How to give a good Chinese mini course

How to give Chinese micro-classes well

Zhang Juanjuan

In recent years, micro-classes have become more and more popular, with teacher recruitment, competition teaching at all levels, professional evaluations, etc. They all use the form of micro-lectures because they are time-saving and easy to operate, and they can more accurately evaluate teachers' basic skills. In this sense, micro-lectures provide a relatively fast, practical and reliable basis for the above tasks.

Micro-classes, as the name suggests, are tiny classes with short time and less content. To paraphrase a sentence from Shen Kuo's "Mengxi Bi Tan? Yandang Mountain", mini-lessons are the "concrete and micro" of the course. Translated into modern Chinese: A micro class is a class that is complete in form but smaller in scale. "Complete form but small scale" is the characteristic of micro classes.

In my opinion, micro-classes are essentially a condensation of a complete classroom teaching process, which is very different from normal classes. Micro-classes do not involve students and cannot allow students to test whether the class can achieve the expected results. Instead, the judges evaluate whether the expected teaching results can be achieved. As a Chinese teacher, the author has taught Chinese micro-classes in many places many times and observed Chinese micro-classes. I believe that success can be achieved by grasping Chinese micro-classes from the following six aspects.

First, carefully review the questions and craft your ideas.

Micro classes often appear in very important links and are basically challenging. Teachers also want to achieve certain results. I think that if you want to win in Chinese micro classes, you must first Review the topic as carefully as you would when writing an article and come up with a clever idea. For example, if the selected topic is "The Second Lesson of "The Story of Yueyang Tower"", you must first focus on the text "The Story of Yueyang Tower" and then grasp the important signal of "The Second Lesson". After reviewing the questions clearly, you must not be anxious when preparing for the lesson. You must prepare for the second lesson neatly and neatly. You can prepare lessons according to the links of "Reviewing the past and learning new things - Collaborative exploration - Summarizing the text - Expanding and transferring - Assigning homework"; You also need to conceive cleverly, be sure to focus on the "cooperative exploration" link, and think based on the characteristics of this course. There are many knowledge points to cover in lyrical prose about scenery. You might as well cut the knot quickly, starting from "describing scenery", "emotion" and "writing method". "Draw up a question in each of the three aspects, as follows: 1. Find sentences describing the scenery of Yueyang Tower, and read and understand the characteristics of the scenery. 2. What is the main sentence of this article? What political ambition does the author express? 3. What are the outstanding features of the article’s writing? Extracting these three questions as questions for collaborative inquiry captures the important and difficult points of teaching this course. With this clear teaching idea, it is easy to achieve good results.

Second, grasp the key features of the show.

Generally speaking, micro-classes are also conducted according to the steps of regular classes, except that student activities are omitted. Therefore, no matter which class you take, no matter how you choose the points, all the links must be complete. For example, the lesson "Shang Zhongyong" was drawn. There was no specified lesson time on the topic label, and because the text was short, a large number of student activities were omitted in the mini lesson, so it was considered that it could be completed in one lesson. Click "Introduce New Lesson" ——Overall Perception—Cooperative Exploration—Summary of Texts—Expansion and Transfer—Assignment of Assignments” is completed. Another example is that the topic is "Lesson 2 of "Five Poems"". Facing this lesson is relatively difficult. Let's take a look at the five poems first, namely "Drinking" Part 5, "The Road Is Difficult" Part 1, "Song of Thatched Cottage Broken by the Autumn Wind", "Song of Bai Xue Sending Magistrate Wu Back to the Capital" and "Miscellaneous Poems of Ji Hai". Among them, "Drinking", "Traveling is Difficult" and "Miscellaneous Poems of Jihai" are shorter and can be classified as the first lesson period, while "Song of the Thatched Cottage Broken by the Autumn Wind" and "Song of Bai Xue Sending Magistrate Wu Back to the Capital" are longer and are all in the style of singing. , can be classified as the second class period, but the micro class is only 15 minutes or 20 minutes (the time varies according to the organizer's documents and relevant requirements), so we can classify "Drinking" and "Difficulty Traveling" as the first class period, and " "The Song of Thatched Cottage Broken by the Autumn Wind" is classified as the second lesson, "Song of Bai Xue Sending Magistrate Wu Back to the Capital" and "Miscellaneous Poems of Jihai" are classified as the third lesson. Which plan to choose depends on the instructor's usual classroom capacity and style. Habits vary from person to person.

The author believes that I can also appropriately highlight my own characteristics. For example, I often press "self-introduction - inspirational slogans for teachers and students - introduction of new lessons - overall perception - cooperative exploration - summary of the text - "Expansion and migration - assignments - blessings" will be included in the class. Among them, the two links of "self-introduction" and "inspirational slogan" are my two major features. They can both create a good atmosphere for the following topic, not only give myself a good start, but also make the judges feel fresh and new. Let's get the head start. As the saying goes, "A good start is half the battle." As long as you get off to a good start, you can also eliminate the tension in the first two minutes of class. It really kills two birds with one stone. The following "Blessings" link can also be combined with the text to make a final summary of the teaching, but it is changed to a blessing method to allow students to accept it better, and also to give the micro-lecture an aesthetic feeling of ending in a climax, giving the lectures The teacher left an unfinished impression.

Third, carefully select the key points.

To give a good mini-class, remember to cover all aspects, because it only lasts 15 or 20 minutes. It is very important to carefully select points and highlight the key points. One principle must be followed: talk about the most valuable issues. For example, one time I was assigned a topic called "Outsmarting the Birthday Plan", which was a novel in the first volume of ninth grade. The article was very long, nearly 13 pages. When faced with an excerpt from the famous novel "Water Margin", What can you say in 15 or 20 minutes that will be effective? I chose an entry point for teaching, that is, where is the "wisdom" in the topic "Getting the Birth Plan Out of Wisdom"? This question is both the focus and the difficulty of this lesson. In the "Review and Introduction" session, I reviewed the storyline of the novel and the characters of "Yang Zhi" and "All the Heroes" to pave the way for subsequent teaching. I asked students to read the text quickly and talk about their understanding of "outsmarting" in the topic based on the storyline and characters reviewed. You can simply make prompts: factors such as "time", "place", "method", "person", etc. Then guide students to explore and summarize while reading the text, mainly analyzing from four aspects: "Wisely using the weather and time", "Wisely using the land", "Wisely using people (contradictions)" and "Wisely using strategies": "Wisely using the weather and time" to grasp In the article, phrases such as "It's half May", "It's been five or seven days since I left Beijing", "I've been traveling for fourteen and fifteen days", "The fourth day of June" and other phrases in the article reflect that Yang Zhi and his party were "hot", "thirsty" and "sleepy"; "Wise use of land" " Grasp the description of "Huangnigang" in the article, that is, "the rugged mountain path", "no home for seven or eight miles" and "the coolness of the pine forest" to understand the "difficulty", "sleep", "stop" and "rest" of Yang Zhi and his party. The hidden characteristics of "Huangnigang"; "Smart employment of people" should be analyzed by grasping the contradictions of Yang Zhi and his party, grasping the main contradiction of the novel "Yang Zhibao's birth plan" and "Wu Yong's birth plan", and at the same time grasp the Analyze the secondary contradictions such as "the contradiction between drinking and not drinking", "the contradiction between walking and not walking", "the contradiction between resting and not resting", "the contradiction between buying and not buying" by Yang Zhi, Lao Duguan, Yuhou and Junjian ; When analyzing the "wisdom strategy", Liu Tang "pocketed a scoop", Wu Yong "put the medicine into the scoop", Bai Sheng "seized it with his hands", etc... During this period, read the text silently, read the text together, The combination of reading methods such as reading the text enables students to truly understand the meaning of "taking wisely", which is a good demonstration of the teacher's thorough understanding and grasp of the text, embodies the connotation of the mini-lesson, and selects an entry point to explain in depth. Speak out personal unique insights, perfectly demonstrate the teacher’s basic skills, and demonstrate the art of mini-class teaching.

Fourth, timely evaluation promotes atmosphere.

Although there is no student participation in the micro class, we still have to follow the principle of "there are no disciples in the classroom, but there are students in the heart". We cannot just finish the lecture in one go. There must be student participation. It’s just that the detailed activity process is omitted.

Not only can we appropriately virtualize students' activities, but we also need to make appropriate evaluations after each student activity. For example, this student's speech was really wonderful, which has the effect of inspiring us; this student's wording is very accurate, and I hope that other students will Classmates learn from it; this classmate’s handwriting on the blackboard is beautiful, giving us a sense of beauty... In this way, a class has words of encouragement, wonderful applause, and specially prepared prizes... In short, it is time to ask questions, and it is time to read aloud. , this activity, this guidance, but every activity does not forget to evaluate the students' performance, which also well reflects the classroom evaluation concept.

Fifth, abide by the time.

No matter how good the idea is, it must be completed within the effective 15 or 20 minutes. Otherwise, it will become just a value written on the lesson plan. The author once participated in off-the-job training, and all 40 students in the class took a mini Chinese class for discussion. Chinese teachers from more than ten counties and districts showed their talents, and Chinese micro-classes were in full bloom. At that time, I also specially observed and recorded each teacher's grasp of the time for micro-classes. A teacher from Taibai County gave a mini-class "Song of Snow", which lasted 5 minutes; a teacher from Weibin District gave a mini-class "In the Center of the Desert" which lasted 10 minutes; a teacher from Long County gave a mini-class "Five "Mr. Liu's Biography" took 17 minutes; a teacher in Longxian gave a mini-class "My Uncle Yu Le" which took 20 minutes; a teacher gave a mini-class "Mr. Wen Yiduo's Sayings and Doings" which took 22 minutes ...*** 40 teachers took the mini-classes, and very few of them finished the 15-minute class. They either ended early or timed out, and most of them overtimed. After observing the class, the author reflected on these problems and believed that there were problems with the selection of classroom materials and concepts, the language was too wordy, and the aspects reflected were too many. What a shame these results are, and how we will regret talking too much when the bell rings. In fact, it is very simple to eliminate this problem. You only need to talk about the minor issues and links briefly or in one sentence to squeeze out time, and zoom in on the important issues and links to explain them deeply and thoroughly to highlight the characteristics.

Sixth, use means to increase results.

Teacher Lu Shuxiang has a famous saying: "Chinese teaching is half science and half art." Therefore, we must not only pursue Chinese knowledge, but also express Chinese art, so that students can be full of interest and make their own The classroom becomes an audio-visual enjoyment for the listeners, even if it is only a mini-lecture of more than ten minutes. Chinese micro-classes can be enhanced by various means, such as presenting several small questions in "Taste Exploration" on the small blackboard, so that teachers attending the class can clearly feel the teacher's teaching ideas and breakthroughs in the key points of the text; or on the small blackboard Use colored chalk to summarize the writing techniques in the text, so that students can clearly grasp the writing method of the text, and let the teachers understand the teacher’s training in writing; or design simple, beautiful, focused, and illustrated blackboard writing to reflect the teaching The teacher’s classroom teaching wisdom, etc.

Qu Yuan has a famous saying: "The road is long and long, and I will search up and down." In short, there is no set method for teaching. Mini lessons, the most practical class type to examine teachers' basic skills, are in many cases It will continue to be the main stage on the stage for a long time. As a front-line Chinese teacher, I will continue to explore and explore the art of Chinese micro lessons.

References

1. "Chinese Education Research Methodology" written by Dong Juchu, Chinese Language Press, 1998 edition.

2. "Modern Teaching Theory" edited by Pei Tina, 2005 edition of People's Education Press.

3. "Chinese Curriculum and Teaching Theory" edited by Chen Yuqiu, Guangxi Normal University Press, 2004 edition.

4. Chen Yukun et al. "Curriculum Reform and Curriculum Evaluation", Education Science Press, 2001 edition.

5. "On the Wisdom of Chinese Education" by Cao Minghai, Qingdao Ocean University 2001 edition.

6. "The Art of Classroom Teaching", Shanghai Education Press, 2000 edition.

7. "On Chinese Teaching Design" written by Zhou Qingyuan, Guangxi Education Press, 1996 edition.

Zhang