Lectures are a comprehensive reflection of a teacher’s professional quality and cultural and theoretical level. Speaking a lesson is different from preparing a lesson, and it is also different from giving a lesson. It is a comprehensive art based on the personal qualities of the lecturer, with the skillful use of lecture methods and means as the core, and with the artistic image and style of the lecturer as the external expression. Its basic requirements mainly include the following four aspects:
1. Requirements for lecture language
① The language expression is required to be accurate, fluent, vivid and vivid
The language expression of lecture must be correct, with appropriate wording, standardized syntax, popular and clear , concise, coherent language, and vivid image at the same time.
The so-called "correctness" requires the precise use of concepts, scientific judgments, and logical reasoning; the so-called "appropriate wording, standardized syntax, popular, clear, and concise" requires reasonable Choose vocabulary appropriately, in line with the language habits of modern Chinese, be simple, do not pile up gorgeous vocabulary, use more commonly used vocabulary and sentence patterns in spoken language, use less unfamiliar and unfamiliar nouns and terms, reduce redundant language information as much as possible, and do not be cumbersome or repetitive. , rambling; the "language that is coherent and vivid" here means that the language expression of the lecture should be fluent and not stammering, and the language should be elegant and interesting while being simple, and should be good at describing and making abstract. The concept is visualized, making the profound truth simple, and the narrative reasoning is like a trickling clear spring flowing gently, and it is pleasant to listen to.
② The language is required to be humorous and rhythmic
The original meaning of humor is interesting or ridiculous and meaningful. It is an art of language. The humor of the language in the lecture is expressed by the lecturer through metaphors, exaggeration, humor and other techniques. The humor of the lecture language reflects the speaker's ability to control language. Appropriate use of humor in lectures can enable listeners to understand the content of the lecture in a relaxed and lively atmosphere and gain a clear impression, thus optimizing the effect of the lecture. The teaching language mentioned here should be rhythmic, which means that the language used in teaching should be ups and downs, fast when it should be fast, slow when it should be slow, and low when it should be low. It should not always have the same tone or intonation from the beginning to the end. Of course, the changes in the tone and language rhythm of the lecture should also be based on the content of the lecture and cannot be arbitrary. For example, in the text "Sister Jiang", when talking about the enemy's brutal persecution of Sister Jiang, you should use an angry tone, and when talking about the content of the letter sent to Sister Jiang by your comrades, you should slow down. , showing the comrades' infinite respect for Sister Jiang's noble character and their infinite concern for the persecution suffered by Sister Jiang. In short, properly grasping the rhythm of the teaching language and rationally using the humorous art of language are not only the requirements of the teaching language itself, but also an important means of teaching the lesson well.
③Requires the comprehensive use of multiple languages
When teaching, the object of listening is not the students, and the process of teaching is not a process of imparting knowledge. The process of teaching is a process in which the teacher tells what to teach, A narrative process of how to teach and why. Some teachers give lectures as if they are attending class, which is obviously inappropriate. Teaching should be based on narrative language, and then comprehensively use classroom teaching language and reading language. The so-called narrative language refers to an objective declarative language. "Telling", that is, speaking, is to tell things and truths. It is a "monologue" speech activity in which the speaker faces the listener. It is characterized by the one-way output of language information without the verbal cooperation of the audience. Moreover, the monologue language does not use the conversation method, question method, or comparative discussion method, but relies solely on monologue activities to clarify things. Lectures should mainly use this kind of language because monologue language facilitates lecturers to systematically introduce their teaching ideas and theoretical basis. Of course, this does not mean that lectures only require the use of one language. On the contrary, lectures also require the comprehensive use of multiple languages. For example: when talking about teaching program design, since we are talking about how to teach, in order for the listener to understand clearly how classroom teaching is implemented step by step, it is necessary to put yourself in the classroom teaching situation, just like actual classroom teaching. , speaking and reading, asking and speaking, the whole process should be based on the use of classroom teaching language. The so-called classroom teaching language here refers to the language used by teachers in the process of imparting knowledge and skills to students in the classroom. Generally speaking, in lectures, in addition to using the teaching language when designing the teaching program, there is also an introduction to classroom teaching, and the teaching language should also be used in the summary of classroom teaching. Only in this way can people taking listening and speaking classes have an immersive feeling and increase the experience of classroom teaching. At the same time, when talking about teaching procedures, sometimes it is necessary to use reading language. The so-called reading language is language that expressively uses various intonations and tones to read words aloud. It is widely used in primary school reading teaching. If the lecturer can appropriately use the language of reading aloud according to the content of the lecture material and the thoughts and feelings to be reflected during the lecture, he can increase the sensitivity of the lecture and produce good artistic effects.
2. Requirements for lecture content
① Correct content
Correct content is the most basic requirement for primary school Chinese lectures. It mainly includes two aspects. One is the analysis and understanding of the teaching materials; Including the center, structure, writing characteristics, key points, difficulties and the teaching goals to be achieved through the teaching materials, they must be stated accurately and reflect the high scientific nature of the teaching materials; secondly, when dealing with the teaching materials, that is, when describing the teaching process, There can be no intellectual errors. The nouns, terminology, and concepts involved must be correctly interpreted and expressed correctly, and the knowledge taught must also reflect objective facts and their regularities. In other words, what is taught Cultural and scientific knowledge must be absolutely accurate, and no scientific oversights or mistakes are allowed.
In primary school Chinese teaching, it is very important to ensure that the content is correct. It is a prerequisite for a good lesson. The application of all teaching arts is based on the correct teaching content. If Fallacies in the content mean that students will receive wrong information during classroom teaching. This is the last thing that should happen and the most important thing to avoid in lectures.
②The content of the art must be complete and systematic
The content of primary school Chinese lectures and what should be said generally have a basic requirement, such as outlines, teaching materials, teaching methods, and learning methods. , writing on the blackboard, exercise design, and theoretical basis are all the basic contents that are usually covered in lectures. In principle, all the basic content of the lecture should be mentioned. This is because the lecture content itself is a network system with a strict structure and multi-level internal connections between each other. Each part of the content is in the overall network system of the lecture content. Have their own important status and role. The incompleteness of any part of the content may damage the overall function of this network system in completing the task of teaching lessons. Of course, this does not mean that every part of the content needs to be used equally. On the contrary, in lecture activities, sometimes due to time constraints or the need to highlight key points, some content not only needs to be talked about, but also should be talked about less or less. This is Flexibility in handling lecture content. But speaking a little or less does not mean not telling, and even if you speak a little or less, it should be premised on not damaging the integrity and systematicity of the lecture content, otherwise it will affect the quality of primary school Chinese lectures.
③The content is required to be orderly and coherent
What is "order"? "Sequence" means order and sequence. The order is determined by the internal relationship of things. When things are in order, it is more convenient and more conducive for people to understand and grasp. Primary school Chinese language lectures are different from literary creation, and can be narrated forward or backward. What it says first, what it says next, and what it says again, although it is not absolutely fixed, must still be described step by step in accordance with its own inherent order, without any misplacement or confusion. For example, when talking about teaching materials, they are always placed in front of the teaching method and the learning method, and the teaching method is always placed after the teaching method, but cannot be moved to the front of the teaching method. In other words, when teaching primary school Chinese, we usually talk about the teaching materials first, then the teaching methods and learning methods, and then the teaching effects. This is by no means a rigid formula, but a reflection of the logic of the lecture process. Therefore, when teaching primary school Chinese lessons, the content must be orderly, well-organized, coherent, logically logical, reasonably structured, fluent and natural, and closely linked, so as to provide practical support for the optimization of the entire teaching process. ensure.
④The content is required to be detailed and strategic, with key points highlighted
Highlighting key points is an important way to achieve optimization. The focus of primary school Chinese teaching content generally includes two meanings, one is the overall focus of the content, and the other is the focus of the teaching materials. The so-called overall focus of the content refers to the part that best reflects the essential characteristics of the lecture, that is, the part of "how to teach" and "why to teach like this" among the basic content of the lecture. Especially since the teaching ability and level of the lecturer are comprehensively reflected in the processing of teaching materials, the teaching process in the lecture needs to be explained in detail. Explain clearly what links are included in the teaching process, how these links are arranged step by step, what content is included in each link, how these contents are implemented step by step, etc.; the second focus of the lecture meaning refers to the teaching of textbooks. The key points and difficulties. These key points are often the essence of teaching materials and are content that students must master. Difficulties are obstacles caused by students' limitations in knowledge and abilities in the process of acquiring certain knowledge or skills. Any such key points or difficulties also need to be explained in detail. Whether the lecturer can be as detailed as possible and abbreviated as necessary during the lecture not only reflects the maturity of the lecturer's teaching skills, but also shows the lecturer's accuracy in understanding the teaching materials and his skills in actually handling the teaching materials. Only by grasping the key points and highlighting the key points will the lectures be wonderful and memorable.
3． The requirements for combining theory and teaching practice in primary school Chinese lectures
The "requirements for combining theory and teaching practice" in primary school Chinese lectures are determined by the main characteristics of primary school Chinese lectures. The main feature of primary school Chinese teaching is to emphasize "theory", that is, not only "what to teach" and "how to teach", but also "why to teach like this". This "why to teach" is the educational theory, which involves the outline, A series of basic theories of education such as teaching materials, academic situation, pedagogy, psychology, teaching methods, etc.
The implementation of the requirements of combining theory and teaching practice in primary school Chinese teaching activities ensures that teachers’ classroom teaching can be carried out under the guidance of educational theory, thus providing advantages for optimizing classroom teaching and improving teaching efficiency. conditions, it also elevates experience-based practical teaching activities into a scientific research-based and research-based teaching inquiry process, making it possible for educational theories to be continuously verified and developed in the process of teaching practice.
It is necessary to implement the requirements of combining theory and teaching practice in primary school Chinese teaching activities. First of all, we must correctly understand and handle the dialectical relationship between theory and teaching practice. Teaching theory and teaching practice are essentially unified, but because the theory is universal, the actual situation of teaching practice is very different. Therefore, sometimes, some practices in teaching practice are theoretically feasible. , but it doesn’t work in actual teaching. Sometimes it doesn’t make sense in theory, but it does work in actual teaching. If educational theories are copied unrealistically, it will become dogmatism in teaching, causing a disconnect between educational theory and teaching practice. As far as lecture activities are concerned, it requires teaching on the content of the lecture, and through this teaching practice, the educational theory is brought closer to the teaching practice, so as to gradually achieve the dialectical unity of theory and practice. Secondly, to properly handle the combination of theory and teaching practice, we cannot talk about teaching practice rigidly, nor can we talk about educational theory in isolation, but must organically combine educational theory and teaching practice, and this "combination" should also It is natural and has some inevitable logical connection. Don’t talk about theory for the sake of talking about theory, but make theory serve teaching practice and become the scientific basis for implementing teaching practice, so that the listeners know both what is happening and why. , in order to achieve the purpose of enhancing the effectiveness of the lecture. In addition, we must grasp the degree of "depth" when talking about theory. It's not good to be shallow, just point it out and label it; to be "deep", to bring out all the theoretical basis that can be brought out, regardless of whether it is necessary or directly related, is also something that should be avoided. In short, being reasonable, scientific, and not forced, and integrating theory and teaching practice organically and naturally during lectures is an important condition for teaching lectures well, and it is also the most basic requirement for lectures.
4. The requirement for the unity of lecturing and classroom teaching
The requirement for the unity of lecturing and classroom teaching is determined by the purpose and task of lecturing. The ultimate goal of lecturing is to optimize classroom teaching and improve teaching effectiveness, which is consistent with the goals pursued by classroom teaching. For lessons taught before class, the teaching process during the lecture is not only a theoretical planning and design for classroom teaching, but these plans and designs must be implemented and verified through classroom teaching. If it is a lecture after class, then lecture is a representation of classroom education in a certain sense. The particularity of the connection between lecturing and classroom teaching shows that lecturing and classroom teaching should be unified. All principles that need to be followed in classroom teaching must also be followed in lectures. For example, classroom teaching requires clear goals, so when giving lectures, it is also necessary to clearly explain what the teaching objectives of the lecture are, what knowledge students are expected to master, and what intelligence they need to develop; classroom teaching requires a reasonable and compact structure that conforms to the principles of systems theory. The procedures should be closely linked to each other and have strict logic; classroom teaching requires appropriate teaching methods. When choosing teaching methods for lectures, we must treat them carefully and strive to choose the most appropriate teaching method.
It is very important to implement the requirement of unifying lectures and classroom teaching in lectures. It can effectively avoid the tendency of theory and practice to be disconnected in lectures, so that lectures can truly play the role of improving classroom teaching effects. .
5． Other requirements for lecturing
Preaching is not only a concentrated reflection of the teaching quality of the lecturer, but also a comprehensive art in itself. Some other requirements for lecturing are:
①Be creative< /p>
Creativity is the soul of art and the unique characteristic of all art. Zankov said: "The so-called creativity is an ambition to keep moving forward towards better and fresher things, and to realize this ambition. Tomorrow must be better than today. This is a creativity A motto for teachers working in the field.” As a very comprehensive art of lecturing, it also requires creativity, flexibility, and the speaker to express his or her own characteristics. This is exactly the same content. Different lecturers will have different lecturing effects. the root cause. If you rigidly follow the pictures, stick to the rules, and rigidly apply the rules and regulations of lectures, the lectures will become a totem that is the same for everyone, without any vitality and charm. Therefore, when giving lectures, you must pay attention to giving full play to your own strengths, and strive to expand your creative space and express your own characteristics without violating the principles of lectures. For example, you can adjust some links of some lectures or expand some links according to the specific situation, design some unique and exciting introductions, and artistically use a variety of teaching media, etc.
②We must control the rhythm of the lecture
In actual lecture activities, three situations sometimes occur: One is that the prescribed lecture time has arrived, but the lecture has not been finished yet , so there is the "procrastination" of lectures; the second is "loose at first and tight at the end", that is, speaking slowly and slowly at the beginning of the lecture, with no sense of time. Later, I realize that there is not much time left and there is still a large part of the content that has not been said, so I panic. He suddenly speeds up his speech in a panic, one sentence after another, regardless of whether others can hear it clearly, and finally ends up in a hurry. The third situation is the opposite of the second situation, which is "tighten first and then loosen". Speak quickly, but then the content is almost finished and there is still a lot of time left. The lecturer has no choice but to ramble or deliberately slow down the speaking speed in order to fill up the time. These phenomena will seriously affect the overall effect of the lecture. The process of giving a lecture is like playing a piece of music. You must pay attention to controlling the rhythm from beginning to end. Before giving a lecture, you should make a rough estimate of the time required for each part of the content based on the time stipulated in the lecture, so that you have a good idea. In the specific teaching process, we should try our best to teach according to the planned time. We must not step on the watermelon rind and let it go as far as it goes. The speaking speed should be consistent, so that the entire lecture process has a unified rhythm, harmony, no panic, and no tension, and all the content should be said in an orderly manner within the specified time.
③ Pay attention to the demeanor of the lecture
To make the lecture highly artistic, the lecturer is also required to pay attention to the demeanor of the lecture, such as neat appearance, friendly and natural teaching style, relaxed Speak freely and use body language appropriately, etc.
Beautiful lecturing style is also an important lecturing art. It can give the listener visual and auditory beauty, thus making the lecturing more artistic. During the lecture, the lecturer should be relaxed, natural, and free-spirited, but should not be beaming or dancing like a speech; he should be solemn, but should not be formal or too serious. The teacher said that the location during class is generally required to be relatively fixed and not to move around much. The eyes should not just stare at the lecture notes, but should establish eye contact with the listeners, and their eyes and eyes should be very natural. In short, the art of lecturing is a reflection of the lecturer's profound teaching attainments and is based on the lecturer's personal quality. It requires the lecturer to have appropriate postures, movements, and expressions during the lecture, and to appropriately use body language such as eyes, expressions, gestures, and body postures. Strive to be dignified and decent without being rigid. Although you can talk and laugh lively, it should not be too comical; although you can be humorous, you should not be vulgar or shallow.