全国各级各类的师范生教学技能竞赛Teachingskillscompetitionofnormals.docx
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全国各级各类的师范生教学技能竞赛Teachingskillscompetitionofnormals
全国各级各类的师范生教学技能竞赛(Teachingskillscompetition
ofnormalstudentsatalllevels)
I.Introduction
Inrecentyears,thenationalalllevelsofnormalstudents'teachingskillscompetitioncompetitioninordertoemergeinanendlessstream,everycollegestudentsexchangeexperience,promotethestudents'teachingabilitiesandconveyingoutstandingteachersreserveforceforthesociety.Mostoftheseteachingskillscompetition,evaluationonstudents'teachingskillandbasiccontentincludingteachingdesign,applicationandevaluationofmodernteachingmethodsofclassroomteachingandteachingcontentsofthesefouritems.Duringthecontest,contestantsusuallythroughon-siteballotingcontentsselection,theninaccordancewiththecurriculumstandardswithinthestipulatedtimeofteachingcontentsintheteachingdesign,courseware,simulationclass,inaddition,FangYewilljointhecompetitionheldsomeotherraceitems,suchasimpromptuspeechrelateddisciplines,teachingcaseanalysisandsoon.Teachingskillscompetitionisonnormalstudents'abilityofacomprehensiveevaluation,itstheoreticalbasiscanrefertoRichards(Richards1998)todefinetheconnotationoftheabilityofteachers,teachers'abilitytodescribeRichardsassixelementsofteachersintherealworldcanaccomplishthetaskofteachingactivitiesrequiredbythecontent,namelyteachingtheory,teachingandcommunicationskillsprofessionalknowledge,teachingskills,reasoninganddecisionmaking,andtheteachingsituation,fromthispointofview,theepitomeofcontentandprojectteachingskillscompetitioncanberegardedasthecultivationof
teachers'occupationabilityinvariouscollegesanduniversitiesinourcountry,butalsoprovideguidanceforthefuturedirectionofnormalstudents'teacherprofessionaldevelopment.
Two,analysisofconnotationofteachingskills
1.teachingdesignability
Fromtheperspectiveofcurriculumdesign,teachingdesignisthecurriculumdesignofthemicrolevel,theresultsshowthatteacherteachingplan,teachingplanandteachingactivitieshappenedintheclassroom(ChenXuyuan2002).Theteachersinthispartofthecourse,althoughinthedominantposition,butdoesnotmeanthatteacherscanfreelydesignteaching,infact,studentswillbeaffectedbymanyfactorsintheteachingdesign,suchasthelackofteachingknowledgeandexperience,cannotpredictthelevelofstudents(suchasstudentsusuallyfacemicroteachingsimulation,students)theclassroom,themyriadsofchangesofthesefactors,oftenmaketheteachingactivitiesandteachingplanscannotfullyfit,whichrequiresdesignerstoteachingonthebasisofsystematicprinciplesintheteachingdesign,elementsoftheteachingaim,teachingcontent,teachingstrategiesandevaluationmethodsofreasonabledisposalandtheformationofthebestcombination,andhasacertainflexibilityinthepartofthedesignistostayforexample,makeapredictionorreservethesolutiontotheteachingsituationmayoccurinthecourseofteaching,sothatteachingeffectThebest.Inaddition,teachersshouldadheretotheprincipleofservingthedevelopmentofstudentsincurriculumdesign,teachingdesigntowhetheritis
conducivetothedevelopmentofstudentsastheultimatestandard,thisisbecauseeducationitselfistocultivatepeople'ssocialactivities,alltheeducationalactivitiestocultivatethetalentsforthecentraltaskofsocialthought,leftthedevelopmentofstudentsontheteachingdesignisundoubtedlyhavetheorderreversed.
The2.classroomteachingimplementationability
Teachers'teachingabilityisacomprehensiveteachingability,generallyspeaking,thosewhohavetheabilitytosuccessfullycarryouttheteachingprocesscaninclude.Theessenceoftheteachingprocessisthecomprehensiveinteractionbetweenteachersandstudents,studentsandstudents,Denis(DennisONeil)thecommunicationprocessisdividedintocommunicativelanguageandnonlanguage(includingbodymovement,surroundingenvironment,spatialrelationships,dressmakeupetc.).Intheteachingprocess,themainmethodforteacherstocompletethetaskofteachingistheteachinglanguage,teachers'abilitytousethelanguagebutalsodirectlyinfluenceandrestricttheteachingeffect,theteachersarerequiredtohavethenecessaryknowledgeofteachinglanguageskillsandlanguageskills;however,theuseoflanguageisnotonlyakindofability,itisaartclassroomteachers'nonverbalexpressionalsoplaysaneffectiveuseofarttoexpressideasandexchangeknowledge,emotion,nonlanguageexpressionsincludingVicelanguage,facialexpressions,eyelanguage,bodylanguage,bodylanguageandpostureofspatialdistanceandsoon,thesenonlanguageartsskillscanplaythefunctionofeducation,applicationtoenhancetheclassroomaesthetic.
Inadditiontolanguageability,teachersshouldhavetheteachingorganizationandmanagementcapabilitiestoensurethenormaloperationoftheclassroomteaching,however,treatmentofbehaviorproblemsofclassroommanagementisfarfromtheclassroom,italsoincludesclassroomtimemanagementtocreateaharmoniousclassroomatmosphereetc..Inaddition,theteachingprocessastheessenceofcommunicationprocessrequiresteacherstohavecommunicationskills,asCooper(1993:
473)said"theessenceofteachinglearningprocessisaneffectivecommunication,withoutcommunicationthereisnoteaching,thus,communicativeskillsisanessentialskillofgoodteachers,moreeffectiveandsuccessfulimplementationofteaching,achieveprerequisitetoachievetheexpectedteachingeffect.
3.abilitytouseteachingmethods
Toachievetheteachingobjective,theteachingneedtobeabletoskillfullyuseofteachingmethods,teachingmethodsincludingtools,mediaorequipmenttocarryoutteachingactivitiesandtransmitinformation,onlytomastertheseteachingmethods,teacherscanbetterplayaneducation,knowledgetransferplaysanimportantrole,theorganizersandtheinspection.Nowthedevelopmentofscienceandtechnologyeducationhasmadetheteachingmethodsusedbyvisualaidstoaudio-visualmediaandthestageofdevelopmentofhigh-tech,modernteachingneedstosupportclassroomenvironmentandsoftwareenvironmentintheroom,basedontraditionalteachingmethods,theuseofmultimediacomputer,projectionscreen,blackboardmagnet,laserpointertoreflecttheteachingmeansthecharacteristicsofthetimes;someteachingsoftwaresuchasWindowsXP,Office2010(includingWord,Excel,PowerPoint,CS,Flash)ACDSeePro,PhotoshopCS,geometricsketchpadandsoon,theuseofthesesoftwareenvironmentwillimprovetheefficiencyofteachersandclasses.Theapplicationofmoderneducationaltechnologyinteachingbreaksthroughthetraditionallearninginformationandinformationtransfermodeofsinglerigidlimitation,butalsoimprovethestudents'cognitiveprocessandmethod.Themultimediatechnologytoteachinginformationpresentationillustrated,pictophoneticsimultaneously,providesmaterialexpressiveforceandtension,italsoallowsthetransferofinformationfocus,difficultiestoresolve,isconducivetostudents'effectivelearningofinformationprocessing,inaddition,themodernmediatoshowthedevelopmentprocessofthingschangewithtimeandspaceconceptofnew,effectivetohelpstudentsunderstandthingsandnatureevents,improvethelearningefficiency.
4.teachingevaluationandreflectionability
Theevaluationofteachers'teachingandreflectionabilityisakindofimplicitteachingskills,teachersinpreparinglessons,classroomobservationabilityandreflectedtheteachingactivitiesintheclass.Fromthetimepointofview,andReflectionontheteachingevaluationcanbeapreventivecanalsoberemedial,preventiveevaluationandreflectionbeforeteachingbehavior,suchasextrasetofteachingactivitiesandpossiblepreventionofeventsandsoon;
evaluationandreflectionaftertheteacherteachingbehavioristheremedytheeffectofthedegreeofacceptanceandhelpteacherstounderstandthelearningsituation,teaching
studentstomasterthedegreeofrealizationoftarget,andadjusttheteachingbehaviorandteachingreflectionloss.Thesubjectandthereflectionofteachingevaluationinadditiontoteachers,studentscanalsoparticipateintheevaluationandreflectionofthiscanenablestudentstomastertheirlearningsituation,understandtheirlearningprogressandproblems,butalsoforteacherstobettersolvetheseproblemsprovidefeedbackway.Inaddition,fromthepointofteachingevaluationandreflection,andReflectionontheteachingevaluationcanbeselforiented,canalsorefertoothers,selfidentification,selfevaluation,selfreflection,selfeducation,selfpromotionisaneffectivewayforteachers'professionalgrowth;pointingtotheevaluationandreflectionofothersthatcanoccurbetweentheteachersopenclass,canalsooccurineducationvideosorteachinganalysisteachingactivities.Theevaluationandreflectionofteachingcaneffectivelybridgethetheoryandpracticeofeducationteachinggaphasgreatsignificanceonimprovingthequalityofteachers,teacherschangetheconceptofeducationandimprovementofeducation.
Three,traininganddevelopmentofteachers'occupationability
1.personneltrainingandcurriculumsystem
SincetwentiethCentury,
Moreandmoreeducatorsbegantothinkdeeplyontheconnotationandfunctionsofteachers,teachersoccupationtype,professionalqualityofteachers,teachers'roleandsoon,
thinkinganddiscussionoftheresultsisthetalentofthechangeofinformationageandthe"teacher"intheend,followedbythenew