全国各级各类的师范生教学技能竞赛Teachingskillscompetitionofnormals.docx

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