What's the difference between fragment teaching and lecture presentation?

linking lecture with fragment teaching? First, the significance of lecture and fragment teaching: second, lecture? On the basis of preparing lessons, the so-called lecture is a form of teaching research in which teachers systematically express their teaching plans and theoretical basis in the face of evaluation committees and peers, and then the listeners comment on them, so as to achieve the purpose of mutual communication and improvement. ? It requires the speaker to systematically introduce his own teaching design and its theoretical basis, instead of preaching teaching plans or concentrating the classroom. Its core lies in reasoning and explaining why he should teach in this way. ? Speaking class is a teaching and research activity, which is a theoretical grasp of class. Its purpose is to help students improve their theoretical level of education and teaching, make their teaching objectives clearer, teaching contents more realistic, teaching methods more scientific and teaching effects more obvious, and at the same time improve the teaching and research level of their peers. ? The contents of general "lecture" include: 1. Talking about teaching materials and learning situation:? That is to say, on the basis of personal study of the textbook, explain the main characteristics of the teaching content of this lesson, its position, function and connection in the whole textbook, and tell how the teacher determines the teaching objectives, key points and difficulties of this lesson according to the requirements of curriculum standards and textbook content. ? Talking about learning situation refers to clarifying students' existing learning level, learning characteristics, learning difficulties and so on. ? 2. Design and basis of teaching objectives, key points and difficulties: A standardized and clear expression of behavior objectives should include the following three elements: (1) behavior subject. The subject of behavior refers to learners, because the behavior goal describes the behavior of students, not the behavior of teachers. (2) Behavior verbs. Behavioral verbs are used to describe the observable and measurable concrete behaviors formed by students. (3) Target classification. Reflect the three-dimensional goals of teaching: knowledge and skills, ability and methods, emotional attitude and values. Behavioral verbs of goal description: a. Knowledge: knowing, learning, grasping, understanding, writing down and memorizing; Understand, show, expand, use, analyze, distinguish, judge, acquire, express, expand and expand; Evaluation. Master, use, understand and connect with the context. B. Skills: telling, expressing, reading, retelling, reading, writing, listening, observing, reading aloud, inferring, trying to figure out, imagining, retelling, telling, choosing, expanding, continuing, rewriting, discovering, using, capturing, extracting, collecting and modifying C. Processes and methods: feeling, trying, understanding and revising. Organization D. Emotion, attitude and values: like, have-desire, experience, be happy, dare, resist, be interested, appreciate, feel, appreciate, respect, distinguish right from wrong, taste, care, cultivate, comprehend, establish, establish, persist and pursue. 3. Speaking teaching method and learning method:? It is necessary to explain clearly which teaching methods are used by teachers to achieve teaching goals, and how to stimulate students' interest in learning, mobilize positive thinking and strengthen students' initiative consciousness; It is also necessary to tell how the teacher guides the students to learn according to the characteristics of grades and the age and psychological characteristics of the students. 4. Preparation of teaching AIDS and media? 5. Talking about the classroom teaching process: mainly explaining the specific thinking of teaching design, the structural arrangement of classroom teaching and learning, and the logical relationship between the connection and transformation of each teaching link. Explain the teaching tasks, teaching contents, time arrangement, method selection, means selection, blackboard writing, etc. of each link according to the teaching sequence, and briefly explain the reasons for this design. ? Write a blackboard design on the slide to show the blackboard contents that should be kept at the end of this lesson. What is the basic procedure of lecture? Speaking lessons generally follows a series of procedures such as "analysis of teaching materials and students' situation-determination of objectives and design and basis of key points and difficulties-determination and basis of teaching methods and learning methods-main content and structural arrangement of classroom teaching". In the process of concrete operation, flexible arrangements can be made according to needs, such as integrating teaching methods and learning methods in the process of revealing teaching content and structure, and focusing on a certain content as needed. In short, the logical order of "how to design-why to design like this" is followed. We should pay attention to the following problems in lecture: 1. Lecture is not preparing lessons, so we can't talk about lessons according to lesson plans. 2. Speaking is not a lecture. Teachers can't regard leaders and teachers of listening and speaking classes as students, just like normal classes. 3. Speaking lessons is neither "reciting lessons" nor "reading lessons", and the word "speaking" should be highlighted. You can neither recite the lesson plan word for word, nor read the lecture draft word for word. A successful lecture must be based on your own teaching design ideas, with emphasis, hierarchy and justification. 4. The lecture time should not be too long or too short, usually 1/3-1/4 of a class can be arranged. 5. Pay attention to teachers' own teaching personality and innovative spirit. 6, pay attention to the use of educational theory to analyze research problems, to prevent practical problems, so that the lecture is still in the "primary stage" level. 7, pay attention to avoid over-expression of "theoretical basis", divorced from the reality of teaching materials, students and teachers, and empty talk about theory. 8. Combination of lecture and evaluation. Of course, the lecturer should be fully prepared, and so should the listener and the audience. Only when the evaluation has the right to speak can the evaluation get to the point, without going through the motions and becoming a mere formality. Only by brainstorming can we communicate with each other and improve together. Third, fragment teaching? Fragment teaching is relative to a complete classroom teaching. Generally speaking, the teaching content of a certain part of a class is intercepted and the teacher is allowed to teach, and the time is roughly limited to ten minutes. Through fragment teaching, teachers' teaching ideas, teaching ability and teaching foundation can be reflected. ? Compared with normal classroom teaching, fragment teaching has the characteristics of locality and virtuality. ? The teaching design of fragment teaching: 1. The teaching objectives are clear, and the important and difficult points are prominent; 2. The teaching content is substantial and the knowledge points are accurately grasped; 3. Teaching methods are used properly and can reflect new teaching ideas; 4. The teaching steps are orderly and have a strong sense of hierarchy; 5. Pay attention to the design of lead-in, lead-in, concluding remarks, questions and answers, activities, blackboard writing and slides. Third, the relationship between lecture and fragment teaching? The connection between the two: Speaking class is the exploration and explanation of classroom teaching scheme, and attending class is the classroom implementation of teaching scheme. Both of them revolve around the same teaching topic, from which teachers' classroom teaching operation art can be displayed, and teachers' basic teaching skills such as language, teaching attitude and blackboard writing can be reflected. ? Speaking and attending classes are based on course standards, teaching materials and students' reality, and ultimately serve to guide students to learn more effectively. ? Although fragment teaching can be carried out independently, it often goes hand in hand with lecture. Generally speaking, lecture comes first and fragment teaching comes last. Lecture is the blueprint and basis of fragment teaching, while fragment teaching is the implementation process of lecture idea, and the two are closely related. ? The difference between the two: 1. The purpose is different. ? The lecture is for teachers to introduce their own teaching design, and the key point is to explain clearly what I designed and why I designed it this way. ? As the name implies, fragment teaching is teaching, so its core lies not in reasoning, not in explaining why it should be taught like this, but in the implementation of teaching steps and the realization of teaching plan. ? 2. The objects are different. ? The objects of lectures are peers (teachers), researchers and school leaders. When talking, the lecturer is a unilateral activity. The lecturer performs himself in front of experts and scholars. ? The object of fragment teaching is students, and teachers and students must carry out necessary bilateral activities. It should be done by reading, speaking, discussing and practicing under the guidance of teachers and students. Teachers and students must interact and adapt to each other. ? Because it is a class, fragment teaching has an uncontrollable student factor compared with lecture. Students are not passive listeners, but subjects who participate in and act on the whole process of teaching activities at any time. In teaching, how to mobilize students' accumulated thinking, how to deal with the contradiction between teaching and learning tactfully, and how to control the teaching process effectively need teachers to show their abilities consciously and actively in teaching. ? 3. Different methods. Attending class is the process for teachers to carry out the teaching plan in the classroom. Teachers can use various methods to carry out teaching, such as explaining, asking questions and discussing, and can also use some means to assist teaching, such as projection, slide show, electric shadow, television and computer. In other words, in class, the instructor can use a variety of methods. The lecture is different, and the main method used by the lecturer is "speaking". ? 4. The content is different. Lecture mainly expounds the methods and reasons used in class, that is, expounds the teaching conception and intention of the teacher, how to teach and why to teach like this; Teach students how to learn, why to learn like this, etc. Fragment teaching is a specific operation process of teaching and guiding students' learning to complete teaching objectives and tasks, and it is not necessary to explain to students the reasons for teaching in this way. ? 5. Different language styles. The language of lecture should be rigorous, precise, clear and peaceful, so as to facilitate exchanges with peers and reviewers; In order to improve the teaching effect, stress should be vivid, but natural and appropriate. The language of fragment teaching should pay attention to inspiration and guidance, and according to the specific content of teaching, it should be promoted or suppressed, or stunned or frustrated, so as to stimulate students' interest and facilitate understanding and mastering. It is wrong to equate the language style used in lecture and fragment teaching. ? Fragment teaching should use classroom teaching language, be vivid, flexible, coherent and smooth, and transition naturally, just like class. Teachers should regard the old teachers who listen to the evaluation as students in their own classes, ask questions, talk, read and talk, and bring them into your classroom teaching with their own language changes, so that they seem to see the shadow of your class and feel the effect of your classroom teaching. ? You can use blackboard writing to show your calligraphy skills, you can use model reading to show your reading level, you can use extensive solicitation to show your knowledge, and you can also use natural teaching attitude, full spirit and overflowing passion to win the favor of the judges, thus infecting the judges, causing them to sing * * * and finally winning the praise of the judges. ? 6. Different evaluation criteria:? Although the evaluation standard of fragment teaching also attaches importance to the implementation ability of teachers' classroom teaching plan, it pays more attention to the effect of classroom teaching and the fact that students actually accept new knowledge and develop their intelligence. Speaking lessons focuses on evaluating teachers' mastery of teaching materials, designing teaching plans, applying teaching theories and demonstrating basic skills of teaching and learning. Example (1): The Little Boat Example (1): The lecture draft of "The Little Boat" Author: Ye Shengtao's curved moon and small boat. A small boat has two sharp ends. I sat in a small boat and saw only the shining stars and the blue sky. ? First, the textbook "Little Boat" is a beautiful children's poem, and the author paints a beautiful scene of sunny night sky with rich imagination. It is written that a child regards the new moon as a boat, and associates himself to sit on the moon, sail in the blue sky, drive past the stars and visit the stars, showing his happy mood. The position and function of this children's poem in this textbook is to carry out the task of cultivating students' reading ability put forward in the Outline of Small Language through emotional reading in this paper. Conduct listening and speaking training at the same time to improve students' listening and speaking ability. ? Second, it is said that students in the first grade have the psychological characteristics of curiosity, love to explore and susceptibility to infection, and are easily attracted by new things and activities. In teaching this class, students have been able to say a relatively complete sentence, and can experience and feel in the situation created by the teacher, reaching the emotional sound, and at the same time, they have accumulated a lot of living materials related to this class. This is also the favorable factor for learning this lesson, while the unfavorable factor lies in the phenomenon that students may sing and read when reading the text aloud. Third, the teaching time of this lesson is arranged as two class hours. The teaching objectives of the second class hour are: 1. Cognitive objectives: to understand the meaning of the words "blue, shiny, curved" in the text and speak in the sentence pattern of "I see …". 2. Ability goal: learn to read and recite texts correctly and fluently, and develop imagination. 3. Emotional goal: initially develop an interest in appreciating the beauty of nature. The key and difficult point of this lesson is to cultivate students to read aloud with emotion, and strive to realize, understand and imagine in reading, and get the edification of beauty and the sublimation of emotion in reading. ? 4. Speaking teaching method and learning method: Speaking teaching method and learning method: Considering the characteristics of children's poetry in this class and starting from the reality of students, situational teaching method is mainly used in teaching. ? 5. Preparation of teaching AIDS: Preparation of teaching AIDS: Draw a "Clear Night Sky" on the board, one for the full moon and the new moon, drawing paper (one for each student), slides and audio tapes. ? VI. Talking about the Teaching Process The teaching time of this course is 2 class hours, and the first class hour is mainly for teaching new words. Let's talk about the teaching procedure of the second class, which mainly includes four links. 1. Review and check. (5 minutes) By checking the mastery of new words and the reading of the text, we can learn something new by reviewing the old ones. ? 2. Create a situation and understand the text. (15 minutes) As we all know, teachers can reproduce the situation of teaching materials through pictures, music and literary language descriptions, which will give students a strong sense of reality and bring students into the nearest development area of intelligence quickly. Situational method is suitable for students' physiological and psychological characteristics, which can arouse their thinking in images and improve their imagination. In situational teaching, students can observe, feel, think and express, so that the two hemispheres of the brain are excited alternately, creating conditions for fully tapping the potential of the brain. ? In order to achieve the expected goal, the following steps are arranged: (1) Show pictures and create scenes. (The teacher shows the picture and describes it in words) Look at the shining stars on this clear night, children. If the moon were hanging in the blue sky, how beautiful it would be! (The teacher shows the full moon), sometimes the moon is like this (show the new moon and stick it on). Sometimes the moon is like this again. The teacher asked: A. What kind of moon is this? What does the poet say about it? What is the curved moon like? B why do children feel like boats when they look at the curved moon in the text? C. You look at this curved moon, do you want to go up? Ask questions from the shallow to the deep, especially the last question, to stimulate students' desire to fly to the moon and experience the artistic conception of the poem. ? (2) Comprehensive use of pictures, language, slides and music to recreate the situation. (Teacher's Description) If it is night, let's sit in the yard together and look up at the sky. There are stars and the moon in the blue sky. This curved moon, how it looks like a boat! (Playing music) Now everyone can listen to the music and swing it gently. You can also close your eyes and think, think, are you sitting on the moon? Is it flying in the blue sky? At this time, the students can't help but say that they have flown into the blue sky and sat on the moon. ) When the students open their eyes, (the teacher opens the shot.