如何学好一门课

第一篇：如何学好一门课

如何学好一门课

学习，可以用一句话概括“书山有路勤为径，学海无涯苦作舟”，的确，在学习中，我们往往能收获成功，品尝喜悦，但失败，挫折和迷茫也难以避免。刚刚经历了“千军万马过独木桥”高考的我们，在大学的路上却往往举步维艰，甚至不知未来该何去何从。作为一个大二学生，面对现今社会如此激烈的竞争压力，我深深的感到我们已经到了不得不改变的时候。那究竟该如何学好一门课，希望我接下来的演讲能对在座各位有所帮助。

马克思哲学说“实践是检验真理的唯一标准”，的确，实践对学习有巨大的推动作用，但却往往被我们所忽略，因此，我今天的演讲正是希望广大同学重视实践中的学习。

不同于以往小学，中学以考试为目的的学习，大学的学习更多的是为将来的工作，为将来走进社会做好准备。因此，如果大学学习还像以前一样牵强暗记书本内容，只会将学习变得越学越死，越学越僵，甚至沦为只会纸上谈兵的理论派。我是一个财管专业的学生，上学期刚刚接触基础会计学这门课时，在学习过程中总有这样或那样的困惑。尤其是在会计分录，财务报表绘制等知识，光靠书本学习总有一种雾里看花之感，正当我迷茫的时候，学校适时的开展了基础会计模拟实训课程，通过真实模拟公司企业会计人员的工作，使我许多在理论学习中似懂非懂的地方豁然开朗，有一种醍醐灌顶之感。在实践过程中不断思考书本上的理论知识，将之融会贯通，最后被你充分吸收。因此，我希望学校更多的开设这样的实践性课程，让更多的同学有更多的机会在实践中学习。当然，作为一名大学生，我们也应该积极主动地寻找机会进行实习，利用寒暑假的时间，走入社会，从小小的出纳做起，从最基层的工作做起，改变你的学习观念，不再仅仅局限于教室，局限于书本，让社会这个大课堂教会我们更多，提供给我们更多新鲜丰富的营养。

当然正如我演讲开始时说的那样，我们已经到了不得不改变的时候，也许有人会说，我今天的演讲不会有什么作用，顶多激起大家的三分钟热度。而我也很清醒，一本书或是一段演讲不会系统的改变一个人，但我更相信，任何改变都需要一个开始，如果今天有人听了我的演讲，在某一门课的学习上做出了一点改变，哪怕只有这一门课，哪怕只有他一个人，哪怕他今后再也不做出改变，对我来说，也是一种莫大的欣慰了。

——沈健

第二篇：评课是一门艺术

评课是一门艺术

评课是一门艺术、一门学问，如何评好课，直接关系到授课教师今后的工作与学习方向。为了更好地做好评课工作，现将杨德同志关于“感悟评课”的发言转发如下，供大家学习借鉴。感悟评课

教师上好课是为了提高课堂教学质量，领导听课是为了了解教师备课程度、上课水平，从而了解学生课堂学习效率、学习效果。领导评课目的是根据听课后的感悟材料来激励教师怎样能更好的备好课、上好课，也是为了督促、帮助课备得不细、课上得敷衍了事这部分教师更好的提高与进步。可以说听好课、评好课都是为教好课服务的。那么怎样才能评好课呢？

第一、从听好课入手，记好听课时的第一手材料

通常我们听课做记录有两种形式：一种是实录型，这种形式如同录音机一样，如实的记录课堂教学的全过程，仿效的用意之多，这种记录方式一般不可取。因为听者记得多、想得就少；另一种是选择型，选择某一侧面或某些问题，而选择记录内容的依据是根据听课者的需要，如主讲人的优势所在、课堂的特色、存在的问题等。第二、从记录的材料中，思考评课时应点评的内容

任何一种课，评者都应从教的角度去看待教者的优势、特色、风格、需改进的地方、需商讨的问题。更应从学的角度去看待主体发挥程度、学的效果和学生的可持续学习情况、学生思维的活跃性、学生活动的创造性等。第三、倾听授课教师的自评，做出对点评内容的取舍

授课教师有刚参加工作不久的新教师，也有经验丰富的老教师，有新秀、有骨干，也有能手、名师，有活跃型、也有内向型，有严肃型、也有可亲型，形形色色，各有差异。作为评课者为了达到评课的目的，一定要学会察言观色、学会倾听其自评，从而做出判断，做出点评内容的取舍。切不可一意孤行。因为任何人的点评都是“仁者见仁、智者见智”，本来评无定法，评课也无法用条条框框的标准准确量化。只有评课者与教者达成一致，点评内容才落到了实处。第四、思考以什么方式加以点评，实现点评的目的

实事求是的讲，我们分析授课教师的心理也好，倾听教师本人的自评也好，其目的不是为了迎合教师，而是或激励、或督促、或帮助，所以了解点评的形式很重要。目前而言，就点评有以下几种形式： 

1、先说优点或是值得学习的地方，再提出研讨的问题。这种形式比较多见，大都是有这种传统的心理，良好的开端是点评成功的一半。

2、先谈需研讨商榷的问题，再把优点加以点评。这种点评开门见山、有针对性，一定要注意指出问题的数量不要太多，抓住主要矛盾即可。



3、在每一条“优点”中，再重新加以设计，提出改进方向，以求更好。这种评课方式给听者造成思路并不很清，需要有一定的语言组织能力。



4、评者只谈体会，不直接谈优点和不足，而是通过富有哲理的体会，给授课者留下思考、留下启迪。或激励赞扬、或蕴含希望。这种点评层次较高，需要具有一定的教学理论功底，需因人而异。第五、加强学习，勤于思考，使点评别有一番风味

笔者参加了近一年的局属中学研讨课赛课点评工作，收获很大，深深的感到要想真正评好课，必须加强学习，学习新的教学理念，学习教育学、心理学、美学、演讲与口才，学习课的模式，掌握学科特点，熟悉各种课型，并在实践中学会推敲点评的语言，这样才能给优秀者锦上添花，给不足者雪中送炭，使点评别有一番风味。

教师如何评课 

(一)从教学目标上分析

 教学目标是教学的出发点和归宿，它的正确制订和达成，是衡量课好坏的主要尺度。所以分析课首先要分析教学目标。现在的教学目标体系是由“知识与技能、过程与方法、情感、态度与价值观”这三个维度的组成的，体现了新课程“以学生发展为本”的价值追求。如何正确理解这三个目标之间的关系，也就成了如何准确把握教学目标，如何正确地评价课堂教学的关键了。

有人把课堂教学比作一个等边三角形，而知识与技能、过程与方法、以及情感、态度、价值观就恰好是这个三角形的三个顶点，任何的一个顶点得不到重视，那这个三角形就不平衡。这无疑是一个很恰当的比喻，形象地表现了这三个目标的相互依赖的关系。反映了这三个目标的不可分割，缺少了任何一个目标的达成，一节课显然也就不完整了。

(二)从处理教材上做出分析

 评析老师一节课上的好与坏不仅要看教学目标的制定和落实，还要看教者对教材的组织和处理。我们在评析教师一节课时，既要看教师知识教授的准确科学，更要注意分析教师教材处理和教法选择上是否突出了重点，突破了难点，抓住了关键。

（三）从教学程序上分析

教学目标要在教学程序中完成，教学目标能不能实现要看教师教学程序的设计和运作。缘此，评课就必须要对教学程序做出评析。教学程序评析包括以下几个主要方面。

1、看教学思路设计

写作要有思路，写文章要有思路，上课同样要有思路，这就是教学思路。教学思路是教师上课的脉络和主线，它是根据教学内容和学生水平两个方面的实际情况设计出来的。它反映一系列教学措施怎样编排组合，怎样衔接过渡，怎样安排详略，怎样安排讲练等。教师课堂上的教学思路设计是多种多样的。为此，评课者评教学思路，一是要看教学思路设计符不符合教学内容实际，符不符合学生实际；二是要看教学思路的设计是不是有一定的独创性，超凡脱俗给学生以新鲜的感受；三是看教学思路的层次，脉络是不是清晰；四是看教师在课堂上教学思路实际运作有效果。我们平时看课看到有些老师课上不好，效率低，很大一个程度就是教学思路不清，或教学思路不符合教学内容实际和学生实际等造成的。所以评课，必须注重对教学思路的评析。

2、看课堂结构安排

教学思路与课堂结构既有区别又有联系，教学思路侧重教材处理，反映教师课堂教学纵向教学脉络，而课堂结构侧重教法设计，反映教学横向的层次和环节。它是指一节课的教学过程各部分的确立，以及它们之间的联系、顺序和时间分配。课堂结构也称为教学环节或步骤。课堂结构的不同，也会产生不同的课堂效果。可见课堂结构设计是十分重要的。通常一节好课的结构是结构严谨、环环相扣，过渡自然，时间分配合理，密度适中，效率高。

计算授课者的教学时间设计，能较好地了解授课者授课重点、结构安排授课时间设计包括：教学环节的时间分配与衔接是否恰当。1．计算教学环节的时间分配，看教学环节时间分配和衔接是否恰当。看有无前松后紧(前面时间安排多，内容松散，后面时间少，内容密度大)或前紧后松现象(前面时间短，教学密度大，后面时间多，内容松散)看讲与练时间搭配是否合理等。2．计算教师活动与学生活动时间分配，看是否与教学目的和要求一致，有无教师占用时间过多，学生活动时间过少现象。3．计算学生的个人活动时间与学生集体活动时间的分配。看学生个人活动，小组活动和全班活动时间分配是否合理，有无集体活动过多，学生个人自学、独立思考、独立完成作业时间大少现象。4．计算优差生活动时间。看优中差生活动时间分配是否合理。有无优等生占用时间过多，差等生占用时间太少的现象。5．计算非教学时间，看教师在课堂上有无脱离教学内容，做别的事情。浪费宝贵的课堂教学时间的现象。



（四）从教学方法和手段上分析

评析教师教学方法、教学手段的选择和运用是评课的又一重要内容。什么是教学方法?它是指教师在教学过程中为完成教学目的、任务而采取的活动方式的总称。但它不是教师孤立的单一活动方式，它包括教师“教学活动方式，还包括学生在教师指导下”“学”的方式，是“教”的方法与“学”的方法的统一。评析教学方法与手段包括以下几个主要内容。



1、看是不是量体裁衣，优选活用

我们知道，教学有法，但无定法，贵在得法。教学是一种复杂多变的系统工程，不可能有一种固定不变的万能方法。一种好的教学方法总是相对而言的，它总是因课程，因学生，因教师自身特点而相应变化的。也就是说教学方法的选择要量体裁衣，灵活运用。

2、看教学方法的多样化

教学方法最忌单调死板，再好的方法天天照搬，也会令人生厌。教学活动的复杂性决定了教学方法的多样性。所以评课既看教师是否能够面向实际恰当地选择教学方法，同时还要看教师能否在教学方法多样性上下一番功夫，使课堂教学超凡脱俗，常教常新，富有艺术性。在教学中，教师注重引导学生将获取的新知识纳入已有的知识体系中，真正懂得将本学科的知识与其它相关的学科的知识联系起来，并让学生把所学的数学知识灵活运用到相关的学科中去，解决相关问题，加深了学生对于知识的理解，提高了学生掌握和综合应用知识的能力。



3、看教学方法的改革与创新

评析教师的教学方法既要评常规，还要看改革与创新。尤其是评析一些素质好的骨干教师的课。既要看常规，更要看改革和创新。要看课堂上的思维训练的设计，要看创新能力的培养，要看主体活动的发挥，要看新的课堂教学模式的构建，要看教学艺术风格的形成等。充分利用现代信息技术，是教学发展的时代要求。信息技术为教师提供了更广阔的知识空间，它为各科教学注入了新的活力，为教师传授知识、学生学好用好知识提供了坚实的技术保障，现代信息技术已成为教师教学的工具，学生学习的工具。可以说信息技术是人们用来获取知识、传授知识、运用知识的媒介。

现代化教学呼唤现化教育手段。“一支粉笔一本书，一块黑板，一张嘴”的陈旧单一教学手段应该成为历史。看教师教学方法与手段的运用还要看教师是否适时、适当用了投影仪、录音机、计算机、电视、电影、电脑等现代化教学手段。

（五）从教师教学基本功上分析

教学基本功是教师上好课的一个重要方面，所以评析课还要看教师的教学基本功。通常，教师的教学基本功包括以下几个方面的内容。1．看板书：好的板书，首先，设计科学合理。其次，言简意赅，再次，条理性强，字迹工整美观，板画娴熟。

2．看教态：据心理学研究表明：人的表达靠55％的面部表情+38％的声音+7％的言词。教师课堂上的教态应该是明朗、快活、庄重，富有感染力。仪表端庄，举止从容，态度热情，热爱学生，师生情感交融。

3．看语言：教学也是一种语言的艺术。教师的语言有时关系到一节课的成败。教师的课堂语言，首先，要准确清楚，说普通话，精当简炼，生动形象有启发性。其次，教学语言的语调要高低适宜，快慢适度，抑扬顿挫，富于变化。

4．看操作：看教师运用教具，操作投影仪、录音机、微机等熟练程度。



（六）从教学效果上分析

巴班斯基说：“分析一节课，既要分析教学过程和教学方法方面，又要分析教学结果方面。”经济工作要讲效益，课堂教学也要讲效果。看课堂教学效果是评价课堂教学的重要依据。课堂效果评析包括以下几个方面。一是教学效率高，学生思维活跃，气氛热烈。主要是看学生是否参与了，投入了；是不是兴奋，喜欢。还要看学生在课堂教学中的思考过程。这是非常重要的一个方面。按照课程标准的要求，不仅包括知识与技能，还包括解决问题的能力、数学思考能力和情感、态度、价值观的发展，数学思考是非常重要的。有的课学生很忙，但思考度很侧。二是学生受益面大，不同程度的学生在原有基础上都有进步。知识、能力、思想情操目标达成。主要看教师是不是面向了全体学生，实行了因材施教。三是有效利用40分钟，学生学得轻松愉快，积极性高，当堂问题当堂解决，学生负担合理。

课堂效果的评析，有时也可以借助于测试手段。即当上完课，评课者出题对学生的知识掌握情况当场做以测试，而后通过统计分析来对课堂效果做出评价。

综合分析还包括从教师教学个性上分析，从教学思想上分析等。整体评析法的具体操作，不一定一开始就从七个方面逐一分析评价，而要对所听的课先理出个头绪来。怎样理：第一步，从整体人手，粗粗地看一看，全课的教学过程是怎么安排的，有几个大的教学步骤。第二步，由整体到部分，逐步分析各个教学步骤，要分别理出上面的七个内容。第三步，从部分到整体，将各个教学步骤理出的内容汇总起来。然后再按照一定的顺序，从全课的角度逐个分析评价。总之，课堂评价直接影响新课程改革的进程，只有全面、客观、公正的评价，才能保护教师的课改积极性，正确引导课改走向深入。

第三篇：TED如何在六个月内学好一门语言 演讲稿

TEDx-LearnAnyLanguage6Months

Chris Lonsdale Have you ever held a question in mind for so long that it becomes part of how you think? Maybe even part of who you are as a person? Well I’ve had a question in my mind for many, many years and that is: how can you speed up learning? Now, this is an interesting question because if you speed up learning you can spend less time at school.And if you learn really fast, you probably wouldn’t have to go to school at all.Now, when I was young, school was sort of okay but I found quite often that school got in the way of learning so I had this question in mind: how do you learn faster? And this began when I was very, very young, when I was about eleven years old I wrote a letter to researchers in the Soviet Union, asking about hypnopaedia, this is sleep learning, where you get a tape recorder, you put it beside your bed and it turns on in the middle of the night when you’re sleeping, and you’re supposed to be learning from this.A good idea, unfortunately it doesn’t work.But, hypnopaedia did open the doors to research in other areas and we’ve had incredible discoveries about learning that began with that first question.I went on from there to become passionate about psychology and I have been involved in psychology in many ways for the rest of my life up until this point.In 1981 I took myself to China and I decided that I was going to be native level in Chinese inside two years.Now, you need to understand that in 1981, everybody thought Chinese was really, really difficult and that a westerner could study for ten years or more and never really get very good at it.And I also went in with a different idea which was: taking all of the conclusions from psychological research up to that point and applying them to the learning process.What was really cool was that in six months I was fluent in Mandarin Chinese and took a little bit longer to get up to native.But I looked around and I saw all of these people from different countries struggling terribly with Chinese, I saw Chinese people struggling terribly to learn English and other languages, and so my question got refined down to: how can you help a normal adult learn a new language quickly, easily and effectively?

Now this a really, really important question in today’s world.We have massive challenges with environment we have massive challenges with social dislocation, with wars, all sorts of things going on and if we can’t communicate we’re really going to have difficulty solving these problems.So we need to be able to speak each other’s languages, this is really, really important.The question then is how do you do that.Well, it’s actually really easy.You look around for people who can already do it, you look for situations where it’s already working and then you identify the principles and apply them.It’s called modelling and I’ve been looking at language learning and modelling language learning for about fifteen to twenty years now.And my conclusion, my observation from this is that any adult can learn a second language to fluency inside six months.Now when I say this, most people think I’m crazy, this is not possible.So let me remind everybody of the history of human progress, it’s all about expanding our limits.In 1950 everybody believed that running one mile in four minutes was impossible and then Roger Bannister did it in 1956 and from there it’s got shorter and shorter.100 years ago everybody believed that heavy stuff doesn’t fly.Except it does and we all know this.How does heavy stuff fly? We reorganise the materials using principles that we have learned from observing nature, birds in this case.And today we’ve gone ever further, so you can fly a car.You can buy one of these for a couple hundred thousand US dollars.We now have cars in the world that can fly.And there’s a different way to fly that we’ve learned from squirrels.So all you need to do is copy what a flying squirrel does, build a suit called a wing suit and off you go, you can fly like a squirrel.No, most people, a lot of people, I wouldn’t say everybody but a lot of people think they can’t draw.However there are some key principles, five principles that you can apply to learning to draw and you can 2 actually learn to draw in five days.So, if you draw like this, you learn these principles for five days and apply them and after five days you can draw something like this.Now I know this is true because that was my first drawing and after five days of applying these principles that was what I was able to do.And I looked at this and I went ‘wow,’ so that’s how I look like when I’m concentrating so intensely that my brain is exploding.So, anybody can learn to draw in five days and in the same way, with the same logic, anybody can learn a second language in six months.How: there are five principles and seven actions.There may be a few more but these are absolutely core.And before I get into those I just want to talk about two myths, dispel two myths.The first is that you need talent.Let me tell you about Zoe.Zoe came from Australia, went to Holland, was trying to learn Dutch, struggling a great deal and finally people were saying: ‘you’re completely useless,’ ‘you’re not talented,’ ‘give up,’ ‘you’re a waste of time’ and she was very, very depressed.And then she came across these five principles, she moved to Brazil and she applied them and within six months she was fluent in Portuguese, so talent doesn’t matter.People also think that immersion in a new country is the way to learn a language.But look around Hong Kong, look at all the westerners who’ve been here for ten years, who don’t speak a word of Chinese.Look at all the Chinese living in America, Britain, Australia, Canada have been there ten, twenty year and they don’t speak any English.Immersion per se doesn’t not work, why? Because a drowning man cannot learn to swim.When you don’t speak a language you’re like a baby and if you drop yourself into a context which is all adults talking about stuff over your head, you won’t learn.So, what are the five principles that you need to pay attention to;first: the four words, attention, meaning, relevance and memory, and these interconnect in very important ways.Especially when you’re talking about learning.Come with me on a journey through a forest.You go on a walk through a forest and you see something like this.Little marks on a tree, maybe you pay attention, maybe you don’t.You go another fifty metres and you see this.You should be paying attention.Another fifty metres, if you haven’t been paying attention, you see this.And at this point, you’re paying attention.And you’ve just learned that this is important, it’s relevant because it means this, and anything that is related, any information related to your survival is stuff that you’re going to pay attention to and therefore you’re going to remember it.If it’s related to your personal goals then you’re going to pay attention to it, if it’s relevant you’re going to remember it.So, the first rule, the first principle for learning a language is focus on language content that is relevant to you.Which brings us to tools.We master tool by using tools and we learn tools the fastest when they are relevant to us.So let me share a story.A keyboard is a tool.Typing Chinese a certain way, there are methods for this.That’s a tool.I had a colleague many years ago who went to night school;Tuesday night, Thursday night, two hours each night, practicing at home, she spent nine months, and she did not learn to type Chinese.And one night we had a crisis.We had forty eight hours to deliver a training manual in Chinese.And she got the job, and I can guarantee you in forty eight hours, she learned to type Chinese because it was relevant, it was important, it was meaningful, she was using a tool to create value.So the second tool for learning a language is to use your language as a tool to communicate right from day one.As a kid does.When I first arrived in China I didn’t speak a word of Chinese, and on my second week I got to take a train ride overnight.I spent eight hours sitting in the dining care talking to one of the guards on the train, he took an interest in me for some reason, and we just chatted all night in Chinese and he was drawing pictures and making movements with his hands and facial expressions and piece by piece by piece I understood more and more.But what was really cool, was two weeks later, when people were talking Chinese around me, I was understanding some of this and I hadn’t even made any effort to learn that.What had happened, I’d absorbed it that night on the train, which brings us to the third principle.When you first understand the message, then you will acquire the language 3 unconsciously.And this is really, really well documented now, it’s something called comprehensible input and there’s twenty or thirty years of research on this, Stephen Krashen, a leader in the field has published all sorts of these different studies and this is just from one of them.The purple bars show the scores on different tests for language.The purple people were people who had learned by grammar and formal study, the green ones are the ones who learned by comprehensible input.So, comprehension works.Comprehension is key and language learning is not about accumulating lots of knowledge.In many, many ways it’s about physiological training.A woman I know from Taiwan did great at English at school, she got A grades all the way through, went through college, A grades, went to the US and found she couldn’t understand what people were saying.And people started asking her: ‘are you deaf?’ and she was.English deaf.Because we have filters in our brain that filter n the sounds that we are familiar with and they filter out the sounds of languages we’re not.And if you can’t hear it, you won’t understand it and if you can’t understand it, you’re not going to learn it.So you actually have to be able to hear these sounds.And there are ways to do that but it’s physiological training.Speaking takes muscle.You’ve got forty-three muscles in your face, you have to coordinate those in a way that you make sounds that other people will understand.If you’ve ever done a new sport for a couple of days, and you know how your body feels? And it hurts? If your face is hurting you’re doing it right.And the final principle is state.Psycho-physiological state.If you’re sad, angry, worried, upset, you’re not going to learn.Period.If you’re happy, relaxed, in an Alpha brain state, curious, you’re going to learn really quickly, and very specifically you need to be tolerant of ambiguity.If you’re one of those people who needs to understand 100% every word you’re hearing, you will go nuts, because you’ll be incredibly upset all the time, because you’re not perfect.If you’re comfortable with getting some, not getting some, just paying attention to what you do understand, you’re going to be fine, you’ll be relaxed and you’ll be learning quickly.So based on those five principles, what are the seven actions that you need to take? Number one: listen a lot.I call it brain soaking.You put yourself in a context where you’re hearing tons and tons of a language and it doesn’t matter if you understand it or not.You’re listening to patterns, you’re listening to things that repeat, you’re listening to things that stand out.So, just soak your brain in this.The second action: is that you get the meaning first, even before you get the words.You go well how do I do that, I don’t know the words, well, you understand what these different postures mean.Human communication is body language in many, many ways, so much body language.From body language you can understand a lot of communication, therefore, you’re understanding, you’re acquiring through comprehensible input.And you can also use patterns that you already know.If you’re a Chinese speaker of Mandarin and Cantonese and you go Vietnam, you will understand 60% of what they say to you in daily conversation, because Vietnamese is about 30% Mandarin, 30% Cantonese.The third action: start mixing.You probably have never thought of this but if you’ve got ten verbs, ten nouns and ten adjectives you can say one thousand different things.Language is a creative process.What do babies do? Okay: Me.Bat(h).Now.Okay, that’s how they communicate.So start mixing, get creative, have fun with it, it doesn’t have to be perfect it just has to work.And when you’re doing this you focus on the core.What does that mean? Well any language is high frequency content.In English 1000 words covers 85% of anything you’re ever going to say in daily communication.3000 words gives you 98% of anything you’re going to say in daily conversation.You got 3000 words, you’re speaking the language.The rest is icing on the cake.And when you’re just begging with a new language start with the tool box.Week number one in your new language 4 you say things like: ‘how do you say that?’ ‘I don’t understand,’ ‘repeat that please,’ ‘what does that mean,’ all in your target language.You’re using it as a tool, making it useful to you, it’s relevant to learn other things about the language.It’s by week two that you should be saying things like: ‘me,’ ‘this,’ ‘you,’ ‘that,’ ‘give,’ you know, ‘hot,’ simple pronouns, simple nouns, simple verbs, simple adjectives, communicating like a baby.And by the third or fourth week, you’re getting into what I call glue words.‘Although,’ ‘but,’ ‘therefore,’ these are logical transformers that tie bits of a language together, allowing you to make more complex meaning.At that point you’re talking.And when you’re doing that, you should get yourself a language parent.If you look at how children and parent interact, you’ll understand what this means.When a child is speaking, it’ll be using simple words, simple combinations, sometimes quite strange, sometimes very strange pronunciation and other people from outside the family don’t understand it.But the parents do.And so the kid has a safe environment, gets confidence.The parents talk to the children with body language and with simple language which they know the child understands.So we have a comprehensible input environment that’s safe, we know it works otherwise none of you would speak your mother tongue.So you get yourself a language parent, who’s somebody interested in you as a person who will communicate with you essentially as an equal, but pay attention to help you understand the message.There are four rules of a language parent.Spouses by the way are not very good at this, okay? But the four rules are, first of all, they will work hard to understand what you mean even when you’re way off beat.Secondly, they will never correct your mistakes.Thirdly they will feed back their understanding of what you are saying so you can respond appropriately and get that feedback and then they will use words that you know.The sixth thing you have to do, is copy the face.You got to get the muscles working right, so you can sound in a way that people will understand you.There’s a couple of things you do.One is that you hear how it feels, and feel how it sounds which means you have a feedback loop operating in your face, but ideally if you can look at a native speaker and just observe how they use their face, let your unconscious mind absorb the rules, then you’re going to be able to pick it up.And if you can’t get a native speaker to look at, you can use stuff like this: [slides].And the final idea here, the final action you need to take is something that I call “direct connect.” What does this mean? Well most people learning a second language sort of take the mother tongue words and take the target words and go over them again and again in their mind to try and remember them.Really inefficient.What you need to do is realise that everything you know is an image inside your mind, it’s feelings, if you talk about fire you can smell the smoke you can hear the crackling, you can see the flames, so what you do, is you go into that imagery and all of that memory and you come out with another pathway.So I call it ‘same box, different path.’ You come out of that pathway, you build it over time you become more and more skilled at just connecting the new sounds to those images that you already have, into that internal representation.And over time you even become naturally good at that process, that becomes unconscious.So, there are five principles that you need to work with, seven actions, if you do any of them, you’re going to improve.And remember these are things under your control as the learner.Do them all and you’re going to be fluent in a second language in six months.Thank you.

第四篇：一门课个人总结

个人总结

时光转眼即逝，一学期的学习即将结束，在这个学期的学习中，我学到了很多东西。特别是在最后的日子里，我们小组一起做活动，学会很多人生中不曾体会过的东西。

在商业计划书的完成中，我主要负责的是企业开幕策划和市场问卷调查，并且我和同学拿着调查卷到每个寝室询问调查。

在这个课程里，我学会了如何和别人合理的沟通，以及沟通的技巧。还学会各种文书和行政公文的正规书写，最重要的是还学会招聘里的一些知识，我相信在十二月就将用上。

有效沟通与实用写作教程这门课，里面很多的技能。也是我们当代大学生必不可少的。这段时间小组的合作，和其他小组一起交流，深深感到了团队之间合作的力量，让我懂得每个人的生命都不是孤立的，我们彼此感染对方。对工作对朋友认真用心的人，才会让我们对他欣赏，在此特别感谢我们小组的唐高平和桑硕财。我们一起战胜了种种困难，懂得如何去面对，也因此我们在以后毕业，到社会上将很好的去实施措施，而不会像曾经那样束手无策。我相信在日后的工作中我将能更加顺利的完成自己岗位的工作。

很感谢这门课，让我们学会很多在其他专业课上所不能学到的东西。在课中各种说话技巧的运用以及模拟中所出现的问题都将为我们以后的工作奠定良好的基础。我会把从这么课里学到的东西，带到我以后毕业的工作里，并且也会把团队的合作精神，一直延续下去并深深的记住我们一起合作过奋斗过的日子。请记住合作，信任是我们生命中重要组成元素。

应化班第一小组

郭千里

110302206

第五篇：视唱练耳 一门课说课稿

《视唱练耳》说课稿

各位评委、老师：

大家好！

今天我要进行的说课内容是：艺术教育系11级（2+1）视唱练耳（课型）这门专业基础课，这门课程的总课时数为67课时，其中实践7课时，理论60课时，在本学期中所用的课时是每周一课时。

一、教材分析：

首先我对这门课程的教材以及本学期关于这门课程的教学内容进行分析：11级（2+1）视唱练耳专业基础课选用的是湖南文艺出版社出版的《高考音乐强化训练·视唱练耳卷 》这本教材。整本教材共分五线谱视唱练习、简谱视唱练习、练耳练习三大板块的学习内容。本学期这门课程的主要内容是五线谱视唱练习中的无调号各调式的视唱谱例学习与训练，在此之前，学生通过学习已经能够掌握基本的乐理知识并学会运用这些知识来分析视唱内容，同时还能具备包括识谱、视唱、听辨、记谱以及对音高、音准、节奏、节拍、速度、音程关系之间更深入的了解和认识。这为过渡到本学期这门课程的学习打下了坚实的基础。这门课程后面所衔接的教学内容是一个升号的各调式五线谱视唱，可以说学好本学期课程内容为过渡到下一个学期的教学起到了一定的铺垫作用。

二、学情分析

那么做为教师要想很好的成为自己教学中的引导者和组织者。就要对学生的整体素质与学习情况进行深入的了解，以便更好的完成每一节课的教学任务。接下来，我便针对11级（2+1）的学生的学情进行分析：

11级（2+1）幼师班的同学在入学前根本没有接触过音乐理论教学的基本音乐素养的全面训练，因此在教学过程中必须根据他们自身对视唱练耳的认知情况，从最基础、最简单、最易懂的音乐听觉训练以及视唱音阶，简单的音程构唱，基本节奏型的节拍打法等方面入手，引导培养学生们由“盲唱”（盲目模仿老师教唱的谱例片段）走入真正的视唱（自主识谱并能够完整唱谱）。这就意味着在教学中必须以基础乐理为铺垫，将乐理、视唱、练耳有机的从最简单的各个部分融合起来，真正做到让学生们理解并掌握学习视唱练耳这门课程的准确方法和根本原理。培养学生们在潜意识中具备固定的音高音准和节奏概念，从而达到良好的学习和教学效果。

三、说参考资料：

为了加强学生的基础练习，除了使用这门课程的基础教材以外，我还选用了由人民教育出版社出版的《视唱练耳》，高等教育出版社出版的《视唱·练耳》，上海教育出版社出版的《视唱练耳》等教材做为教学补充。从而更好的加强学生视唱练耳的基本技能的训练与学习。

四、说教学目标：

根据教材的结构和教材分析，结合学生们的基本学情，我为这门课程设立了以下的总体教学目标：

1.知识目标：掌握一拍中前

十六、前八后

十六、前十六后

八、两拍中的附点等

基本节奏型。

2.视唱目标：准确视唱带无调号的各调式的五线谱谱例。

3.技能目标：能使学生们独立唱准2/

4、4/4拍简单的无调号五线谱视唱谱例，以及练耳中的单音听辨及旋律模唱。

五、说教学重点、难点。

结合基本的课程标准，在吃透教材的基础上，我设立了以下的教学重点和难点。教学重点：

唱准各种不同的基本节奏型

重点依据：

学生能够在视唱练习中掌握巩固不同节奏

教学难点：

1.不同节奏与基本拍的配合2.音程大跳的音准3.听辨音程

难点依据：

1.各种节奏概念较抽象。学生没有音乐基础，不易于理解。

2.视唱中的音程大跳不易于唱准。

3.两个音结合在一起形成的音程，在音响效果上不易于听辨。

六、说教法、学法。

为了讲清楚本学期这门课程的教学重点和难点；使学生能够更好的完成本门所设立的教学目标。我再从教法和学法两方面来谈一谈。

1.奥尔夫音乐教学法：通过奥尔夫音乐教学法中的节奏朗诵，从中提取“节奏基

石”再组成反应训练，基本动作变奏和动作组合来完成各种基本节奏型的学习，在学习中要求学生“动”起来，使学生沉浸在一种游戏般的快乐之中，使他们在不知不觉中接受着音高，节奏，听辨，协调统一等综合音乐能力的训练，从而在愉悦的教学氛围中顺利的解决了本门课程的教学重点。

2.讲授法；针对教学中的各别基本节奏型的学习，教师进行直接明了的讲述，加深学生印象，提高学生的学习效率。

3.示范法：直观系统的示范使学生对音程大跳的音准以及音程听辨中的难点能够一目了然。

4.练习法：通过大量的课堂练习，加强学生对知识重，难点的理解和掌握。总之，教学有法但无定法，如何使学生更好的在视唱学习中更有效的学习，还需要在今后的教学中更进一步的探索和创新。在教学中，除了教会学生的基础知识外，我也非常注重对学生学法的指导以及学习习惯的培养。使学生从机械的“学会”向“会学”进行转变。在本门课程的教学过程中，我主要采取以下的方法来指导学生的学习：课后练习法、分析归纳法、思考评价法、总结反思法。

七、说教学环节

最后我再来说一说这门课程的教学环节。

1.课堂教学：

教师通过讲解分析节奏特点，使学生清晰、明了的掌握知识点，通过奥尔夫音乐教学法解决教学难点。培养学生发现问题、分析问题、解决问题的能力。

2.课堂练习：

根据教学内容，加强学生的视唱、听辨能力的练习。使学生在课堂中消化掌握每一节课的学习重点和难点。

3.课后作业：

为确保教学质量和效果，要求学生课后要唱熟学习过的谱例，教师通过下节课的提问进行检查。

4.辅导答疑：

利用电话或现场为学生辅导解惑。

5.教学后记：

教师及时收集学生反馈信息，将其作为教学资料以备后用。

各位评委、老师：本门课程根据学生的基本学情，采用了奥尔夫等多种教学方法，力求使学生在通过本门课程的学习后达到唱、听、想、记、辩的综合音乐能力。我的说课完毕，谢谢大家！