First of all, reserve in peacetime.
“If you give someone a bowl of water, you must have a bucket of water yourself.” This is a metaphor for teachers’ knowledge possession. It can be seen that in order to complete the teaching tasks, teachers must have a lot of knowledge, especially Chinese teachers. It should even be a "miscellaneous family". Not only must you have professional Chinese knowledge for teaching, such as linguistics, philology, rhetoric, essays, etc., but you must also have educational knowledge such as pedagogy, management, psychology, etc., and you must also understand and dabble in various other categories of knowledge. , which requires Chinese teachers to read more and study more. Read the works of Chinese masters such as Ye Shengtao, Xia Mianzun, and Yu Yi, learn from outstanding contemporary Chinese teachers, and learn from Wei Shusheng, Li Zhenxi, Han Jun, Li Hailin, etc. Read professional books and periodicals, subscribe to some high-end Chinese professional magazines, and learn about the latest developments in Chinese teaching, such as "Chinese Learning", "Chinese Construction", "Middle School Chinese Teaching Reference", "Chinese Teaching Newsletter", "Chinese News", etc. Reading non-professional books and periodicals, especially reading a large number of literary books and periodicals, is a need for teaching practice and can make teachers knowledgeable, so that they can be readily available when there is a teaching need, allowing knowledge to serve teaching. At the same time, it can also make students full of trust and admiration for teachers, "know their teachers and believe in their teachings."
Secondly, prepare before class.
Before each class, you must be familiar with the content to be taught, and never go into battle unprepared.
Repeat the knowledge or articles you want to learn over and over again, ponder them carefully, and discover as many knowledge points as possible through a comprehensive and multi-faceted understanding. Combined with the editor’s selection intention, you can extract the most important teaching objectives. This design lays out the direction of teachers’ efforts in teaching. Once the guidance goal is determined, in order to achieve this goal, a practical guidance plan must be designed to complete the guidance goal. In addition, you need to read a lot of materials, pictures, background knowledge and other introductions related to this lecture, and select materials that are useful for teaching.
In addition to fully preparing the content to be taught, students’ factors must also be considered.
Put yourself from the student’s standpoint, based on their age and knowledge level, what kind of questions will students ask about the text they want to study, what kind of thoughts will they have, and will it be possible based on the students’ life experiences? Be enthusiastic about the content taught. What kind of method is easier for students to accept? For example, games, competitions, solitaire, grouping, talent competitions, etc., how long each link will take and how many people will be involved in the activity are all preset. What kind of questions will students at different levels of knowledge ask, how to guide students to study at different levels, so that students can enter the text to appreciate and understand which type of problems should be solved by students of what level. Comprehensively and deeply think about what you have learned from the students’ starting point.