1. Examples of case law
Teaching options - “three focus”
The selection of teaching subjects is the first consideration for teachers to take part in the teaching skills competition, which, although randomly extracted, must focus on the skills of selecting topics in pre-selection exercises。
1. 1 focusing on teaching content is difficult to moderate
The timing of the competition is limited, too simple and too complex, and it is important to focus on a modest amount of time while considering the difficulty and proportionality of choosing a teaching unit, and teachers may recommend four to six school hours as appropriate。
1. 2 focus on competency training
Both public basics, classroom-based specialties and solid-type professional subjects highlight the main line of competency training, and the choice of key competency points cannot be too dispersed to focus on a single lesson, highlighting the learning impact of key competency points。
1. 3 information-based interventions
The teacher competence contest, first known as the computerization contest, was more comprehensive when the name changed, but the computerization capacity was an important component. Some of the contents of the teaching are well informed, with multiple platforms and carriers, easy choice of teachers and easy access to information。
But there are also purely conceptual, theoretical teaching elements, and the rigid application of information media such as cloud and rain classes becomes formalistic and does not work optimally. Under the same conditions, teachers are required to take into account, as far as possible, the selection of information tools that are easily accessible, so that the chances of winning a prize are higher。
Teaching strategy - “three principles”
In order for teachers to improve their teaching skills, they must work hard on teaching strategies or design ideas, which can only be clearly and clearly understood. The approach determines the way forward, and this is equally true for teachers to upgrade their teaching skills. The context of strategy or thinking directly determines the ability to teach, and teachers can only move higher and farther if they are designed to do more research and research. Three principles are generally followed in teaching strategies or design approaches。
2. 1 starting with students moving
Students move in the brain, in the eye, in the mouth, in the hands, in the body, and only when they move can the classroom live. The classroom pattern naturally changes when the teacher moves his brain and the student moves。
2. 2 critical to critical breakthroughs
The problem is one that must be addressed in the design of a course, and the time taken to resolve it must be greater, and more effort must be devoted to ways and means of achieving breakthroughs, both in terms of classroom design and in terms of student competence development, where the key problems are not resolved and the quality of the classroom will naturally not be high。
2. 3 the 3d target is effectively achieved
When teaching goals are set, the teaching process must be designed to serve its objectives, and the design of teaching components, the selection of teaching methods, the use of teaching vehicles, the use of classroom teaching evaluations, etc., must be closely focused on how to achieve them effectively. The effectiveness of implementation is also an important observation point for the evaluation of teaching。
Teaching process - “three pillars”
The teaching process is at the heart of the teaching design, and the presentation of the teaching process is the key to examining the teaching skills of the teachers, and teaching is done in a way that is not defined and that is reflected in the implementation of the teaching process. The teaching process can vary from one subject to another, from one content to another, from one teaching environment to another, and the teaching process must be designed in three directions。
3. 1 pedagogically exclusive heart
The teaching chain is a concrete step in the teaching process. It is designed in such a way as to provide teachers with an independent perspective, so that the teaching process can be integrated, regardless of how the teacher or student interacts with each other, so that the teaching chain can be integrated into each other, so that the title of the teaching chain can be refined to the greatest extent possible。
3. 2 reasonable and efficient choice of means
One course or unit of teaching tasks, teaching methods that are not multi-spectrum, are focused on rational and efficient, and different materials can be presented in different ways. Teachers can try and sum up in practice, compare to identify and ultimately choose the most efficient。
3. 3 permeability of standards
The purpose of higher education institutions is to promote the development of services aimed at promoting employment-oriented learning, which is to serve the development of society, the development of industry and the development of individualized needs of students. The promotion of employment is to focus on the development of professional development plans and the development of the skills of students. Thus, in the course of teaching, teachers must have natural penetration of the standards of the profession, the standards of professional instruction, the standards of curriculum, the standards of classroom teaching, etc., which are naturally relevant, and the combination of water and milk is not allowed to be rigid. In short, the teaching process is designed to focus on learners and to reflect “learning and high school”。
Language of instruction - “three requirements”
The teaching of the arts in the classroom is also a language and the language of instruction is an important indicator of the basic competencies of teachers. A good, humorous, infectious language of instruction is more popular with students. If teachers are to stand at a “three-foot platform”, they will have to consciously hone their own language of instruction and learn more from a group of educators and excellent teachers。
4. 1. Be simple and precise
As far as possible, the language of instruction should use written language, professional terminology, be precise, simple and quick, and not be muddy and watery。
4. 2 beats need to be steady
Teachers are expected to express their language in a steady, slow, low-intensity manner, sometimes in a conscious manner, leaving some space for teachers and judges to have more time to think together, not just to lay back the text, to be warm and contagious and to always be able to draw the attention of judges and viewers。
4. 3: be decent
Teaching designs, simulations of non-student classes and three sessions of on-site defence show a good teacher style, with a natural use of postures such as eyes and gestures, and a wide range of teacher styles。
Overall effect — “four characteristics”
The hubei teacher competence contest, which included teaching design, simulation of no-student classes and on-site defence, was conducted by two ab2 teachers. The teacher is mainly speaking of “four sex”。
5. 1 to be logical
Logic includes logic between the general and the components, and logic between the components. Teachers are generally required to understand the logic between the analysis of teaching materials, the analysis of teaching objects and the determination of teaching objectives, the logic of the overall three-dimensional teaching objectives and the hard-to-choice selection, the logic of the content of the curriculum and of the selection of the content of the course, the logic of the selection and implementation of teaching strategies, the logic inherent in the pre-school, in-school and after-school teaching process, the logic of teaching implementation and the extraction of teaching characteristics. The logic emphasized here is that teachers are required to think deeply and rationally about the design of teaching, that is, not only “know what” but also “know why”。
5. 2 to speak professionally
In accordance with the job openings, each course corresponds to a different occupation, each has different characteristics, and teachers are naturally integrated into their presentations, and the craftsmen and craftsmen of the profession are organically integrated, based on the top line of the job, regulating the teaching requirements with the job criteria, reflecting the interface between the teaching and production processes, teaching standards and professional standards。
5. 3 says innovative
There is much to be done by teachers in the area of innovation, such as the introduction of headline teaching animations, the presentation of titles by creative combinations of main titles and specific subheadings, the reorganization of the general framework system for teaching design, the uniqueness of the teaching process, and so on. The chances of winning will only increase if innovation is not subject to a system of rating criteria。
5. 4 to speak of consistency
The two teachers who work in the design and simulation of a school without a student need to work together, and the methods, methods and teaching components mentioned in the teaching design need to be adequately presented and validated in the course of a school without a student。
Pre-selection — “three ready”
The teacher's pre-selection exercise must not focus solely on ppt content, but also broaden the scope and prepare three areas。
6. 1 preparation of live replies
Teachers are required to gather more on-site material from the judges, to repeat the exercise in the spirit of the theory of higher vocational education and the latest document on the reform of vocational education, so as to ensure that the lines of reply are not weak and do not suffer injuries。
6. 2 preparation of winning contestant video
Teachers are expected to re-examine the video of the winners, organize group discussions among teachers, and use the brainstorm approach to extract strengths and bright spots。
6. 3 preparation of ict production technologies
Teachers need to be as proficient as possible in a variety of video clips, ppt productions, animation techniques, and can also seek inspiration from the production of micro-curriculars and eulogy。
