【干货】不敢说课？上岸锦鲤91.6分，你想要的说课技巧都在这里
不再担心说课面试卡壳、没话说，用上就高分。
说课91.6分，半年后再见考官，被一眼认出
去年我刚上岸现单位，在一次外出参加公开课研讨活动时，我坐另一个学校的老师一起去。我上车后，还没来得及看清楚对方的脸，老师就开了口：“你是不是今年刚进来的青年教师？”我连忙点头。她说：“我记得你，你在面试的时候表现很出色”，人生第一次碰见考官，我也是没想到。这种感觉就像是放学回到家发现班主任已经在和我妈家访一样紧张，我应承道：“您记性真好”。这位老教师说：“当时面试人很多，不过你的表现特别好，你看，这不就考上了嘛”。
我的笔试成绩跟第一名差了6分，要想上岸，面试就必须要拿到前三，当时我对这场面试的期待值并不高，不过在顺利发挥之后，我拿到的成绩单也让我觉得特别意外，91.6的高分兴许能够让我告别一年考编的心酸了。
再后来，发生一件事让我受宠若惊，上个月外出参加研讨会，和本市其他的一线教师一起到外地，在老师们汇合的时候，有一位我从未见过面的老师看到我特别兴奋，和我打招呼的第一句就是：“你被分配到哪个学校了啊？”
当下被问的有点懵，她看着我：“去年面试的时候我就记得你了，你被录取的时候我还想把你调到我们学校来教”。
原来又是一位考官，记性好是真的，但是因为自己短短十几分钟的面试被人留下这么深的印象，我心里有点小小的得意。
虽然说课取得过好的结果，也有一点点应考的经验，但也可见我的说课经验并不多。有句话说的好，会反思的教师才是好教师，现在只是将之前的说课技巧做一份整理，为以后更大的进步打好基础，也可以给正在考编的老师们做一个参考。
什么是说课？
说课是指教师在备课基础上,于授课前面对领导、同行或评委主要用口头语言讲解具体课题的教学设想及其依据的一种教研活动,它是教师将教材理解、教法及学法设计转化为“教学活动”的一种课前预演,也是督促教师业务文化学习和进行课堂教学研究、提高业务水平的重要途径,还是评估教学水平的有效手段。
说课是综合考评教师的学科专业知识、教材分析能力、教学设计能力、语言表达能力、对教育理论的实际应用能力等的有效手段。这也是为什么说课比试讲更体现一个老师的教育能力。
说课VS试讲
说课常常在教师招聘及各地的教师素养比赛中作为考察的手段，对教师的能力素养和教学方法的提升有很大的帮助。但平时更多的老师接触比较多的还是试讲，那么说课和试讲的区别在哪里呢？
1. 说课与试讲要求不同:说课的重点在实施教学过程、完成教学任务、反馈教学信息,从而提高教学效果;而试讲要求必须有效地向学生传达知识。
2. 说课与试讲的对象不同:说课的对象是同行的老师、专家;而试讲的对象是学生。
3. 说课与试讲的内容不同:说课的内容是解说自己对某课题的理解、教学设想、方法、策略以及组织教学理论依据等。而试讲的内容是对某课程的内容进行具体的分析,向学生传授知识以及学习的方法。
4. 说课与试讲的意义不同:说课的意义主要是提高课堂教学的效率以及教研活动的实效;试讲的意义是增加学生的专业知识以及提高专业修养。
说课类型
1. 课前说课
课前说课是次预测性和预设性的说课活动，课前说课是教师在认真研读教材领会教学目标、分析教学资源初步完成教学设开的基高上的神说课形式，是教师充分备课后进行的种教学预演活动。通过课前说课，可以借助集体的智慧来预测课堂教学的效果，进而改进和优化教学设计。
2. 课后说课
课后说课也可以被认为是一种反思性和验证性的说课活动。它是教师按照既定的教学设计进行上课,在上课后由授课教师将自已在教学活动中的得失感受、体会、想法与听课教师教学研究人员相互交流的一种说课形式。课后说课是建立在教师个体教学活动基础上的种集体反思与研讨活动。通过课后说课讨论课堂教学中存在的问题，分析其产生的原因，并提出实质性的改进意见，可以使说课者和参与研讨的教师对教学的成败得失有更加清晰的认识，也为进步改进和优化教学设计提供可能性。
3. 示范性说课
示范性说课是在教学能手和学科带头人等优秀教师做示范说课的基础上，按照说课内容进行上课，然后组织教师对该课进行评议的教学研究方式。示范性说课也是培养教学骨干的有效方式和重要途径。听课教师在这种形式的教研活动中，可以从听说课、看上课、参评课中增长见识，开阔视野，不断提高自己的教学实践能力。示范性说课适于在校内开展，也可以扩大规模在区内或市内开展。
4. 主题性说课
主题性说课是教师在教学实践的基础上，把实际工作中遇到的重点、难点或热点问题作为研究主题进行探索，以说课的形式向其他教师、专家和领导汇报研究成果的教育教学研究活动。主题性说课是一种更深人的问题研究活动，更有助于教育教学重点难点的解决，有利于新的教学模式教学理念等在教学中的应用。
5. 评比性说课
评比性说课是把说课作为教师教学业务评比的内容或一个项目 ，对教师运用教育教学理论的能力理解课程标准和教材的实际水平教学流程设计的科学性和合理性等做出客观公正的评判的活动方式。评比性说课可以是课前说课(预测性说课)，也可以是课后说课(反思性说课)。评比性说课可以发现优秀教师县带动教师队伍建设促进教师专业发展的有效途径。
说课内容
(一) 说教材Analysis of teaching material
1. 说教材内容的地位、作用和意义
在认真研读课程标准并分析教材编写思路及其特点的基础上，按照课程标准对本年级学生学习方面的要求，简要阐述所选内容在本课题、单元教材年级乃至学段中的地位作用和意义。
2. 说教材的教学目标、重点和难点
“说"出所选内容包含哪些知识点，三维教学目标、教学重点和教学难点分别是什么，以及确定这些重点，难点的依据是什么等等。
3. 示例
The topic of this lesson is Day Off. It is a reading passage in form of a letter from Nick talking about his day off. This passage is well organized in a sequence of time. There are some very useful expressions in this passage for students to learn and use. The students are quite familiar with the topic day off. However, they are not so good enough to write a passage organized in the sequence of time. With limited vocabulary, the students will find it hard to use some excellent expressions in their writing talking about their day off. Fortunately the reading passage 3a offers a good example for students to imitate.
In order to help students to solve these problems. The key point and difficult point of this lesson will be...
(二) 说学情Students
示例：
As for the students of Grade eight, they have known quite a few past tense forms of words. And they also have learned some new words phrases about school trip in the last lesson. What's more, the topic "How was your good trip?" is close to the students' daily life. They will be very interested in this topic. So it may not be so difficult for them to describe the past events orally in a logical way in this class.
(三) 说教法Teaching methods
说教法可以理解为说教学方法，或者教学方法中某个具体的教学方式和手段的选择及应用。这需要教师熟悉教学方法，同时要吃透教材内容，掌握学生实际，在此基础上务须说清三个问题:选用什么样的教学方法;准备什么样的教具和学具;选择教学方法的理论依据。
示例：
This class I will mainly use the task-based teaching method, the TPR teaching method and the game teaching method.
(四) 说学法 learning methods
说课过程中虽然没有学生，看不到师生之间和学生之间的多边活动，但从教师的说课过程中要体现以学生为主体，充分发挥学生在学习活动中的作用调动学生的学习积极性。
示例：
Autonomous learning--The students will finish predicting, guessing, fast-reading as well as taking notes individually. Through such kinds of learning, the students will be able to learn to deal with similar tasks or by themselves.
Cooperative learning--The students will finish group discussion about how to protect the wildlife in China that will help them to know how to contribute to the group and how to allocate the task and work together etc.
(五) 说过程Teaching procedures
教学过程是指教学过程的系统展开,它表现为教学活动推进的时间序列。换句话说，它就是教学活动如何引入、如何展开以及如何结束等。根据学生学习活动的一般过程，教学程序先后顺序般为导入新课、新课研习、巩固训练课堂小结等。
示例：
According to the students' physical and mental characteristics, I'll stick to the theory "learning by doing" "Students are the master in the class, the teacher acts as a director".
In order to achieve my teaching aims successfully, I divide my teaching procedure into 6 steps: lead- in, presentation, practice, production, summary and homework.
Step 1 warming up
I will start the class by greeting the students, and then sing a color song together. The purpose is to review vocabulary of colors and get preparation to describe clothes.
Step 2 Presentation
Then I will put some clothes on the teacher’s desk, and ask the students
“What can you see? Is this a…/Are these….” to teach them the new words “shorts” and “skirt”.（板书） And then a situation will be created that I have a little sister and introduce the favorite clothes of his/her sister. Just like this:
T: I have a little sister. She likes beautiful clothes very much. She likes skirts. What does she like?
T: as for me, my favorite clothes are skirts too. （板书标题）So my little sister and I like, or we like skirts. What are your favorite clothes?
Elicit students to say the sentence pattern “My favorite clothes are…”（板书）
Use the same method to teach they like…
The purpose of this step is by showing real objects, students could connect what they see to the words, which is easy to understand, while at the same time arouse students’ interest. Moreover, creating a real situation will enhance students’ application ability in real life.
Step 3 Practice
Firstly, I will let the students listen and repeat “Favorite clothes” part. Secondly, let students listen to “let’s chant”. Then follow the chant. Thirdly, finish “Let’s do it”. That is, let the students fill in the blanks. Then the teacher checks the answers. Next, let students read and role play the conversation. Finally, I will make the students play a game “Point to your favorite clothes”. The rule is like this: students point to their favorite clothes with the sentence pattern "My favorite clothes are…"
The purpose of doing these practice is that by the rhyme of “let’s chant”, students learn the new words in a happy way. At the same time, TPR is used here to practice learned sentences.
Step 4 Production
In this step, two activities are arranged.
The first activity is to do a survey. I will ask students to work in groups to research on "What are your group members’ favorite clothes?" or "What do you like?" and fill in the form.
The next activity is “pack for the trip”. Create a situation that all students are going to a trip to Hainan. Discuss in group “What do you want to wear? Make a package and then show it to the whole class. Groups which do the fastest and the best will get prizes.
After the task, tell students that they should prepare proper clothes for different traveling places.
By task-based method, students will consolidate what they have learned. That is learning by doing.
Step 5 Summary
Students summarize what they learned with the help of the teacher. By summarizing, students will review the learned knowledge again. Also, the emotional aims will be emphasized in this part.
Step 6 Homework
Choose a place where you want to go and pack for your trip. Open homework could strengthen students' initiatives.
(六) 说板书设计Blackboard design
板书是一课的题眼。好的板书能反应教学思路，使学生更容易把握知识脉络，抓住课文重点。需要注意的是:板书必须跟讲解的语言和体态密切配合;在说教学过程中逐渐形成板书;主板书与副板书的排布与分配要合适。
示例1：
Last but not least is the blackboard design. As you can see, I have mainly used pictures to activate the language points so that Ss will grasp them better and use them in actual life.
That’s all for my presentation. Thank you for listening.
示例2：
Finally,the blackboard notes(slide). On the left are all the key words the students should master in this lesson as well as past tense forms of verbs. In the middle, the useful sentence structures are presented, which can help students learn and use them in communicative classroom activities.
我的高分练习技巧
