What is the difference between teaching fragments and giving lectures?

1. Talk about the textbook, the content and status of the textbook, and the relationship between the knowledge points of this lesson;

2. Talk about students, analyze students' knowledge level and cognitive characteristics, learning difficulties in this lesson, etc.;

3. Talk about the teaching objectives (three-dimensional) and the major and difficult points, and determine the teaching objectives, key points and difficulties according to the above analysis;

4. Didactic method, the teaching method and basis used in the teaching of this lesson;

5. Teaching method, the method used to guide students to learn independently in this lesson;

6. Talk about the teaching process, specifically about each teaching link, the intention of the link setting, the possible situation, and the teacher's handling method;

Seventh, talk about the design of the board book, no need to explain more;

8. Reflection, if it is a lecture after class, there should be a teaching reflection according to the specific situation of the class, mainly good results, shortcomings, improved design, etc.

Lecturing is conducive to improving the effectiveness of teaching and research activities.

In the past, teaching and research activities generally stopped at a few lectures and then asked a few people to evaluate the lessons. The teacher is in a completely passive position. The teacher who attends the lecture may not necessarily understand the teacher's intentions.

This has led to the low effectiveness of teaching and research. Through lectures, let the teachers talk about their teaching intentions, their methods and purposes of handling the teaching materials, so that the teachers can better understand how to teach and why they should teach this way.

In this way, the theme of teaching and research will be clearer, the focus will be more prominent, and the effectiveness of teaching and research activities will be improved. In addition, we can also unify our thinking and understanding and improve teaching efficiency through lectures on a certain topic.

The specific links of the lecture mainly include the topic, the teaching materials, the learning situation, the activity objectives, the important and difficult points of the activity, the preparation of the activity, the process of the activity and the extension of the activity. Candidates need to delete the content according to the actual local test situation. For example, in some places, the lecture is only given 6 minutes, so how to show the content of the lecture in such a short period of 6 minutes, you only need to explain the teaching materials and the learning situation, goals and processes clearly, if you overtime, you will deduct points, and the gains outweigh the losses.

The learning situation is mainly designed from the following aspects:1Analyze the reasons for the activity:

According to the requirements of the "Outline", it is necessary to analyze the content selection, intention, the relationship between the content and the content, the focus, difficulties, ability points, emotional attitude education points, as well as the type of learning, the connection between the concept of previous knowledge and new knowledge, and one's own personality opinions. 2.Rationale:

Social background, the actual conditions of the park and the local area. Such as: seasonal changes, important festivals, social hotspots.

4.It mainly includes the age characteristics of children, physical and mental development, the mastery of children's original knowledge and basic skills, and the development of intelligence; Children's non-intellectual factors, including children's interests, motivations, behavioral habits, will, and other developmental status.

Lecturing is the teacher's oral presentation of his or her teaching assumptions and theoretical basis for a certain viewpoint, problem or specific topic. To lecture is to talk about how you teach and why you teach it the way you do. Lecture is a form of teaching that is carried out by the teacher in a limited time through the presentation of spoken language, body language, and various teaching skills and group forms.

The lecture focuses on elaboration and explanation. The lecture focuses on telling and solving doubts. The lecture time is generally no more than 20 minutes, and the venue can be flexibly arranged.

The time of the lecture is strictly controlled, and the place is generally in the classroom, and the focus of the lecture is to complete the teaching task and feedback the teaching information, so as to improve the teaching effect; Lecture requirements must be effective in conveying knowledge to students.

The object of lecturing is different from lecturing: the object of lecturing is the teacher and expert of the same class; The target of the lecture is the students, and the content of the lecture is different from the content of the lecture: the content of the lecture is to explain one's understanding of a certain topic, teaching assumptions, methods, strategies, and the theoretical basis for organizing teaching.

The content of the lecture is a specific analysis of the content of a certain course, and the knowledge and learning methods are imparted to the students.

The significance of lecturing is different from lecturing: the significance of lecturing is mainly to improve the efficiency of classroom teaching and the effectiveness of teaching and research activities; The significance of lectures is to increase students' basic knowledge and guide students to comprehend and apply new knowledge.

Hello! Personally, I think the teaching process of "lecturing" should be as detailed as possible, but it should also be based on the actual situation.

First of all, the purpose of the lecture is to help teachers better prepare and attend classes, so it is necessary to explain each link in as much detail as possible, including textbook analysis, teaching objectives, teaching key and difficult points, teaching methods, teaching process design, teaching evaluation, etc., so that the audience can have a comprehensive understanding of the entire teaching process.

However, during the explanation, it is also necessary to pay attention to avoid being too boring and boring, which will cause the audience to be tired and bored. Therefore, it can be appropriately simplified and refined to highlight the core points of teaching so that the audience can better understand and grasp them.

In short, the teaching process of the lecture should be as detailed as possible, but it should also be based on the actual situation, and it should pay attention to the flexibility and pertinence of the explanation method, so that the audience can get practical help and benefits. Hope it helps.

Lectures generally last no more than 15 minutes; The curriculum is designed according to the teaching process, including review and questioning, explaining new knowledge, class discussion or class exercise, class summary, etc.; There are no students in the lecture, so it is not possible to show the teaching method through the students, but the teacher is asked to say what the students are doing and the teacher's teaching method is to be said.

First, review the questions, what questions do you want to ask? Why? What is the student's answer;

what topics to introduce next; What knowledge to explain, to be organized, what example questions to explain, how to speak, with more **, projection or other teaching aids to assist the explanation; Students think about what conclusions should be drawn, how the teacher can inspire them, etc.

Again, which exercise to do on the topic, do you arrange someone to do it on the blackboard? What are the common mistakes, how to correct them, etc.;

Then, assign a reflection question and ask what is so arranged that students will gain by thinking about this question.

Finally, summarize the knowledge of this lesson, which is the key and which is the difficulty, and how students should review it after class before assigning homework.

After these are said, the links are basically complete.

The purpose of teaching standards is to take the curriculum objectives (three-dimensional objectives) in the curriculum standards as the guiding ideology and teaching basis for the teaching of this topic, and to control the teaching materials and guide the teaching design from the height of curriculum theory.

When talking about the course standards, it is necessary to focus on the principle requirements of the curriculum standards for the teaching objectives, teaching content and teaching operations of the relevant topics, so as to find a strong basis for their own teaching design.

Teaching standards can be combined with teaching materials.

2) Speaking of teaching materials.

Textbooks are the carriers of the curriculum. Whether or not we can accurately and profoundly understand the teaching materials, control the teaching materials from a strategic position, handle the teaching materials realistically, and organize the teaching materials scientifically and rationally are the prerequisites for preparing and teaching the teaching materials well, and they are also the primary link in lecturing.

The requirements of modern education for the educated are not only what they have learned, but more importantly, how to learn. Based on the role of the teacher who is required to change the role of the curriculum standard, the lecturer must explain how to guide students' learning according to the teaching content and around the teaching objectives, what learning methods to teach students, what abilities to cultivate students, and how to stimulate students' interest in learning.

The teaching process is an important part of the lecture, because through the analysis of this process, we can see the unique teaching arrangement of the lecturer, which reflects the teacher's teaching ideas, teaching personality and style. Only through the elaboration of the design of the teaching process can we see whether the teaching arrangement is reasonable, scientific and artistic.

Finish the order give me a thumbs up thank you.

What is a lecture?

Lecturing is a kind of teaching research and teacher training activity in which teachers verbally express the teaching assumptions and theoretical basis of specific topics, that is, on the basis of lesson preparation, teachers talk about their own teaching design in front of peers or teaching and research personnel, and then the listeners comment on them, so as to achieve the purpose of mutual communication and common improvement. We have come to realize in our lecture practice that this definition is incomplete. According to our understanding, lectures can be either specific to a specific topic or to an idea or a problem.

Therefore, we believe that lecturing is the oral expression of the teacher's teaching assumptions and theoretical basis for a certain viewpoint, problem or specific topic. To put it simply, to talk about how you teach and why you teach it the way you do.

Lecturing is to simply describe how to teach a lesson, including teaching materials, students, and teaching methods.

Summary. The fragment type is relative to the whole, that is, the text is divided into several parts, and the various meanings represented by the text can be divided into several fragments, such as telling the feelings in the text can be divided into one fragment, telling the scenery of the text can be divided into one fragment, and so on.

The form of a fragmented lecture explains what it means to understand the unit.

It's a junior high school student.

Fragmentation is relative to all, that is, the text is divided into several parts, and the various meanings represented by the text can be divided into several fragments, such as telling the feelings in the text can be divided into a fragment, telling the scenery of the text can be divided into a fragment, and so on.

Does the form of a fragment lecture mean the same thing as the explanation of the whole unit and the form of a fragment lecture to understand the unit?

No. The elaboration is said to the students, the purpose is to let the students understand and respect Wang clearly, and the understanding of this unit is more of their own understanding, but it is related, and after their own understanding, Liang Tsai can explain this to the students.