小学英语教师面试试讲(共5篇)
2015四川教师招聘面试备考:英语无生试讲范例
无生试讲作为各省教师招聘面试中的“主打款”,要求考生能够在无生参与的课堂环境中,通过模拟上课的形式,呈现其对教材的分析处理能力和课堂掌控能力。相较有生课堂而言,在营造课堂氛围方面难度更高些许。如果把无生试讲比喻成一次演出的话,那么考生至少需要一人分饰编剧、主演和群演三个角色。
作为编剧,考生需要在有限的备课时间内,根据所抽取的课题,快速的编写好层次分明、逻辑严密的“剧本”,即教案。为确保能在较短的时间内完成教学设计,考生在备课阶段就需要提前收集好所报考地区的现行教材,小学阶段的主要以四五年级教材为主,初中多为八年级教材,高中通常会采用高二的教材。拿到教材以后,深入对于教材话题和教学活动设置的分析,把握其规律性,明确不同课型的不同备课思路和课时安排,并梳理好快速备课的思路。
首先以小学人教版英语教材为例,通常考察的课型有Let’s Learn的单词句型课、Let’s Talk的对话课和Read and Write的读写课,其中Let’s Learn和Let’s Talk均既可作为第一课时,也可作为第二课时进行呈现。在教学设计思路上,我认为三种课型还是存在一些细小的差异。
如,Let’s Learn部分的四部曲可以简单表示为:Step1:Warming-up and Lead-in, Step2: Presentation and Practice words presentation and practice ‚ sentence presentation and practice, Step3: Consolidation, Step4: Summary and Homework.Let’s Talk部分:Step1:Warming-up and Lead-in, Step2: Presentation and Practice: words presentation and practice ‚ sentence presentation and practice ƒlisten to the tape for at least 2 times, Step3: Consolidation, Step4: Summary and Homework.在呈现部分多了一个听对话的环节(虽说Let’s Learn部分也可以在呈现过单词句型后听一遍,但其目的主要是正音,而Let’s Talk里面的听则旨在提升学生的听力理解能力)。
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Read and Write部分:Step1:Warming-up and Lead-in, Step2: Presentation and Practice: words presentation and practice ‚ sentence presentation and practice, ƒread the passage for at least 2 times, Step3: Consolidation: write, Step4: Summary and Homework.在呈现部分多了一个阅读的环节,旨在提高学生的阅读理解能力,并且要求在巩固环节一定加上一定写作方面的练习。
其中,根据考试规定的时间不同,Let’s Talk 和 Read and Write两部分的单词和句型需要在复习和新授中进行灵活切换:时间长的情况下,为了充分展示教学能力可以新授,时间短的情况下,为了保证内容的完整性,可以当成复习的内容。
再来说说初中人教版,最常考的往往是第一课时,也就是Section A的听力和单元中的阅读文章两部分。在上课流程上,初中的听力课和小学的对话课基本一致,但是,初中的课文如果想要呈现得引人入胜,则要求在进行教案设计时提前设置好合理的情境,让学生在一定的情境中自然的掌握教学内容。拿八年级下册第八单元 “Have you ever read Treasure Island” 为例,考生可以通过哼唱歌曲 “Yesterday once more”营造起谈论老朋友的情境,通过模拟提问“Do you have an old friend?”来自然导出 “today, I will introduce some of my special old friends to you, look, they are some interesting books.” 以这样的方式,将一些外国的文学作品介绍到课堂上,避免单一倚赖图片呈现的单调性。至于初中的阅读篇章,则可参照高中阅读的教学思路,采用PWP的教学模式。
下面,我来谈谈我对高中阅读教学设计的一点看法。主要包含如下几步:Step1:Warming-up, Step2: Pre-reading, Step3: While-reading, Step4: Post-reading, Step5: Summary and Homework.因为高中的阅读文章篇幅较长,句法词法相对复杂,因而很多考生在备课时,容易倾其所有经历围着单词句子转,但是,对比义务教育新课标中关于课程基本理念和高中英语新课标中关于课程基本理念的阐述,我们不难发现高中阶段的英语学习更加关注对学生情感态度方面的培养与塑造,强调提高学生的独立思考和判断能力,发展与人沟通和合作的能
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力,增进跨文化理解和跨文化交际的能力,所以,一堂优秀的英语课堂不再只局限于讲清文章内容,更要求老师具有一定的跨文化知识和总结升华的能力。
以高中人教版必修一第二单元English around the World 的阅读篇章Road to Modern English为例,文章讲述的是现代英语的发展史,提及了除英式英语、美式英语两种变体以外,还提到了其受德语和法语的影响。在讲这部分内容时,大多数的考生容易想到用时间轴的方式,标注出不同时期不同地区的英语语言发展史,却极少有考生去究其所以然,也就是很少有考生能讲述与英语语言发展密切相关的史实,比如日耳曼入侵和英法百年战争。
再拿高中英语必修二第二单元The Olympic Games的阅读篇章An Interview 为例,这篇文章主要通过古希腊作家帕萨尼亚斯采访北京奥运会志愿者李燕的形式展开,讲述了奥林匹克运动会的发展。大多数考生都能想到在阅读部分通过列表格的形式,对比古代奥林匹克运动会和现代奥林匹克运动会的异同,但却极少有考生能在讲解过程中,引导学生体会北京成为2008年奥运会东道主的喜悦感和自豪感,升华学生的爱国热情,或者恰如其分的向学生传达奥运精神。
写好教案后,接下来就是考生秀“演技”的时候了,这时,考生需要同时扮演好主演和群演的角色。一个好的主演不仅要台词功底深厚,同时也要掌握精湛的表演技巧。因而,不同的学段,教学语言和互动方式上都有所不同。
先来说说对于报考小学、初中阶段考生的要求。由于小、初中学生已有知识储备薄弱、重形象直观思维和注意力持续时间短等方面的特点,要求考生尽量采用一些浅显易懂的表达,避免为了显示英语功底而对词句过度美容的情况,语流方面宜缓不宜急,语调抑扬顿挫,肢体语言带动感强,教学活动注重激发学生参与,善于将教学内容与学生已有经验相结合,教学反馈应以鼓励为主等。
再来谈谈报考高中的考生,这时一定要注意炼词炼句,尽量使用高级一些的表达,对于讲授内容的概扩尤其要精炼到位。高中的考生最容易犯的错误就是对于高中生和小初中生的区别不了解,不能准确的预测高中生对于课堂的参与情况,整体授课风格低龄化。此外,面试高中的考生容易犯的第二个问题是过于拘泥于教材上的文章,不善于总结和提升,这里要切记,高中生学习课文不再是单
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纯的积累单词和句型的过程,更加是培养正确的世界观、人生观、价值观的过程,因而,在试讲的过程中要体现对于情感态度价值观方面的升华。
最后,特别关注一下考生的群众演员身份。由于无生试讲整个试讲过程只有考生一人讲授,无学生进行现场回应,因而,对于没有类似面试经历的考生来说,容易尴尬得不要不要的,整体容易沦为背教案的悲惨下场。这里,为了“演”出现场有学生的感觉,考生的自high能力必须达到峰值,既可以通过殷切的眼神和做出请学生回答问题的手势,还可以通过描述想象中的课堂场景来调动气氛。比如说,考生可以使用诸如以下描述性的语言 “Wow, so many hands up!” “Ok, I can see the boy in green shake his head” “Well, Tom has already finished, let’s welcome him to share his drawing with us”,也可以通过复述学生的答案,展现对于实际课堂预设的能力。
总而言之,一次成功的试讲既离不开对于教材的钻研,也离不开在反复练习中的提升技巧。
Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)To help students develop their reading skills, such as scanning and skimming for information, guessing the meaning of strange words 2)Enable students to understand the difficult sentences and new phrases in the passage
3)Affective objectives:(根据文章内容而定)Teaching aids Multimedia devices;blackboard Teaching important and difficult points: 1)Understand the following sentences: 2)Grasp the usage of the following words and phrases: 3)Enable students to use certain reading skills to help themselves understand the passage Teaching procedures Step 1 Lead-in(5min)Show students several pictures of … and ask the students to describe the pictures./ Ask students to think about and answer the questions on the blackboard.(Good morning, boys and girls.How is your day? Fine? Good for you.Ok.Today we will learn a new lesson.Before looking at the textbooks, I’d like to show you some pictures(a video)/ask you some questions/tell you a story.Describe what you see in the picture Do you know anything about……? What’s your opinion about……? Any volunteers? Ok, please, share your idea with us.Very good/brilliant/excellent!We already know your ideas about the topic.Now let’s try to find out what’s the author’s idea about the topic.)Step 2 Pre-reading Listening.(5min)
Ask Ss to listen to the tape and answer two questions:(Listen to the tape carefully and try to answer the following questions.1)what does the passage talk about? 2)…….Ok.You have listened to the whole passage.Do you have your answers to the question? Good, John, please.(复述学生答案)This is John’s idea, how about other students? Ok, Lynn.Good.You think ……….Thank you.I believe you all have got your own answers.You must be curious about whether it’s correct or not.)Step 3 While-reading(25min)Activity 1 Skimming & Scanning Ask the students to read the passage quickly and answer the following questions:(Now read the passage quickly within 2 minutes and find out whether you are right or not.Meanwhile, try to answer the questions on the blackboard.(板书问题):1)2)
Have you finished your reading.Yes? Good.First, have you found out the main idea of the passage? How about Lisa? Very good.It is about ……….How about the questions? Have you found the answers? Volunteers? Good, please.You think ……..excellent, thank you.)Activity 2 Intensive reading Ask the students to read the passage carefully, and get detail information from the passage.(As you have got the main idea of the passage, let’s move on to learn some details of the passage.Now you have 5 minutes to read the passage carefully and discuss with you partners about the following questions.1)2)Ok, I’d like to invite group 3 to answer the questions.That’s really impressive.You already have a very thorough understanding of the passage.From your answers, I can see you already understand the passage quite well.So I’d like to move on to the analysis of some difficult sentences and the usage of some phrases.Take a look at the second sentence in Paragraph 1.Pay attention to…….Is it clear? Good.Activity 3 Read together Ask the students to read the passage together.(Do you have any questions about the passage? No? If no, let’s read the passage aloud together.)Step 4 Post reading(5min)(Debate, interview, role-play, retell the story)Ask the students to have a discussion on ….(Very good.You read really well.Now I have another task for you.We have learnt …… today, …………… have a discussion with your partner.After the discussion, I’ll invite some of you to share your ideas with us.I can see that you have finished your discussion.Anyone wants to share with us? ok, Jack.Good.you think from the perspective of …..Do you have other ideas? Yes, please.Excellent.This is an very interesting answer.)Step 5 Summary(4min)Invite students to summarize what they have learnt in the class.Teacher makes supplementary comments, and stress the importance of …
(Guys, you’ve done a great job.At last, let’s sum up what we have learned today.Who would like to have a try? Jenny, please.)Step 6 Homework(1min)
1)Ask the students to consider the question: 1)2)/ask the students to search more information about …Write an email to your friend.2)Write a short passage and use the new words and expressions as many as possible.3)Read the passage again and try to retell the passage.4)Search the Internet and find more information about…
(Thank you, you really did a good job.Is that clear to all of you? Okay, at last, here comes your assignment.First, please retell this passage to your desk mate.Secondly, please search on the Internet to find more information about the amber room and we will share your findings next class.Here comes the bell.Class is over.See you next class.)
语法试讲教案
Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)Help students to learn the usage of ….2)Help students to grasp the sentence pattern of…..Teaching aids Multimedia devices, blackboard Teaching important and difficult points 1)the sentence pattern of… 2)some special cases 3)enable students to use … in real life Teaching procedures Step 1 Lead-in(5min)Show some pictures to the students and ask them to describe the picture.引导学生运用语法项目
Step 2 Explanation(18min)
Explain the usage of ….Present several examples of the grammar item.Step 4 Practice(15min)Ask the students to do the exercises.Step 3 Summary(4min)Invite students to summarize the usage of … Make some supplements and stress the important points.Step 5 Homework(3min)Ask students to finish related exercise on the textbook.Ask the students to write a passage about ….(You have all done a really good job today.I believe you already have a good knowledge of /master the knowledge of…..For homework, you are required to complete exercises on page 201 and to write a passage about ….[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next class.] Clear? Ok.See you next class.)
写作试讲教案
Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)enable students master the procedure of writing this kind of composition 2)improve students’ writing skills 3)help students to get more knowledge of …
Teaching aids Multimedia devices, blackboard Teaching important &difficult points 1)Help students to express their ideas in proper English 2)Help students to learn the structure in English writing Teaching procedures Step 1 Warming-up(5min)Show some pictures of … to the students and ask what do they know about … Then lead the students to the topic of writing.(Good morning, boys & girls.How are you doing? Fine? Good.Now let’s start our new lesson.Here I have some pictures for you.Do you know what’s in the picture?)Step 2 Pre-writing(10min)Activity 1: brainstorming.Provide Ss some questions about the topic and ask them to discuss the questions in group and write down every idea that comes to their mind.After discussion, invite representatives of each group to present their ideas to the whole class.Activity 2: planning.Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas.Step 3 While-writing(20min)Ask the students to write down their own articles.Step 4 Post-writing(7min)Ss will work in group and read each other’s composition.They should choose the best composition of the group and read it in front of the class.Step 5 Writing assessment(2min)Ask Ss: What’s you most difficult thing during the whole process?(difficult to organize the ideas in a logical way;you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea)Step 6 Homework(1min)1)Here are some handouts I prepared for you.Read it after class, I believe you can find answers towards your questions.2)Improve your composition according to the handout.听力课试讲教案
Grade level: First grade of high school Lesson type: Listening Duration: 45 min Teaching objectives 1)Enable students to master different listening skills 2)Help students to learn more about …..Teaching aids: Multimedia devices;blackboard Teaching important and difficult points 1)Help students to understand the listening material 2)Encourage students to apply listening skills when listening to the material Teaching procedures Step 1 Warming-up(2min)Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening(5min)
Organize the students to have a brief discussion about the topic.Invite some students to share their ideas with the class.Predict the main idea of the passage.After that, present new words and expressions to the students.Step 3 While-listening(25min)1)Listen for main idea Ask Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage.Invite students to share their ideas.2)Listen for answers to the exercises/detailed information
Ask Ss to listen to the passage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3)Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening(10min)Show them the listening text and ask them to read it aloud together.Step 5 Summary(2min)In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework(1min)
1)Read the listening texts again and try to retell the passage in your own words 2)Search more information about ….口语课试讲教案
Grade level: First grade of high school Lesson type: Speaking Duration: 45 min Teaching objectives 1)Students will be able to use some important words and expressions 2)Students will be able to express their ideas or thoughts clearly.Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Help Ss to master the expressions of giving advice: 2)Talk about … by using …
Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue.Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expressions Provide Ss useful sentence patterns and expressions to express …..Step 4 Role-play/ Discussion
Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discuss the topic with their partners.After that, invite Ss to present their ideas in front of the class.Step 5 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in real life after this period.You should memorize the useful expressions we learned today.I hope you can practice more after class.Remember: practice makes perfect.Step 6 Homework 1)Collect more expressions and sentence patterns that can be used to express …..2)Find a partner to practice how to … in different situations.词汇课试讲教案
Grade level: First grade of high school Lesson type: Vocabulary Duration: 45 min Teaching objectives 1)Enable students to know the meaning of new words and grasp the usages of such important new words 2)Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Explain the meaning and usage of the words to the students 2)Enable Ss to use the new words when they express themselves Teaching procedures Step 1 Lead-in Revision.Last period, we have finished the reading of the passage.Now we will learn the new words in the passage.Let’s look at the underlined/italic/bold words.Step 2 Guess
Ask Ss to guess the meaning of the words in the context.Or give students some examples and ask Ss to guess the meaning of the words.Step 3 Explanation
四川教师招聘面试试讲教案包含教学目标、教学重难点、教学过程、板书设计、教学反思。
[小学信息技术《制作简单的幻灯片-放映幻灯片》教案]
一、教学目标
1.能说出放映幻灯片的两种方式,并会正确放映幻灯片;会正确放映下一张幻灯片,并会使用绘图笔。
2.通过自主探究和小组合作的方式,会操作放映幻灯片的方法,从而了解PowerPoint在实际生活中的应用。
3.通过PowerPoint这一工具软件的学习,提高对演示文稿产生强烈的兴趣,并学会相关技能,应用于生活。
二、教学重难点
【重点】放映幻灯片的方法。
【难点】区分当前放映和首页放映的方法。
三、教学过程
(一)直观演示,导入新课
教师打开准备好的PPT,显示在编辑视图下,教师操作呈放映模式,引起学生兴趣。“今天就把我们上节课所制作的幻灯片让它播放起来,更完美的呈现在我们眼前。一起来学习放映幻灯片”。
——引入新课——放映幻灯片。(二)师生互动,分析任务
教师首先进行提问“放映幻灯片的方式,有哪个同学知道?” 任务一:放映幻灯片
引导学生根据已有的知识储备,选择放映方法并让学生通过小组讨论的方式总结并演示方法。根据多个同学的演示操作,教师给出评价并进行总结放映的两种方法:
幻灯片可以放映了,那如何结束放映呢? 任务二:结束放映
让学生在实际操作放映幻灯片和放映下一张时,发现突然黑屏,引发学生思考。通过提问学生,老师总结:此为结束放映的标志,屏幕上会出现提示:放映结束,单击鼠标退出。单击鼠标之后返回到PowerPoint窗口。
任务三:菜单操作
教师再次提出问题“如何在放映模式下对幻灯片内容画线,标记重点呢?” 教师进行示范性操作,并找一位同学对幻灯片内容进行画线。
(三)学生分组,自由操作
学生同桌两人为一组,对知识进行熟练操作,在学生操作过程中,教师下场巡视并指导,收集问题并解答。
问题1:为何单击幻灯片视图放映按钮和单击菜单中观看放映命令出现的效果不同? 解答:单击幻灯片视图放映按钮从当前页开始放映;单击“观看放映”命令,从首页开始放映。
问题2:对幻灯片内容画线,若要更改,如何消除线? 解答:在画线后,再次右击,在弹出的菜单指针选项中,选择橡皮擦即可。(四)小结作业
1.老师以提问方式引导学生一起简单回顾本节课所学知识点。2.学生探究还有哪些更为简便的放映方式。
四、板书设计
四川教师资格面试采取结构化面试、情境模拟等方式,通过抽题、备课(活动设计)、回答规定问题、试讲(演示)、答辩(陈述)和评分等环节进行。
[小学音乐《阿细跳月》教学设计]
一、教学目标
【情感、态度、价值观】
初步感受彝族“跳月”独有的欢快、热烈情绪,体会音乐所表现阿细人跳月时的欢乐情景,并乐于与同伴一起分享音乐的喜悦。
【过程与方法】
完整而充分的聆听歌曲,初步了解彝族的风土人情,能够说出乐曲当中的主要乐器。
【知识与技能】
能够认识常见的中华民族乐器,并能听辨其音色。
二、教学重难点 【重点】
能够感受民乐合奏《阿细跳月》热烈红火的风格特点,根据旋律感受音乐的变化。
【难点】
能够认识乐曲当中出现的中华民族乐器,并能听辨其音色。
三、教学过程(一)故事导入
老师讲解《阿细跳月》的背景故事
远古时代,人类不知道怎样用火,过着茹毛饮血的生活。有一天雷电击中了枯木而引起一场大火,很多野兽被烧死,人们吃了,感到味道鲜美。从此才会用火烧肉充饥,烧起火来取暖。但在那风吹雨淋又没有房屋栖身的原始生活中,要保存住一点火种,确实非常困难。暴雨一来,火种被浇灭了。没有火了,人们就得挨冻,吃生肉喝冷水,给生活带来不少的困难。有一天,人们在山上狩猎时,又冷又饿,实在支持不住了,便纷纷靠在树上休息。有个名叫“木邓”的小伙子,却骑在一根朽木上面,边休息,边拾起一根细木棍儿,使劲地向朽木上钻。钻着
钻着突然从朽木中钻出火来了。火的再度出现,使人们欣喜若狂。大家拾柴架火,熊熊的火焰,照得大地通红,烤得人体冒烟。于是围着篝火,边烤边跳。这就是阿细跳月的最初起源。人们称之为“木邓比”,意为“跳篝火”。
而现如今阿细跳月像一朵盛开在云岭高原上妍丽的山茶花,美丽着一方神奇的红土地,今天我们一起进入这个神奇的地方去聆听《阿细跳月》。
由此导入新课。(二)初步感知
1.聆听全曲,教师提问:听完之后,同学们可以从音乐的情绪、旋律的特点、力度速度的变化说说你的感受,同时也可以把自己的感受用身体动作表现出来。
学生自由回答。
教师总结:乐队全奏中展现了宏大的舞蹈场面,仿佛狂欢中的人们忘记了疲劳,情绪热情奔放,欢腾跳跃,速度也逐渐加快将热闹欢腾的气氛推向了高潮!2.教师再次带领学生聆听歌曲,并且学生分享课前收集到的资料说说什么是阿细跳月? 学生自由回答。
教师总结:阿细跳月是彝族阿细人最具代表性的民族民间舞蹈,阿细跳月阿细语称“嘎斯比”,即“欢乐跳”之意,因多在月光篝火旁起舞,故名曰“阿细跳月”。
(三)探究学习
1.聆听乐曲第一部分部分,教师提问:感觉描绘了什么样的画面?由哪些乐器勾画出了这样场面? 学生自由回答。
教师总结:第一乐段主题在第一部分中由高音笛、弹拨乐、弦乐及全奏多次反复出现,表现了多变的舞蹈姿态。
2.教师展示一些民族乐器的图片同时播放民族乐器的音色并用不同颜色的色块表示乐器音色。
请学生聆听各种民族乐器的音色,并能与其颜色对应的色块连接起来。3.再次引导学生聆听第二乐段,同时询问学生:与第一部分在音域方面有什么样的区别,这样的设置刻画了怎样的形象?
学生举手做出回答。
教师总结:第二部分作者将主题乐段作了移调处理,并进行几次反复,与前面调性形成鲜明对比,好像健壮的小伙子们跳起了粗放的舞步。
4.在此基础上,教师引导学生聆听第三部分并询问学生有什么样的区别? 学生自由回答。
教师总结:第三部分音乐又转回原调,由高音笛演奏旋律后,整个乐队全奏,乐曲进入高潮,在乐队全奏中展现了宏大的舞蹈场面,仿佛狂欢中的人们忘记了疲劳。
5.在歌曲最后教师播放尾声,让同学们分享一下舞会结束后人们的心情是怎样的。
学生在聆听过后自由回答。
教师总结:最后的短小尾声,是采用了主题乐段的最后两拍扩充发展的,在渐强中结束全曲。让我们感受到人们激动愉悦的心情。
6.最后完整的聆听全曲感受,热情浓郁的音乐气氛。
7.教师带领学生哼唱主题旋律,体会在月色的笼罩中,篝火的映照下人民热烈欢腾的兴趣。
(四)拓展延伸
以四人为一小组为《阿细跳月》创编舞蹈,以小组为单位进行展示,并为优秀的小组颁奖。
(五)小结作业
在弥勒这块美丽神奇的红土地上,多彩多姿的民歌像山里的泉水一样甜,绚丽浪漫的舞蹈像山里的流岚一般美。居住在西山地区彝族支系阿细人的集体舞蹈“阿细跳月”,是出落这歌舞海洋中一枝独秀的山茶花。它像清爽的山风,像欢快的山溪,像燃烧的火把,半个多世纪以来久跳不衰,美名播四海,备受国内文艺界和国际友人的青睐。所以希望同学们能够将这份芬芳永远的传递下去,做文化交流的小使者。
四、板书设计
1. 作为老师,信心和责任心是第一位的。记住一点,你担心的别人也担心,所以不需要有压力。 相信自己,别人才能相信你。
2. 打动那些对你有好动感的评委!没有好感的自然也就感染了。用你的眼光告诉所有人,我来了,我能教好学生。
3. 讲课要有激情,如果抑扬不足,起码声音要大。普通话标准一点。讲话语速不要太快,如果拿捏不好,可以多多演练。这是关键!讲话要掷地有声,不要半推半就,在讲台上要有台风。语文教师要求更高,咬字清晰,语音悦耳,抑扬顿挫。
4. 在见到面试官时要表现的大方,不要太拘禁,也不要太嚣张,给人留下稳重的印象。注意肢体语言,不要僵直地站在讲台上,运用好肢体语言。
5. 要在试讲前做好充足的准备,把要讲的内容的相关背景等知识了解到位,并把课的内容和这些背景结合起来,让背景知识在吸引人的同时把人引导到课本的内容上来。
6. 不用花费时间讲得过于仔细,只要在你讲的时候提到就可以了,让听课的评委知道你有这个环节就可以了。
7. 要注意跟台下评委的眼神配合,眼睛的视线不要一直停留在讲稿上,要使台下的每一个评委都以为你在看他们,注视着他们。要面带微笑,不要太严肃。
8. 板书的时候忌讳无声板书、长时间课堂空白,可以在板书的同时结合问题和内容,做适当的讲解。说话写字速度不能太慢。太慢了大家会怀疑你的做事效率。字不要太差。可以适当看看讲稿,自然地看即可,不能照着讲稿读,因为评委和你的讲稿是一致的。
9. 试讲的内容和原来的教学设计可以有不一致的地方,在试讲完毕,时间还有的情况下,做一个简短的说课(说明),让评委知道你的设计意图和理论依据。在课中也可以适当穿插对学情、教材、学法、教法的说明。
10. 教学设计各个环节和要素尽可能完整、完善,教学流程可以拟出恰当的小标题,吸引评委注意力。
11 .试讲时没有学生参与,但是同样要体现自主、合作和探究的学习方式以及新课程教学理念,可以通过教师的模拟对话或者讲解呈现。如小组讨论、分组学习、课前的预习等等。要有师生互动,即使面对老师讲课,也要体现学生活动。
12. 可以在某个具体环节提供几套教学方案,把教师的预设体现得很充分,同时又能充分体现教师把握生成的基本素养。
13. 课堂重点突出,一到两点就够的,其它的不讲或略讲,决不可面面俱到。
14. 要深挖课文,对思想内容有独到见解。这是最难的,也是最重要的,它体现老师的水平。文章思路不是重点,一般文章思路都很清晰,高中生都看得清,不需要作为课堂重点。
15. 尽快切入重点。详讲重点(也就是能出彩地方),不然导入太长,其它杂七杂八的东西太多会冲淡重点。试讲时,可以省掉作家作品介绍,字词检查等次要内容。深挖重点,然后再点一下文章其它部分,勾出文章整体思路,给人以整体感。分析重点段落时,集中落脚到关键句,关键词,这样才具体而实在,不然笼而统之,难以讲清。分析也细致不下去,要分析细致必然落脚到文中字词,这样又紧扣了教材,不致于犯脱离课文的毛病。
16. 发挥不宜太多,太多了也会冲淡主题。或者更直接地说,讲课像写文章一样,围绕中心(重点)行文,废话(可引起学生兴趣)尽量少讲或不讲。
17. 试讲完成以后还会有提问,基本上都是涉及到如何安排你所教的课程的,教学侧重点应该在哪里,如果学生出现了这样或那样的问题你该如何等等。不要慌张,首先肯定教师提出的问题,并结合以往的教学经验予以适当的重复和肯定,与此同时思考应对的策略。回答的时候最好能有一个提纲,分几点来说明你的观点,显得层次鲜明,逻辑性强。点到即可,除非特别自信,不要过于展开。
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