第1篇：化学微格教学
化学微格教学
课程说明: 1.教学目的与任务
使学生在掌握中学化学教学基本原则和方法的基础上,学会结合具体化学教学内容灵活运用几种重要教学技能,提高课堂教学效果.2.教学要求
在本门课程的教学中应用典型案例使学生理解不同教学技能的选取原则,使用方法,注重学生的教学实践训练,使学生学会根据具体教学内容运用适当的教学技能.教学大纲: 第一讲 教学语言,讲解,板书技能 一,教学要求
选择中学化学教材中具有代表性的内容,进行教学语言技能,讲解技能,板书技能的教学应用分析,使学生学会依据教学内容不同类型来确定教学语言的表达,讲解的组织和板书的设计.二,教学内容
1.讲授部分:教学语言技能,讲解技能,板书技能应用分析;(3学时)2.实践部分:教学语言技能,讲解技能,板书技能的单项微格教学训练.(3学时)三,教学方法
典型案例分析——组织讨论——分析总结——编写微格教案——微格教学训练——评价与小结
第二讲 导入,过渡,结束技能 一,教学要求
选择中学化学教材中具有代表性的内容,进行导入技能,过渡技能,结束技能的教学应用分析,使学生学会依据教学内容和教学时间来确定导入,过渡,结课的形式和语言表达,进行系统优化的教学设计.二,教学内容
1.讲授部分:导入技能,过渡技能,结束技能应用分析;(3学时)2.实践部分:导入技能,过渡技能,结束技能的单项微格教学训练.(3学时)三,教学方法
典型案例分析——组织讨论——分析总结——编写微格教案——微格教学训练——评价与小结
第三讲 演示,变化,课堂组织调控技能 一,教学要求
选择中学化学教材中具有代表性的内容,进行演示技能,变化技能,课堂组织调控技能的教学应用分析,使师范生学会依据中学生认知,兴趣,心理特点来确定演示,变化,课堂组织调控的方式.二,教学内容
1.讲授部分:演示技能,变化技能,课堂组织调控技能应用分析;(3学时)2.实践部分:演示技能,变化技能,课堂组织调控技能的单项微格教学训练.(3学时)三,教学方法
典型案例分析——组织讨论——分析总结——编写微格教案——微格教学训练——评价与小结
第四讲 提问,强化,课堂诊断技能 一,教学要求
选择中学化学教材中具有代表性的内容,进行提问技能,强化技能,课堂诊断技能的教学应用分析,使师范生学会依据中学生认知,兴趣,心理特点来确定提问技能,强化技能,课堂诊断技能的方式和途径.二,教学内容
1.讲授部分:提问技能,强化技能,课堂诊断技能应用分析;(3学时)2.实践部分:提问技能,强化技能,课堂诊断技能的单项微格教学训练.(3学时)三,教学方法
典型案例分析——组织讨论——分析总结——编写微格教案——微格教学训练——评价与小结
第五讲 教案编制技能 一,教学要求
选择中学化学教材中不同类型且具有代表性的内容,进行教案编制技能的教学应用分析,使师范生学会依据教学内容的不同来选择,确定教案编制方式.二,教学内容
1.讲授部分:教案编制技能应用分析;(3学时)2.实践部分:教案编制技能的单项微格教学训练.(3学时)三,教学方法
典型案例分析——组织讨论——分析总结——编写微格教案——微格教学训练——评价与小结
第六讲 教学技能应用系统优化
一,教学要求
总结各教学技能的作用,特点,使学生学会根据实际教学需要选择合适的教学技能类型及其方式.二,教学内容
选择中学化学教材不同类型且具有代表性的内容,分析其适用的不同教学技能,讲解进行教学技能系统优化的依据和原则.三,教学方法
讲解——案例分析——课堂讨论——总结归纳 四,课时安排 2学时
教材及推荐参考书: 1.《化学微格教学》华南师范大学化学系自编
2.中学化学微格教学教程,北京教育学院组编,朱嘉泰 主编,科学出版社,1999 3.课堂教学技艺,许高厚 主编,北京师范大学出版社,1997 4.教学策略,李哓文,王莹 编著,高等教育出版社(面向21世纪课程教材),2000 考核方式:实践,笔试
第2篇：化学微格心得
化学微格教学心得
为期一学期的化学微格教学训练已经落幕，在这段时间里我收获了很多，也让我认识到了一个合格的老师应该有哪些必备的技能与技巧。以前总是认为，老师上课就是把知道的传授给学生而已，但是现在我认识到，一堂高质量的课，不仅仅是老师讲得如何的清晰，而在于在这过程中老师用了哪些方法来让课堂既生动有趣而且学生高质量的吸收，如何合理安排一整堂课都是十分重要的。
在这段时间，我最大的变化在于上讲台不再紧张，能够很好的表达自己的想法。每一次的技能训练我都做了精心的准备，如何设计时间，如何精彩导课，如何讲解才能让学生更清楚的明白，如何活跃课堂气氛，让学生们参与到教学的过程中，这些都是每次技能训练时都要考虑的。而且，一个老师的教学是要根据新课表的指示来进行的，不能想当然的想讲什么就讲什么。比如，我们讲解初中化学时，就要充分的考虑到初中生知识储备情况，以及他们的心理特征，根据这些来设计教学方案使之教学成果更有效。但是，我仍然还有个致命的缺点，同组的同学和老师都指出很多次了，就是我的教学表情，有时候过于严肃，给人一种压抑的感觉。自己也很想去改正这点，让自己的表情丰富一点，但是一上讲台就忘了要笑…所以，我认为真的做到这一点就必须真的融入学生，和他们一起享受课堂，而不是老师的独角戏，希望在下学期能在这方面有所改进。
在前几次的微格教学过程中，我常常停留在知识的讲解上，而忽略了培养学生的能力。通过老师和同学的指点，我豁然开朗，让我直观的看到了自己在教学中的问题，并且找到解决问题的办法尝试着改变。在之后的教学实践中，我努力尝试设计不同的教学情景，更多的给予学生机会来参与自主学习的过程，以此来锻炼他们动手动脑的能力。在学生自主探讨的过程中，我也主动的参与他们，去了解他们的想法，指出他们的错误指导他们正确的方向，对于他们创新的想法给予鼓励和赞许。
这十几种教学技能如果能够充分的应用的教学过程中，并且老师能够很好的处理突发状况，那么这堂课才是完美的。但是，这对于初学的我们来说，还是个漫长的过程，要不断的经过训练加强。微格教学为我们实践演练提供了很好的平台，从中我们学到了很多，我都尽力去做了，留心留意自己的不足，这是一次短暂却富有意义的一次尝试。
第3篇：微格教案
微格教学教案
题目：I am watching TV
班级: 2008级英语师范2班
姓名： 张路阳
学号：200803024202
Unit5 I’m watching TV
Language object
1.In this unit students learn to talk about what people are doing.2.Students also learn to use the V-ing pattern in our daily life.3.Students manipulate the things and knowledge of “doing pattern “
Language point
1.What are you doing? I’m watching TV.2.Do you want to go swimming? Yes I do 3.words such as watching, doing, eating, cleaning, playing, swimming, reading 4.Location words such as pool, school, mall, library
Section A
I hold some activities, and look at some pictures what I drew, and ask students the questions.“What is she doing?” Guide them to
make appropriate response: for example, she is watching TV.1a: Introduce some basic words
Step1.Pay attention on the picture.(Ask students to name as many of the activities they see in the picture as they can.Then name all the activities and ask students to answer.)Step2.Point out the numbered list of words.(Say each one and ask students to repeat.)Step3.Then ask students to match each word or phrase with one of the pictures.(Say, write the letter of each activity in the picture next to the correct word or words on the list.Point out the sample answer.)
Step4.Check the answers
1b: Practice listening and writing
Step1.Point out the names of the people.(Let students read names loudly.)Step2.Listen to the tape about these three people.Write the
number of the activity each person is doing
Step3.Check the answers.1c: Oral English with target language Step1.Point out the conversation in the picture of 1a.Step2.Organize a dialogue with a student, Point to a picture of one of the people, and guide the students to answer using one of the words in activity of 1a.2a: Listen and write with target language Step1.Point out the two questions and read them to the cla.Step2.Listen to the tape and fill in the blanks besides the questions, and ask two students to answer them.Step3.Check the answers
2b: Listen and answer the questions in order with target language Step1.Read the four lines to students;explain that they are in the wrong order.When they are in the right order, they will make a clear conversation.Step2.Listen to the recording, and write the answers in the right order.Step3.Check the answers by replaying the recording.Ask two students to read the completed conversation.2c：Provide speaking practice with groups of four students, and present the pictures to cause the students to think of the actions of the pictures(What are they doing).And then let the students ask and answer in pairs based on the picture on Power Point software.Grammar Focus Talk about the rules of V+ING include formation, changes, and the changes of sentence pattern, and point out the difficulties and important grammatical points.3a：Reading practice using the target language Step1.Pay attention to each picture and ask question such as “What is he doing?”
Step2.Point to conversation A and conversation B, and conversation A is with one of these three pictures, and conversation B is with the other picture, and one picture has no conversation.Step3.Ask students to read the conversations in pairs.Step4.Complete the task and check the answers.3b: Oral English practice using target language Point out the conversations in 3a.Ask different pairs of student to read the conversation in front of whole cla.The most important thing is asking pairs of students to pretend themselves as the people in the pictures.4: Oral practice using the target language Step1.Do the activity with the students by paying attention on the pictures and ask the students the questions under the pictures.Step2.Let students work in pairs and help them make some stories with the pictures.Section B 1a: Read and write practice using the target language.Step1.Point out the illustrations with the words under each one.(Ask a student to read words under the pictures in the book)Step2.Pay attention to the words of places and activities on the chart.(Ask students, what of these words are activities? What words are places?)
Step3.Set an example guide students to answer “library “on the first line under places, and match the activity with the place.Step4.Ask students to complete the chart, and check the answers.1b：Guide oral practice using the target language.Step1.Pay attention to the contents in the pictures.(Ask two students to read)Step2.Make questions and answers like in the chart.2a and 2b: target language
listening and writing practice using the Step1.Point out the list of places in the chart in 1a.Step2.Listen to the tape, and let students write down the answers.Step3.Check the answers
2c: Oral practice using the target language.Step1.Pay attention to the complete charts in 2a and 2b and help students use the information to organize conversations.Step2.Point out the conversation in the speech bubbles in the picture.Step3.Let students present their conversation.3a: Reading practice using the target language.Step1.Pay attention to the photos.(Ask students to talk about what they wan to describe.And receive any logical statements about the pictures)
Step2.Ask students to read the letter and ask questions.Step3.Ask students to underline the “ING” pattern.Step4.Check the answers.3b: Writing practice using the target language Step1.Pay attention to the letter and point out that it contains several blank lines.Step2.Read the letter to the cla.And each time I come to a blank line.Step3.Let students complete this letter to Bob Step4.Check the answers
3c: Providing a chance for the open writing using the target language Step1.Ask students bring a photo from family or ask students to draw pictures of family members doing what they usually do.Step2.Ask student what you might say about your picture.Step3.Ask students to write sentences about their own
pictures.4.Provide open oral practice using the target language.Step1.Point out the picture in which students are looking at some photos and ask two students to have the conversation to the cla.Step2.Ask students to share their pictures and composition with other students around them.Self Check Step1.Ask students to make a comprehensive review and check all the words what they know and not know.Step2.Ask students to write down the new words in their notebook.Step3.Ask students to complete the story with present progreive tense.Conclusion
Let students know and use present progreive tense in their daily life through the whole cla, and get more interest and fun from my cla.At last, we need to solve problem of this cla and reach the cla objectives.
