What are the teaching skills of teachers?

Teachers' lectures are not just standing in front of the classroom and reciting what you know, but a special form of communication, in which voices, gestures, body movements, facial expressions and eyes may supplement the content of classroom teaching and may also affect classroom teaching. No matter what topic you talk about in class, your teaching method will have an inestimable impact on students' attention and learning effect.

First, the general strategy of teachers' lectures

Strategy is a simple integration of teaching thought, method model and technical means in the process of teaching implementation, and it is a method model formed by the processing of teaching thinking through thinking strategy. Teaching strategy is an overall scheme formulated to achieve a certain teaching goal and put into practice in the teaching process. Including reasonable organization of teaching process, selection of specific teaching methods and teaching materials, and formulation of teaching behavior procedures for teachers and students to abide by together. The following are the general strategies for teachers' teaching.

1, watch your own classroom video. Under normal circumstances, we must really see our good behavior in order to maintain this behavior; You must really see your bad behavior before you can correct it. If you want to improve your oral English, watching your own videos is an extremely effective way.

2, teachers should avoid scripted. The best lecture, like the spontaneous communication between teachers and students, makes every student feel that the teaching process is like the teacher talking to the audience. According to the script, there is no dialogue, the class is too formal and formal, and there will be a sense of distance between teachers and students. Therefore, it is the consensus of all experienced speakers to avoid following the script.

3. Be prepared emotionally before class. Some teachers play energetic music before the lecture, some teachers squeeze in 15 or 30 minutes to read their speeches quietly, and some teachers pace around the empty classroom to sort out their thoughts. Try to find a way that suits you, so that you can concentrate your energy and attention and make yourself full of enthusiasm and confidence when giving lectures.

Second, teachers should be fully prepared before class.

Go to the classroom in advance and have an informal conversation with the students, or walk into the classroom with the students and talk to them while walking. Informal conversation before class helps to keep your conversation tone, avoid the opening of "silence" and achieve the purpose of peace and excess. Teachers can start from the following aspects, for example, a question that inspires students to think, an amazing statement, an unusual analogy, an attractive example, personal anecdotes, sharp contrast, a powerful quotation, a short questionnaire, a demonstration, or a recent news event, which can catch students' attention at the beginning. Any impressive method will lose its effectiveness because of repetition, so pay attention to the diversity of opening remarks. Announce the class goals in time, tell the students what you want to accomplish in this class, or list your goals on the blackboard. Connect the class with the previous teaching content. Establish a harmonious relationship with students in the classroom, and a warm and harmonious relationship between teachers and students will have a positive impact on any student. If the opening of the class is straightforward and cordial, it will attract students more.

Third, teachers should grasp students' interests in class.

1. Pay attention to your students and improve communication with them. Pay attention to the students and think of the class as a conversation with a small group of people. One-on-one eye contact with students may increase students' attention, help you observe your facial expressions and body movements, and capture whether students think you speak too slowly or too fast or need to provide another example. A common mistake made by teachers in lectures is that they are so absorbed in the materials that they forget to pay attention to whether the students are listening attentively.

Use facial expressions to convey emotions. If you show enthusiasm and desire to impart knowledge to students, they may listen enthusiastically. Use your facial organs, such as eyes, eyebrows, forehead, mouth and chin, to convey enthusiasm, confidence, curiosity and ideas.

Every time you look directly at them, students will think you are talking to them. Generally speaking, the time to see a student is usually 3-5 seconds, and most students will feel uncomfortable after this time. Don't glance or shake your head aimlessly. You can divide the classroom into 3-5 parts in your mind. When giving a lecture, start from the middle and back of the classroom, and watch the students in each part express their opinions, ask questions or make eye contact, which starts from the middle and back of the classroom. Choose classmates with friendly eyes, but try to look at people who don't attend classes. But don't waste time on students who are not interested. If direct eye contact disturbs your attention, look between two classmates or their foreheads.

2. Change the teaching form to catch students' attention. Keeping students' attention is one of the most important ways to help them study. Research shows that most people's attention will gradually disperse after passive listening 10 minutes. In order to prolong students' attention, the following methods can be adopted: ① Ask questions about key issues or ask students to comment on topics; (2) deliberately play the naysayer, or invite students to pick your point of view; (3) Ask students to solve problems independently, or divide students into two or four groups to answer or discuss questions; ④ Use visual AIDS: slides, charts, texts, videos and movies.

Learn to grasp students' attention with your body. Moving objects are more noticeable than stationary objects. You can walk around the classroom occasionally and use steady and powerful gestures purposefully, such as lifting an object and rolling up your sleeves. Standing casually can make students pretend to dare to ask questions. However, we should avoid nervously changing our steps and avoiding meaningless and distracting gestures.

3. Make the lecture clear and students keep up with the rhythm of the course. Before you start the lecture, write the outline on the blackboard, briefly explain your point of view, or give students a handout with lecture requirements or topics. Outline can help students pay full attention to the progress of the class, and can also help students take notes better. If students are distracted, it is easier for them to keep up with the rhythm of the lecture outline.

Don't look down at your notes. If there is no podium on the podium and you need to read the speech, you can pick up the card (instead of lowering your head), scan it quickly, and then keep your head steady. It will be easier if the notes are shorter and the font is larger.

4. Convey the lecture emotion and infect the students you teach. Recall the reasons that stimulated your interest and inspired you to enter the subject you are currently engaged in. Even if you are not interested in individual topics, try to look at this topic from another angle and try to stimulate students' enthusiasm for learning. If you show boredom with this topic, students will soon lose interest.

In the classroom, anecdotes or stories can be appropriately interspersed to illustrate teaching views. When you tell a story, your voice will become the voice of dialogue, your facial expressions will be richer, and students will concentrate more on lectures. So anecdotes can be used to illustrate the main points. ? 5. Use rich language to guide each student's thinking. Use first and second personal pronouns, such as, we, you, etc. Choose exciting adjectives, such as "extremely important" point of view instead of "main point" or "controversial issue" instead of "next question". Avoid using technical terms, empty words and unnecessary modifiers, such as "a little" and "a certain".

You can laugh at yourself when you make mistakes in class. If you make a pronunciation mistake or lose your speech, your humor can make everyone feel relaxed. Don't let small mistakes shake your confidence.

6. Pay attention to the change of time and adjust the class content appropriately. How long does it take to complete each point? What should you talk about when the course is halfway through? If there is not enough time, what will you omit? If you don't have enough time, don't browse all the contents in the lesson preparation notes in a hurry. You can plan ahead what can be omitted. For example, I have less than 15 minutes left to talk about this topic, so I will just give one example, and then give the handouts with other examples to the students.

Fourth, teachers should master the teaching skills.

1, change the rhythm of speaking. Students need time to digest new information and take notes. However, if you speak too slowly, they may get bored. Try to change the rhythm according to your own way, the content of the lecture and your audience. For example, talking about important content is more calm than telling anecdotes. If you want to speed up your speech, you can try to repeat the main points for students to absorb and digest.

2. Raise your voice or use a microphone. Ask the students if they can hear you clearly, or ask the teaching assistant to sit in the back corner and monitor the clarity and volume of your voice. Don't lower the volume at the end of the sentence. If you use a microphone, keep the sound normal, and don't be compact with the microphone. Consider the volume, duration, intonation and intensity of the speech. You can practice your pronunciation skills by reading aloud.

3. pause appropriately. Pause is one of the most important skills in public speaking, and it is also an important means to attract attention. Pause can be used as a punctuation mark to mark an idea or a sentence, and it can also be used before or after stating a key point or idea to emphasize the tone. If there is a sudden pause in the middle of a sentence, students will look up from their notes to see what happened. A planned pause can also give your audience a short rest. Some teachers will take a few sips of coffee or water when they ask students to stop and think after completing something. A teacher deliberately paused and said, "It's really important to consider this." After that, pause again and continue the lecture.

4. Take a natural speaking posture. Stand with your feet flat on the ground to keep your body balanced. Prevent your feet from moving or shaking unconsciously and keep your knees slightly relaxed. Shoulders should be relaxed and drooping, and hands should be parallel to the waist. If you use a platform, don't grab its sides and make your elbows stiff; Instead, keep your elbows naturally bent, put your hands gently on the podium, and be ready to make gestures according to your own purpose. Breathe normally. Keep breathing normally, so as not to make your voice tense and affect the pitch and quality of your speech. Keep your shoulders relaxed, your neck relaxed, your eyes wide open and your chin relaxed.

Fifth, the natural end of the lecture

1, give a lecture summary. Let the students know that the goal has been achieved and they have learned something in the past class. A well-designed summary can further explain the lecture content, integrate the loose content together, provide students with suggestions for in-depth study, and let students feel the end of the class.

2. The ending should be strong. Don't let your class end in the sound of drifting away, and don't end hastily because it's time for class to end. And don't say at the last minute, "Oh, I almost forgot …". The unforgettable ending will remind students and urge them to prepare for the next class. At the end of the class, the teacher can ask a thought-provoking question, quote a passage with a basic theme, summarize the main content that the students have just understood from your lecture, or propose an interesting topic to talk about in the next class. If you finish a few minutes early, don't worry. You can explain that this is a natural pause, but don't do it often.

3. End the lecture with a high-pitched voice. Keep your voice strong, lift your chin and look straight at the students. You must stay in the classroom for a few minutes after class to answer the students' questions.

Sixth, improve teaching methods appropriately.

1, make a summary immediately after each class. Consider the time arrangement, the effectiveness of examples, the clarity of explanation and other issues. Write down students' questions or any comments. These notes will help you get better grades in the next class.

2. Use the tape recorder reasonably. Record an audition class or a real class and listen to your own rhythm, intonation, tone stress and pause. Think about it. Are you using conversational language? Is the transition clear? Unconscious pauses ("oh", "good", you know ") rarely occur? Compare the steps of talking and lecturing, invite a friend to sit in a medium-sized room with you, turn on the tape recorder and start talking with your friend, introducing your name, age and birthplace; Then, spend 4-5 minutes talking about a book, a movie, a restaurant, an exhibition or a hobby you like. Ask your friends to ask you some questions. Then change classrooms, stand in front of friends, give a short lecture (5-8 minutes), and then listen to this recording in a few days. Do the following: ① When listening to the recording for the first time, listen directly, don't pause, and don't take notes. Think about it. What's your general impression of the sound you hear? Play back the recording of the conversation and write down the words that best describe your voice. Play back the dialogue recording again, this time focusing on the use of irrelevant words, as well as the degree of relaxation, fluency, breathing style, pitch and rhythm, tone stress and pronunciation of the voice. (4) Replay the recording of the lecture the next day and take some notes. According to your notes, compare the differences between the two recordings in speaking style, language use, rhythm, volume, fluency and expressiveness. Any difference in comparison will help you decide how to improve.

3. Use the camera reasonably. When watching your lecture video, you can turn off the sound and watch only the images, or you can listen to the recording without watching the images. Watch and analyze your classroom video. Many times you may be surprised to find that you may feel very nervous during class, but the video shows that your nervousness is not obvious in class. Watching your own lecture videos can build up your self-confidence.