectures whose main purpose is to evaluate teachers' teaching level and compare the advantages and disadvantages of lectures. They are also called competitive lectures and competitive lectures. This kind of lecture can effectively promote teachers to delve into textbooks, learn the theory of Chinese teaching in primary schools, master the teaching methods thoroughly, mobilize teachers' enthusiasm and continuously improve the teaching level. The general procedure of primary school Chinese evaluation lecture is:
(1) Determine the objects, rules and evaluation criteria of the lecture, determine the teaching materials by drawing lots or designating them, and form the lecture judges.
(2) The lecture teacher is familiar with the teaching materials within the specified time, writes the lecture outline or lecture notes, and prepares for the lecture.
(3) Teachers should face the judges in accordance with relevant regulations, and the judges should make lecture records.
(4) According to the original lecture standard, the judges give each lecturer a score or evaluate the advantages and disadvantages by other methods.
The most important issue of evaluation lectures is objectivity and fairness, which should be carried out according to evaluation standards, and attention should be paid to overcoming the phenomenon that personal feelings and personal likes and dislikes interfere with evaluation fairness. Therefore, if the scoring method is adopted, the highest score and the lowest score can be removed and the average score can be obtained for evaluation. Because the evaluation standard is the measure, it should be as specific and quantitative as possible, and the scoring ratio of all involved parts should be as appropriate, reasonable and objective as possible. In order to ensure the fairness of evaluation, transparency should be increased and black-box operation should be avoided.
4. Examination lectures
Inspection lecture refers to a lecture arranged to understand and check the professional quality of the speaker, such as lecture level and teaching ability. People who listen to such lectures are generally educational administrative leaders, educational researchers, experts and scholars. The procedure of this kind of lecture is roughly as follows: first, one party of the listening and speaking class specifies the teaching materials, specifies the lecture time and puts forward some other requirements for the lecture, and then the lecturer prepares according to the requirements before giving the lecture. Finally, the listener makes a conclusion, affirms the achievements, points out the shortcomings and existing problems, and points out the direction of improvement in the future. When arranging inspection lectures, the analysis and evaluation of listening and speaking students should be objective, accurate, realistic and convincing. Attention should be paid to splitting into two parts, giving priority to encouragement, and avoiding dampening the enthusiasm and self-esteem of lecturers.