I'm from Ya 'an, and I'm about to get a teacher qualification certificate. What should I prepare for junior high school Chinese? After the on-site confirmation, I heard that there was a lecture. What

I'm from Ya 'an, and I'm about to get a teacher qualification certificate. What should I prepare for junior high school Chinese? After the on-site confirmation, I heard that there was a lecture. What did you say?/Sorry? Key points of the lecture:

First, talk about curriculum standards: focus on the teaching objectives, teaching content and the principle requirements of teaching operation of related topics in curriculum standards.

Second, say textbooks:

1. Make clear the position and function of this textbook in this unit or even this textbook, that is, make clear the arrangement intention or knowledge structure system of the textbook.

2. Explain how to determine the teaching objectives or tasks of this lesson according to the teaching materials (combining curriculum standards and students). Note that the clearer and more specific the classroom objectives are, the more fully teachers know about shells, and the more reasonable the design arrangement of teaching methods.

3. Explain how to choose the content of teaching materials and reasonably expand or deepen the content of teaching materials. Through certain processing, it is transformed into teaching content, and all knowledge points and their relationships are clear.

4. Explain how to determine the teaching materials, teaching priorities and teaching difficulties.

5. Explain the problems worthy of attention and discussion in the processing of teaching materials.

Third, the methods of speaking and learning:

1. According to the characteristics and teaching purpose of this textbook, what learning methods should students adopt to study? What are the characteristics of this learning method? How to operate in class?

2. What kind of guidance should the teacher give in this class? How to make students attend the meeting in the process of learning? How to properly integrate the guidance of learning methods in the teaching process?

Fourth, teaching methods:

1. Tell me about the most basic or main teaching methods used in this course and the teaching principles or principles on which it is based.

2. Tell us a set of teaching methods and means, their optimal combination and basis.

3. Explain the relationship between the learning methods that teachers should adopt when teaching French students.

4. We should focus on how to highlight key points and resolve difficulties.

Five, the teaching process theory:

1 describes the overall structural design of the teaching process, that is, the content arrangement of "start-process-end". Let the listener know clearly what to teach, how to teach and why to teach in this way (clear theoretical basis includes syllabus basis, curriculum standard basis, teaching method basis, pedagogy and psychology basis, etc.). ).

2. Focus on the logical order, main links, transition and time arrangement of textbook development.

3. According to the characteristics of courses and the requirements of teaching methods, explain how teachers and students, teaching methods, lectures and exercises are coordinated and unified in different teaching stages.

4. Make a dynamic prediction of the teaching process, and consider possible changes and adjustment countermeasures.

Example of lecture notes:

Spring speech

Heilongjiang Hegang Huaying High School Zhao Yi

First of all, talk about textbooks.

1. The position and function of teaching materials

This lesson is the ninth lesson in Unit 3 of Grade 7 (1) of junior middle school Chinese textbook. This unit is a landscape prose unit after the narration of the first two units and the writer's narration.

This lesson is the beginning of this unit. As the saying goes, "a year's plan lies in spring." With the beautiful opening of "Spring", there is a warm narrative of "Winter in Jinan", a beautiful and rich bamboo country, and a unique summer scenery of forests and grasslands. The scenery of the four seasons is varied and beautiful.

This course is designed for two classes. The first class is mainly cognitive reading, the purpose of which is to read correct pronunciation and dredge words. There is also perceptual reading, the purpose of which is to understand the content of the text and have an overall perception of the text. The following is my detailed explanation of the design of the second class.

2. Teaching objectives

The goal of this unit is to be good at discovering beauty from beautiful things and expressing beauty in beautiful language. Spring is a masterpiece of lyrical prose describing scenery. The author uses fresh and beautiful language to guide people to appreciate the moving scene of spring returning to the earth and feel the vitality and infinite hope brought by spring. In the selection of materials, spring is closely related to the characteristics of spring in planning, and it is also fully reflected in language skills. Therefore, my teaching objectives are as follows.

1 knowledge target

A. Mastering the methods of scenery writing in the text: ① Grasping the characteristics of Jiangnan Spring to describe the scenery; (2) Write a picture of spring scenery in different levels.

B. Understand the accurate and vivid words and phrases in the text, and initially master rhetorical methods such as metaphor and personification.

C. Accurately grasp the author's emotional context. After reading training, students should be able to read the feelings that the author wants to express in the text.

2 ability goal

Guide students to master the methods of learning landscape prose and apply them to writing.

Three emotional goals

Through detailed and vivid description, I deeply understand the author's attitude of loving nature, loving life, pursuing the future and striving to build a beautiful spring for mankind.

【 Description 】 The determination of the above three objectives is to embody the teaching concept of "knowledge and ability, process and method, emotion and attitude" advocated by the New Curriculum Standard.

3. Key points and difficulties:

According to the analysis of the learning situation of the first grade students, although I have studied lyric prose, I am learning lyric prose about scenery for the first time. Therefore, it is necessary to guide students to understand the writing requirements of lyric prose. Therefore, focusing on the knowledge objectives of 1 and 2, it is difficult to guide students to explore the language characteristics of the article independently and cooperatively. To solve the difficulties, first, we should guide students to read the text repeatedly, and second, teachers should focus on choosing example sentences to help students understand.

Second, talk about teaching methods and learning methods.

1. Self-study can enjoy the pleasure of beauty and improve aesthetic ability. We should read more and talk less, focusing on reading, not talking.

I don't know how many people have read Spring for many years before, but after reading it, some people can only vaguely remember a few words, while others have finished reading it, and the spring scenery will never be erased from their memories. Two different reading results mainly depend on reading methods. If a famous book like Spring is still told by teachers and listened to by students, then students will never feel the eternal beauty of spring. Therefore, I pay attention to the creation of teaching situation, and use the thinking method of intuitive understanding and psychological experience to guide students to enter the artistic realm and read independently, so that the classroom can become a free space for perceiving beauty, appreciating beauty, tasting beauty, exploring beauty and improving aesthetic ability, and then learn to express beauty and create beauty initially.

2 study guide:

This article is a lyric prose, which requires students to read, ask, think, read and write from the text and find problems from it. Q: Point out the problem; Thinking: thinking and answering questions carefully set by teachers; Reading: read smoothly, read smoothly, and read out feelings; Write: Through the study of this article. The teacher encourages students to combine what they have learned with real life and write fragments.

Third, talk about teaching procedures.

Generally, it can be summarized in one sentence: from the outside to the inside, step by step. Explore cooperation and build a new classroom.

(1) Guide design to stimulate aesthetic feeling. (1 min)

Let's put a set of spring scenery pictures first. In the beautiful melody, the teacher introduced passion: the sunshine, east wind and greenery all over the world will make you feel infinite vitality and strength. In this lesson, we will continue to walk into Zhu Ziqing's spring and appreciate where the author's wonderful pen is.

【 Description 】 This design helps students to recall the beautiful feelings of spring and pave the way for text teaching. The introduction introduces students into the beautiful spring through music, pictures and poetic language, and stimulates their interest in learning beautiful, concise and vivid prose. Transfer students' distracted attention before class to a concentrated and eager state of mind, and actively cooperate with teachers to learn. At the same time, it also explains the main points of learning.

(2) Skip to read the text, clear your mind and summarize the outline of the text. (2 minutes)

[Explanation] Mr. Ye Shengtao said: "The author thinks that there is a Tao, and he knows it by following the Tao." Clear thinking is an important means to understand the text. In this link, we should guide students to outline and clarify their ideas by grasping key sentences, and be concise in teaching. These two links are 3 minutes.

(3) Students read by themselves and experience the characteristics of scenery and the beauty of spring scenery. (10 minutes)

In the first stage of junior high school, students can only intuitively understand "beauty" but can't express it, so I am going to let students read the text by themselves, find out the scenery and its characteristics described in the text, understand how beautiful "spring" is, how the author conceived it, and pay attention to the level.

At this time, teachers make demonstrations, such as: Mountain-Langrun, Water-Rising, Sun-Red, Grass-Drilling, and ask students to read softly, think while reading, sketch with a pen, read by themselves, since the enlightenment, be complacent and ask themselves. Then group interactive learning, analysis, sorting. Send representatives to participate in writing on the blackboard, so that every student can have the opportunity to express himself as much as possible. According to the actual situation of students, the teacher can also set some questions and show them with slides when the students are discussing about the same, as a supplement to the students' lack of thinking.

○ Finally, the teacher summed it up and asked the students to focus on the scattered scenery and characteristics from point to point.

【 Description 】 This step aims to cultivate students' ability of independent reading and thinking, and at the same time, from independence to cooperative inquiry, students, teachers and students ask questions and inspire each other, thus forming multi-dimensional communication, narrowing the distance between teachers and students, which is conducive to the cultivation of students' creative thinking. Let students read attentively, appreciate attentively, understand beauty and improve their aesthetic ability, and everyone will gain something. Teachers ask questions, students ask questions, and the key points of teaching are implemented, achieving the knowledge goal of 1.

(4) Read the text carefully and taste the beauty of language. (10 minutes)

After clearing the train of thought, we should grasp the key taste, understanding and appreciation of the works and pay attention to the taste of language. The language in Spring is delicate, accurate, vivid, concise, vivid and meaningful, and there are many places to taste, such as the use of verbs, the change of sentence patterns, and the interspersed spoken language. In this step, we should pay attention to highlight the key points and grasp the wonderful places for in-depth understanding.

The question I designed is what beautiful and appropriate words, sentences and metaphors did the author use to describe different landscapes? Which ones do you like best?

When the students' answers are almost the same, the teacher can choose the following questions to explain and prompt according to the answers.

1. Tips for asking questions

(1) Why use two "expectations"?

2) Why don't you say "tender and green grass is unearthed"?

(3) "Hundreds of bees are buzzing under the flowers, and butterflies of different sizes are flying around". This sentence describes the flowers before the moon. Why are there animal descriptions in the middle?

(4) "There is a thin layer of smoke on someone's roof", why do you want to write spring rain like this?

(5) How to understand "there is plenty of time and hope"?

(6) At the end of the article, why do you compare "spring" with "newly born doll", "little girl" and "robust youth"?

2. Use the method of "synonymous substitution" to guide students to taste and chew the language of the text.

1 change words. For example, "grass sneaked out of the soil" was changed to "grass suddenly emerged from the soil".

2 Add or delete words. For example, the sentence "relax" was changed to "relax, cheer up and do your own thing".

③ Change the word order. For example, the phrase "wild flowers are everywhere" was changed to "all kinds of wild flowers with names and without names are scattered in the grass like eyes and stars"

(4) Use simple and clear sentences. For example, the sentence "not bad" was changed to "not bad, the spring breeze is soft".

[Description] The design of this link has implemented the knowledge goal B and the ability goal. The basis of the design is advocated by the new curriculum: reading is students' individual behavior, teachers' analysis cannot replace students' reading practice, and students' unique feelings, experiences and understanding should be cherished. Teachers should skillfully design, creatively expand and extend, guide students to accumulate knowledge, give play to students' subjectivity and create students' freedom of mind and action. Students can expand their associations and imagine their wings inviting them to swim in the ocean of knowledge.

(5) Study hard and feel the beauty of writing. (10 minutes)

Lead the students to discuss: which of the four paragraphs is the most difficult to write: grass, flowers, wind and rain? (The scenery is difficult to write)

This link can guide students to focus on the analysis of "spring breeze":

For example, ① unique personality; 2 unique smell; (3) Unique voice; ④ The unique gentleness of nature.

The combination of reading, appreciation, analysis and speaking is conducive to stimulating students' interest in learning and improving their aesthetic ability. It is conducive to the participation of all students, and it can be said that it is a process from helping to letting go for students of different levels, and it also implements the key and difficult points of teaching.

(6) Summarize beauty, seek beauty and create beauty from literary works and memories. (10 minutes)

Guiding students to summarize from form to content is mainly to cultivate self-study ability, because the first-year students are still in the stage of conscious adaptation, and the summary of this paper is conducive to autonomous learning in the future.

After reading Spring, students will be infected and edified by beauty. Please find beautiful words describing spring from literary works or memories, and try to use them to say a paragraph describing spring.

The purpose is to guide students' eyes on learning Chinese from in-class to out-of-class, and to a more colorful space. With the combination of in-class and out-of-class, teachers can cast famous sentences with multimedia.

(7) Graded operation, beauty training and beauty migration. (2 minutes)

1. Write a paragraph describing my hometown of autumn scenery.

2. Turn this article into a spring scene painting through its words.

There are many works about spring in ancient and modern China and abroad. Teachers can guide students to read widely, broaden their horizons and expand their thinking.

Poetry recitation (such as spring poetry recitation) can be used to guide students to engage in activities, stimulate students' interest and cultivate students' aesthetic taste.

[Description] The first step of design is mainly the transfer of learning, listening, speaking and reading, and the ultimate goal is writing. The writing level of first-year students is difficult to complete in class, so it is placed outside class. In addition, because the teaching time of this article is in autumn, we should transfer the content of writing "Spring" to writing "autumn scenery". Choose the second and third questions, and post the second question on the "homework column" after the students finish it. This arrangement is based on the diversity of students, which is conducive to mobilizing all the factors that students can mobilize and actively participate in classroom teaching.

Blackboard design:

Macro outline of Yunchun: Mountain-Langrunshui-Rising Sun-Teacher Hong's demonstration completed.

Painting spring (micro-description)

Feature hierarchy

Spring grass is fresh and tender.

Spring flowers are on the trees, under the flowers, and everywhere is gorgeous.

The spring breeze is warm and bright. Touch-smell-hearing

The spring rain is sunny and quiet. Plant-human

Catch up with the children during the Spring Festival.

Praise the novelty, beauty and strength of spring.

This schematic diagram was completed by students in the teaching process.

I suggest you check more excellent lectures of different styles on the Internet and see what to say.

Finally, I wish you immediate success!