How to write a lesson plan, and do I need to write a lesson plan when I talk about class?

How to Write a Lesson Plan - "How to Write a Teacher's Lesson Plan".

First, the pre-class system part.

1) Analysis of teaching materials.

Writing Requirements for the Analysis Section of the Textbook – Three Operational Requirements:

Analyze the requirements of the Curriculum Standards.

Analyze the position of the content of each lesson in the overall curriculum standards and in each module (each textbook). Function.

2) Student analysis.

Writing Requirements for the Student's Analysis Section – Three Operational Requirements:

Analyze the student's existing cognitive level and ability status.

Analyze students' learning problems.

Analyze students' learning needs and learning behaviors.

3) Teaching Objectives.

Writing Requirements for the Instructional Objectives section – Three Operational Requirements:

Define knowledge goals.

Determine competency, method development goals, and teaching implementation strategies.

Determine the teaching selection points and teaching implementation strategies to guide students' emotions, attitudes, and values.

A describes the four essential elements that must be in place:

Actors – The subject must be the student and not the teacher, and the direct basis for people to judge whether the teaching is effective or not.

It is whether the student is making concrete progress, not whether the teacher is completing the task.

Generally in the writing of the teaching objectives.

The subject of the target can be omitted, but the format must be noted that the following expressions can be taken as usual:

Open. Over ......Learn, be able to speak ......”

By ......Learn, be able to analyze and summarize ......”

Instead of "making learning."

Raw mastery ......”

Teach students ......and so on.

Behavioral Conditioning – Behavioral conditioning refers to a specific limit or scope that affects a student's ability to produce learning outcomes. As. By ......

Collect information" via ** video ......”

Learn through this lesson".

Action verbs – Action verbs must be concrete, measurable, and evaluable. As.

Know, induct, enumerate, feel.

Received, participated, and so on.

Performance Level - refers to the minimum level of performance that occurs after a student learns to change their behaviour and is used to evaluate the learning table.

The extent to which the learning outcome has been achieved.

For example, the teaching objectives I wrote before:

Pass the third item of the textbook.

Behavioral conditions) to be able to memorize and write out.

Yes. is a verb) the beginning and end time (degree of expression) of the Opium War

Understand the process and process of the war (action verb).

The anti-aggression spirit of the people of the country (degree of expression).

b It is desirable to have different levels of narrative.

According to the Standards

Combined with the cognitive laws and differences of students, according to the teaching content, from low to high, from easy.

To the difficulty, the design has different requirements

The different levels of teaching objectives enable each student to build on their own foundation.

It doesn't have to be written, if the logic is clear, you just need to memorize the main points yourself. Because the lesson plan is not included in the total score, and it is not a good way to hold the lesson plan all the time during the trial lecture, so the lesson plan only plays the role of reminding and sorting out ideas, and there is no need to write it if you are short of time or have clear logic.

Before the trial lecture, you should prepare the teaching materials in advance, and be proficient in the method, so that you will not feel tight on time when it comes to the exam. It is best to be able to take off the script during the trial lecture, which will affect the score of the examination evaluation teacher.

Pay attention to the following points in the teacher qualification interview examination:

First, the appearance of the attitude.

The teacher's responsibility is to teach and educate people, and the requirements for appearance and appearance are relatively individual, and the candidate's dress during the interview must meet the requirements of the teacher's professional norms and meet the requirements of classroom teaching. For example, if a boy is interviewing, the shirt should be tied inside the belt, but do not hang keys or mobile phone cases on the belt.

Girls should also have a clean and tidy hairstyle during the interview, and short hair must be washed and straightened; Long hair is best tied up to look smart and neat. And simple and elegant makeup and clothing will enhance the examiner's first impression of you.

Second, the board book.

As a teacher, the board book should be neat, beautiful and standardized, and highlight the key points and difficulties of classroom teaching. Teaching is a profession of educating people, and it is necessary to be accurate and standardized in education and teaching anytime and anywhere, reflecting the seriousness and rigor of the attitude towards education and teaching.

When candidates are writing on the board, the stroke order and strokes of the chalk words must be correct, and they must not be scribbled. In addition, when writing on the fingerboard, candidates should not speak with their backs to the examiner, and if they want to speak, they should also be at an angle of 45 degrees to the blackboard, and squint at the blackboard with the rest of their eyes.

3. Language.

When candidates ask questions, the language must be accurate, fluent, and standardized, and they must speak standard Mandarin. Do not use too many modal words such as "ah, ah, la, bar" or Internet terms, because it seems too casual, too imrigorous, and does not meet the requirements of the professional norms of teachers. Good verbal expression is one of the important weights of the recruitment interview, and it is also a necessary professional quality and ability as a professional teacher.