第一篇：如何學(xué)好一門課

如何學(xué)好一門課

學(xué)習(xí)，可以用一句話概括“書山有路勤為徑，學(xué)海無涯苦作舟”，的確，在學(xué)習(xí)中，我們往往能收獲成功，品嘗喜悅，但失敗，挫折和迷茫也難以避免。剛剛經(jīng)歷了“千軍萬馬過獨(dú)木橋”高考的我們，在大學(xué)的路上卻往往舉步維艱，甚至不知未來該何去何從。作為一個(gè)大二學(xué)生，面對(duì)現(xiàn)今社會(huì)如此激烈的競爭壓力，我深深的感到我們已經(jīng)到了不得不改變的時(shí)候。那究竟該如何學(xué)好一門課，希望我接下來的演講能對(duì)在座各位有所幫助。

馬克思哲學(xué)說“實(shí)踐是檢驗(yàn)真理的唯一標(biāo)準(zhǔn)”，的確，實(shí)踐對(duì)學(xué)習(xí)有巨大的推動(dòng)作用，但卻往往被我們所忽略，因此，我今天的演講正是希望廣大同學(xué)重視實(shí)踐中的學(xué)習(xí)。

不同于以往小學(xué)，中學(xué)以考試為目的的學(xué)習(xí)，大學(xué)的學(xué)習(xí)更多的是為將來的工作，為將來走進(jìn)社會(huì)做好準(zhǔn)備。因此，如果大學(xué)學(xué)習(xí)還像以前一樣牽強(qiáng)暗記書本內(nèi)容，只會(huì)將學(xué)習(xí)變得越學(xué)越死，越學(xué)越僵，甚至淪為只會(huì)紙上談兵的理論派。我是一個(gè)財(cái)管專業(yè)的學(xué)生，上學(xué)期剛剛接觸基礎(chǔ)會(huì)計(jì)學(xué)這門課時(shí)，在學(xué)習(xí)過程中總有這樣或那樣的困惑。尤其是在會(huì)計(jì)分錄，財(cái)務(wù)報(bào)表繪制等知識(shí)，光靠書本學(xué)習(xí)總有一種霧里看花之感，正當(dāng)我迷茫的時(shí)候，學(xué)校適時(shí)的開展了基礎(chǔ)會(huì)計(jì)模擬實(shí)訓(xùn)課程，通過真實(shí)模擬公司企業(yè)會(huì)計(jì)人員的工作，使我許多在理論學(xué)習(xí)中似懂非懂的地方豁然開朗，有一種醍醐灌頂之感。在實(shí)踐過程中不斷思考書本上的理論知識(shí)，將之融會(huì)貫通，最后被你充分吸收。因此，我希望學(xué)校更多的開設(shè)這樣的實(shí)踐性課程，讓更多的同學(xué)有更多的機(jī)會(huì)在實(shí)踐中學(xué)習(xí)。當(dāng)然，作為一名大學(xué)生，我們也應(yīng)該積極主動(dòng)地尋找機(jī)會(huì)進(jìn)行實(shí)習(xí)，利用寒暑假的時(shí)間，走入社會(huì)，從小小的出納做起，從最基層的工作做起，改變你的學(xué)習(xí)觀念，不再僅僅局限于教室，局限于書本，讓社會(huì)這個(gè)大課堂教會(huì)我們更多，提供給我們更多新鮮豐富的營養(yǎng)。

當(dāng)然正如我演講開始時(shí)說的那樣，我們已經(jīng)到了不得不改變的時(shí)候，也許有人會(huì)說，我今天的演講不會(huì)有什么作用，頂多激起大家的三分鐘熱度。而我也很清醒，一本書或是一段演講不會(huì)系統(tǒng)的改變一個(gè)人，但我更相信，任何改變都需要一個(gè)開始，如果今天有人聽了我的演講，在某一門課的學(xué)習(xí)上做出了一點(diǎn)改變，哪怕只有這一門課，哪怕只有他一個(gè)人，哪怕他今后再也不做出改變，對(duì)我來說，也是一種莫大的欣慰了。

——沈健

第二篇：評(píng)課是一門藝術(shù)

評(píng)課是一門藝術(shù)

評(píng)課是一門藝術(shù)、一門學(xué)問，如何評(píng)好課，直接關(guān)系到授課教師今后的工作與學(xué)習(xí)方向。為了更好地做好評(píng)課工作，現(xiàn)將楊德同志關(guān)于“感悟評(píng)課”的發(fā)言轉(zhuǎn)發(fā)如下，供大家學(xué)習(xí)借鑒。感悟評(píng)課

教師上好課是為了提高課堂教學(xué)質(zhì)量，領(lǐng)導(dǎo)聽課是為了了解教師備課程度、上課水平，從而了解學(xué)生課堂學(xué)習(xí)效率、學(xué)習(xí)效果。領(lǐng)導(dǎo)評(píng)課目的是根據(jù)聽課后的感悟材料來激勵(lì)教師怎樣能更好的備好課、上好課，也是為了督促、幫助課備得不細(xì)、課上得敷衍了事這部分教師更好的提高與進(jìn)步?？梢哉f聽好課、評(píng)好課都是為教好課服務(wù)的。那么怎樣才能評(píng)好課呢？

第一、從聽好課入手，記好聽課時(shí)的第一手材料

通常我們聽課做記錄有兩種形式：一種是實(shí)錄型，這種形式如同錄音機(jī)一樣，如實(shí)的記錄課堂教學(xué)的全過程，仿效的用意之多，這種記錄方式一般不可取。因?yàn)槁犝哂浀枚?、想得就少；另一種是選擇型，選擇某一側(cè)面或某些問題，而選擇記錄內(nèi)容的依據(jù)是根據(jù)聽課者的需要，如主講人的優(yōu)勢所在、課堂的特色、存在的問題等。第二、從記錄的材料中，思考評(píng)課時(shí)應(yīng)點(diǎn)評(píng)的內(nèi)容

任何一種課，評(píng)者都應(yīng)從教的角度去看待教者的優(yōu)勢、特色、風(fēng)格、需改進(jìn)的地方、需商討的問題。更應(yīng)從學(xué)的角度去看待主體發(fā)揮程度、學(xué)的效果和學(xué)生的可持續(xù)學(xué)習(xí)情況、學(xué)生思維的活躍性、學(xué)生活動(dòng)的創(chuàng)造性等。第三、傾聽授課教師的自評(píng)，做出對(duì)點(diǎn)評(píng)內(nèi)容的取舍

授課教師有剛參加工作不久的新教師，也有經(jīng)驗(yàn)豐富的老教師，有新秀、有骨干，也有能手、名師，有活躍型、也有內(nèi)向型，有嚴(yán)肅型、也有可親型，形形色色，各有差異。作為評(píng)課者為了達(dá)到評(píng)課的目的，一定要學(xué)會(huì)察言觀色、學(xué)會(huì)傾聽其自評(píng)，從而做出判斷，做出點(diǎn)評(píng)內(nèi)容的取舍。切不可一意孤行。因?yàn)槿魏稳说狞c(diǎn)評(píng)都是“仁者見仁、智者見智”，本來評(píng)無定法，評(píng)課也無法用條條框框的標(biāo)準(zhǔn)準(zhǔn)確量化。只有評(píng)課者與教者達(dá)成一致，點(diǎn)評(píng)內(nèi)容才落到了實(shí)處。第四、思考以什么方式加以點(diǎn)評(píng)，實(shí)現(xiàn)點(diǎn)評(píng)的目的

實(shí)事求是的講，我們分析授課教師的心理也好，傾聽教師本人的自評(píng)也好，其目的不是為了迎合教師，而是或激勵(lì)、或督促、或幫助，所以了解點(diǎn)評(píng)的形式很重要。目前而言，就點(diǎn)評(píng)有以下幾種形式： 

1、先說優(yōu)點(diǎn)或是值得學(xué)習(xí)的地方，再提出研討的問題。這種形式比較多見，大都是有這種傳統(tǒng)的心理，良好的開端是點(diǎn)評(píng)成功的一半。

2、先談需研討商榷的問題，再把優(yōu)點(diǎn)加以點(diǎn)評(píng)。這種點(diǎn)評(píng)開門見山、有針對(duì)性，一定要注意指出問題的數(shù)量不要太多，抓住主要矛盾即可。



3、在每一條“優(yōu)點(diǎn)”中，再重新加以設(shè)計(jì)，提出改進(jìn)方向，以求更好。這種評(píng)課方式給聽者造成思路并不很清，需要有一定的語言組織能力。



4、評(píng)者只談體會(huì)，不直接談優(yōu)點(diǎn)和不足，而是通過富有哲理的體會(huì)，給授課者留下思考、留下啟迪?；蚣?lì)贊揚(yáng)、或蘊(yùn)含希望。這種點(diǎn)評(píng)層次較高，需要具有一定的教學(xué)理論功底，需因人而異。第五、加強(qiáng)學(xué)習(xí)，勤于思考，使點(diǎn)評(píng)別有一番風(fēng)味

筆者參加了近一年的局屬中學(xué)研討課賽課點(diǎn)評(píng)工作，收獲很大，深深的感到要想真正評(píng)好課，必須加強(qiáng)學(xué)習(xí)，學(xué)習(xí)新的教學(xué)理念，學(xué)習(xí)教育學(xué)、心理學(xué)、美學(xué)、演講與口才，學(xué)習(xí)課的模式，掌握學(xué)科特點(diǎn)，熟悉各種課型，并在實(shí)踐中學(xué)會(huì)推敲點(diǎn)評(píng)的語言，這樣才能給優(yōu)秀者錦上添花，給不足者雪中送炭，使點(diǎn)評(píng)別有一番風(fēng)味。

教師如何評(píng)課 

(一)從教學(xué)目標(biāo)上分析

 教學(xué)目標(biāo)是教學(xué)的出發(fā)點(diǎn)和歸宿，它的正確制訂和達(dá)成，是衡量課好壞的主要尺度。所以分析課首先要分析教學(xué)目標(biāo)?，F(xiàn)在的教學(xué)目標(biāo)體系是由“知識(shí)與技能、過程與方法、情感、態(tài)度與價(jià)值觀”這三個(gè)維度的組成的，體現(xiàn)了新課程“以學(xué)生發(fā)展為本”的價(jià)值追求。如何正確理解這三個(gè)目標(biāo)之間的關(guān)系，也就成了如何準(zhǔn)確把握教學(xué)目標(biāo)，如何正確地評(píng)價(jià)課堂教學(xué)的關(guān)鍵了。

有人把課堂教學(xué)比作一個(gè)等邊三角形，而知識(shí)與技能、過程與方法、以及情感、態(tài)度、價(jià)值觀就恰好是這個(gè)三角形的三個(gè)頂點(diǎn)，任何的一個(gè)頂點(diǎn)得不到重視，那這個(gè)三角形就不平衡。這無疑是一個(gè)很恰當(dāng)?shù)谋扔?，形象地表現(xiàn)了這三個(gè)目標(biāo)的相互依賴的關(guān)系。反映了這三個(gè)目標(biāo)的不可分割，缺少了任何一個(gè)目標(biāo)的達(dá)成，一節(jié)課顯然也就不完整了。

(二)從處理教材上做出分析

 評(píng)析老師一節(jié)課上的好與壞不僅要看教學(xué)目標(biāo)的制定和落實(shí)，還要看教者對(duì)教材的組織和處理。我們?cè)谠u(píng)析教師一節(jié)課時(shí)，既要看教師知識(shí)教授的準(zhǔn)確科學(xué)，更要注意分析教師教材處理和教法選擇上是否突出了重點(diǎn)，突破了難點(diǎn)，抓住了關(guān)鍵。

（三）從教學(xué)程序上分析

教學(xué)目標(biāo)要在教學(xué)程序中完成，教學(xué)目標(biāo)能不能實(shí)現(xiàn)要看教師教學(xué)程序的設(shè)計(jì)和運(yùn)作。緣此，評(píng)課就必須要對(duì)教學(xué)程序做出評(píng)析。教學(xué)程序評(píng)析包括以下幾個(gè)主要方面。

1、看教學(xué)思路設(shè)計(jì)

寫作要有思路，寫文章要有思路，上課同樣要有思路，這就是教學(xué)思路。教學(xué)思路是教師上課的脈絡(luò)和主線，它是根據(jù)教學(xué)內(nèi)容和學(xué)生水平兩個(gè)方面的實(shí)際情況設(shè)計(jì)出來的。它反映一系列教學(xué)措施怎樣編排組合，怎樣銜接過渡，怎樣安排詳略，怎樣安排講練等。教師課堂上的教學(xué)思路設(shè)計(jì)是多種多樣的。為此，評(píng)課者評(píng)教學(xué)思路，一是要看教學(xué)思路設(shè)計(jì)符不符合教學(xué)內(nèi)容實(shí)際，符不符合學(xué)生實(shí)際；二是要看教學(xué)思路的設(shè)計(jì)是不是有一定的獨(dú)創(chuàng)性，超凡脫俗給學(xué)生以新鮮的感受；三是看教學(xué)思路的層次，脈絡(luò)是不是清晰；四是看教師在課堂上教學(xué)思路實(shí)際運(yùn)作有效果。我們平時(shí)看課看到有些老師課上不好，效率低，很大一個(gè)程度就是教學(xué)思路不清，或教學(xué)思路不符合教學(xué)內(nèi)容實(shí)際和學(xué)生實(shí)際等造成的。所以評(píng)課，必須注重對(duì)教學(xué)思路的評(píng)析。

2、看課堂結(jié)構(gòu)安排

教學(xué)思路與課堂結(jié)構(gòu)既有區(qū)別又有聯(lián)系，教學(xué)思路側(cè)重教材處理，反映教師課堂教學(xué)縱向教學(xué)脈絡(luò)，而課堂結(jié)構(gòu)側(cè)重教法設(shè)計(jì)，反映教學(xué)橫向的層次和環(huán)節(jié)。它是指一節(jié)課的教學(xué)過程各部分的確立，以及它們之間的聯(lián)系、順序和時(shí)間分配。課堂結(jié)構(gòu)也稱為教學(xué)環(huán)節(jié)或步驟。課堂結(jié)構(gòu)的不同，也會(huì)產(chǎn)生不同的課堂效果?？梢娬n堂結(jié)構(gòu)設(shè)計(jì)是十分重要的。通常一節(jié)好課的結(jié)構(gòu)是結(jié)構(gòu)嚴(yán)謹(jǐn)、環(huán)環(huán)相扣，過渡自然，時(shí)間分配合理，密度適中，效率高。

計(jì)算授課者的教學(xué)時(shí)間設(shè)計(jì)，能較好地了解授課者授課重點(diǎn)、結(jié)構(gòu)安排授課時(shí)間設(shè)計(jì)包括：教學(xué)環(huán)節(jié)的時(shí)間分配與銜接是否恰當(dāng)。1．計(jì)算教學(xué)環(huán)節(jié)的時(shí)間分配，看教學(xué)環(huán)節(jié)時(shí)間分配和銜接是否恰當(dāng)?？从袩o前松后緊(前面時(shí)間安排多，內(nèi)容松散，后面時(shí)間少，內(nèi)容密度大)或前緊后松現(xiàn)象(前面時(shí)間短，教學(xué)密度大，后面時(shí)間多，內(nèi)容松散)看講與練時(shí)間搭配是否合理等。2．計(jì)算教師活動(dòng)與學(xué)生活動(dòng)時(shí)間分配，看是否與教學(xué)目的和要求一致，有無教師占用時(shí)間過多，學(xué)生活動(dòng)時(shí)間過少現(xiàn)象。3．計(jì)算學(xué)生的個(gè)人活動(dòng)時(shí)間與學(xué)生集體活動(dòng)時(shí)間的分配。看學(xué)生個(gè)人活動(dòng)，小組活動(dòng)和全班活動(dòng)時(shí)間分配是否合理，有無集體活動(dòng)過多，學(xué)生個(gè)人自學(xué)、獨(dú)立思考、獨(dú)立完成作業(yè)時(shí)間大少現(xiàn)象。4．計(jì)算優(yōu)差生活動(dòng)時(shí)間?？磧?yōu)中差生活動(dòng)時(shí)間分配是否合理。有無優(yōu)等生占用時(shí)間過多，差等生占用時(shí)間太少的現(xiàn)象。5．計(jì)算非教學(xué)時(shí)間，看教師在課堂上有無脫離教學(xué)內(nèi)容，做別的事情。浪費(fèi)寶貴的課堂教學(xué)時(shí)間的現(xiàn)象。

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（四）從教學(xué)方法和手段上分析

評(píng)析教師教學(xué)方法、教學(xué)手段的選擇和運(yùn)用是評(píng)課的又一重要內(nèi)容。什么是教學(xué)方法?它是指教師在教學(xué)過程中為完成教學(xué)目的、任務(wù)而采取的活動(dòng)方式的總稱。但它不是教師孤立的單一活動(dòng)方式，它包括教師“教學(xué)活動(dòng)方式，還包括學(xué)生在教師指導(dǎo)下”“學(xué)”的方式，是“教”的方法與“學(xué)”的方法的統(tǒng)一。評(píng)析教學(xué)方法與手段包括以下幾個(gè)主要內(nèi)容。

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1、看是不是量體裁衣，優(yōu)選活用

我們知道，教學(xué)有法，但無定法，貴在得法。教學(xué)是一種復(fù)雜多變的系統(tǒng)工程，不可能有一種固定不變的萬能方法。一種好的教學(xué)方法總是相對(duì)而言的，它總是因課程，因?qū)W生，因教師自身特點(diǎn)而相應(yīng)變化的。也就是說教學(xué)方法的選擇要量體裁衣，靈活運(yùn)用。

2、看教學(xué)方法的多樣化

教學(xué)方法最忌單調(diào)死板，再好的方法天天照搬，也會(huì)令人生厭。教學(xué)活動(dòng)的復(fù)雜性決定了教學(xué)方法的多樣性。所以評(píng)課既看教師是否能夠面向?qū)嶋H恰當(dāng)?shù)剡x擇教學(xué)方法，同時(shí)還要看教師能否在教學(xué)方法多樣性上下一番功夫，使課堂教學(xué)超凡脫俗，常教常新，富有藝術(shù)性。在教學(xué)中，教師注重引導(dǎo)學(xué)生將獲取的新知識(shí)納入已有的知識(shí)體系中，真正懂得將本學(xué)科的知識(shí)與其它相關(guān)的學(xué)科的知識(shí)聯(lián)系起來，并讓學(xué)生把所學(xué)的數(shù)學(xué)知識(shí)靈活運(yùn)用到相關(guān)的學(xué)科中去，解決相關(guān)問題，加深了學(xué)生對(duì)于知識(shí)的理解，提高了學(xué)生掌握和綜合應(yīng)用知識(shí)的能力。

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3、看教學(xué)方法的改革與創(chuàng)新

評(píng)析教師的教學(xué)方法既要評(píng)常規(guī)，還要看改革與創(chuàng)新。尤其是評(píng)析一些素質(zhì)好的骨干教師的課。既要看常規(guī)，更要看改革和創(chuàng)新。要看課堂上的思維訓(xùn)練的設(shè)計(jì)，要看創(chuàng)新能力的培養(yǎng)，要看主體活動(dòng)的發(fā)揮，要看新的課堂教學(xué)模式的構(gòu)建，要看教學(xué)藝術(shù)風(fēng)格的形成等。充分利用現(xiàn)代信息技術(shù)，是教學(xué)發(fā)展的時(shí)代要求。信息技術(shù)為教師提供了更廣闊的知識(shí)空間，它為各科教學(xué)注入了新的活力，為教師傳授知識(shí)、學(xué)生學(xué)好用好知識(shí)提供了堅(jiān)實(shí)的技術(shù)保障，現(xiàn)代信息技術(shù)已成為教師教學(xué)的工具，學(xué)生學(xué)習(xí)的工具?？梢哉f信息技術(shù)是人們用來獲取知識(shí)、傳授知識(shí)、運(yùn)用知識(shí)的媒介。

現(xiàn)代化教學(xué)呼喚現(xiàn)化教育手段。“一支粉筆一本書，一塊黑板，一張嘴”的陳舊單一教學(xué)手段應(yīng)該成為歷史。看教師教學(xué)方法與手段的運(yùn)用還要看教師是否適時(shí)、適當(dāng)用了投影儀、錄音機(jī)、計(jì)算機(jī)、電視、電影、電腦等現(xiàn)代化教學(xué)手段。

（五）從教師教學(xué)基本功上分析

教學(xué)基本功是教師上好課的一個(gè)重要方面，所以評(píng)析課還要看教師的教學(xué)基本功。通常，教師的教學(xué)基本功包括以下幾個(gè)方面的內(nèi)容。1．看板書：好的板書，首先，設(shè)計(jì)科學(xué)合理。其次，言簡意賅，再次，條理性強(qiáng)，字跡工整美觀，板畫嫻熟。

2．看教態(tài)：據(jù)心理學(xué)研究表明：人的表達(dá)靠55％的面部表情+38％的聲音+7％的言詞。教師課堂上的教態(tài)應(yīng)該是明朗、快活、莊重，富有感染力。儀表端莊，舉止從容，態(tài)度熱情，熱愛學(xué)生，師生情感交融。

3．看語言：教學(xué)也是一種語言的藝術(shù)。教師的語言有時(shí)關(guān)系到一節(jié)課的成敗。教師的課堂語言，首先，要準(zhǔn)確清楚，說普通話，精當(dāng)簡煉，生動(dòng)形象有啟發(fā)性。其次，教學(xué)語言的語調(diào)要高低適宜，快慢適度，抑揚(yáng)頓挫，富于變化。

4．看操作：看教師運(yùn)用教具，操作投影儀、錄音機(jī)、微機(jī)等熟練程度。

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（六）從教學(xué)效果上分析

巴班斯基說：“分析一節(jié)課，既要分析教學(xué)過程和教學(xué)方法方面，又要分析教學(xué)結(jié)果方面?！苯?jīng)濟(jì)工作要講效益，課堂教學(xué)也要講效果?？凑n堂教學(xué)效果是評(píng)價(jià)課堂教學(xué)的重要依據(jù)。課堂效果評(píng)析包括以下幾個(gè)方面。一是教學(xué)效率高，學(xué)生思維活躍，氣氛熱烈。主要是看學(xué)生是否參與了，投入了；是不是興奮，喜歡。還要看學(xué)生在課堂教學(xué)中的思考過程。這是非常重要的一個(gè)方面。按照課程標(biāo)準(zhǔn)的要求，不僅包括知識(shí)與技能，還包括解決問題的能力、數(shù)學(xué)思考能力和情感、態(tài)度、價(jià)值觀的發(fā)展，數(shù)學(xué)思考是非常重要的。有的課學(xué)生很忙，但思考度很側(cè)。二是學(xué)生受益面大，不同程度的學(xué)生在原有基礎(chǔ)上都有進(jìn)步。知識(shí)、能力、思想情操目標(biāo)達(dá)成。主要看教師是不是面向了全體學(xué)生，實(shí)行了因材施教。三是有效利用40分鐘，學(xué)生學(xué)得輕松愉快，積極性高，當(dāng)堂問題當(dāng)堂解決，學(xué)生負(fù)擔(dān)合理。

課堂效果的評(píng)析，有時(shí)也可以借助于測試手段。即當(dāng)上完課，評(píng)課者出題對(duì)學(xué)生的知識(shí)掌握情況當(dāng)場做以測試，而后通過統(tǒng)計(jì)分析來對(duì)課堂效果做出評(píng)價(jià)。

綜合分析還包括從教師教學(xué)個(gè)性上分析，從教學(xué)思想上分析等。整體評(píng)析法的具體操作，不一定一開始就從七個(gè)方面逐一分析評(píng)價(jià)，而要對(duì)所聽的課先理出個(gè)頭緒來。怎樣理：第一步，從整體人手，粗粗地看一看，全課的教學(xué)過程是怎么安排的，有幾個(gè)大的教學(xué)步驟。第二步，由整體到部分，逐步分析各個(gè)教學(xué)步驟，要分別理出上面的七個(gè)內(nèi)容。第三步，從部分到整體，將各個(gè)教學(xué)步驟理出的內(nèi)容匯總起來。然后再按照一定的順序，從全課的角度逐個(gè)分析評(píng)價(jià)。總之，課堂評(píng)價(jià)直接影響新課程改革的進(jìn)程，只有全面、客觀、公正的評(píng)價(jià)，才能保護(hù)教師的課改積極性，正確引導(dǎo)課改走向深入。

第三篇：TED如何在六個(gè)月內(nèi)學(xué)好一門語言 演講稿

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: ‘a(chǎn)re 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：一門課個(gè)人總結(jié)

個(gè)人總結(jié)

時(shí)光轉(zhuǎn)眼即逝，一學(xué)期的學(xué)習(xí)即將結(jié)束，在這個(gè)學(xué)期的學(xué)習(xí)中，我學(xué)到了很多東西。特別是在最后的日子里，我們小組一起做活動(dòng)，學(xué)會(huì)很多人生中不曾體會(huì)過的東西。

在商業(yè)計(jì)劃書的完成中，我主要負(fù)責(zé)的是企業(yè)開幕策劃和市場問卷調(diào)查，并且我和同學(xué)拿著調(diào)查卷到每個(gè)寢室詢問調(diào)查。

在這個(gè)課程里，我學(xué)會(huì)了如何和別人合理的溝通，以及溝通的技巧。還學(xué)會(huì)各種文書和行政公文的正規(guī)書寫，最重要的是還學(xué)會(huì)招聘里的一些知識(shí)，我相信在十二月就將用上。

有效溝通與實(shí)用寫作教程這門課，里面很多的技能。也是我們當(dāng)代大學(xué)生必不可少的。這段時(shí)間小組的合作，和其他小組一起交流，深深感到了團(tuán)隊(duì)之間合作的力量，讓我懂得每個(gè)人的生命都不是孤立的，我們彼此感染對(duì)方。對(duì)工作對(duì)朋友認(rèn)真用心的人，才會(huì)讓我們對(duì)他欣賞，在此特別感謝我們小組的唐高平和桑碩財(cái)。我們一起戰(zhàn)勝了種種困難，懂得如何去面對(duì)，也因此我們?cè)谝院螽厴I(yè)，到社會(huì)上將很好的去實(shí)施措施，而不會(huì)像曾經(jīng)那樣束手無策。我相信在日后的工作中我將能更加順利的完成自己崗位的工作。

很感謝這門課，讓我們學(xué)會(huì)很多在其他專業(yè)課上所不能學(xué)到的東西。在課中各種說話技巧的運(yùn)用以及模擬中所出現(xiàn)的問題都將為我們以后的工作奠定良好的基礎(chǔ)。我會(huì)把從這么課里學(xué)到的東西，帶到我以后畢業(yè)的工作里，并且也會(huì)把團(tuán)隊(duì)的合作精神，一直延續(xù)下去并深深的記住我們一起合作過奮斗過的日子。請(qǐng)記住合作，信任是我們生命中重要組成元素。

應(yīng)化班第一小組

郭千里

110302206

第五篇：視唱練耳 一門課說課稿

《視唱練耳》說課稿

各位評(píng)委、老師：

大家好！

今天我要進(jìn)行的說課內(nèi)容是：藝術(shù)教育系11級(jí)（2+1）視唱練耳（課型）這門專業(yè)基礎(chǔ)課，這門課程的總課時(shí)數(shù)為67課時(shí)，其中實(shí)踐7課時(shí)，理論60課時(shí)，在本學(xué)期中所用的課時(shí)是每周一課時(shí)。

一、教材分析：

首先我對(duì)這門課程的教材以及本學(xué)期關(guān)于這門課程的教學(xué)內(nèi)容進(jìn)行分析：11級(jí)（2+1）視唱練耳專業(yè)基礎(chǔ)課選用的是湖南文藝出版社出版的《高考音樂強(qiáng)化訓(xùn)練·視唱練耳卷 》這本教材。整本教材共分五線譜視唱練習(xí)、簡譜視唱練習(xí)、練耳練習(xí)三大板塊的學(xué)習(xí)內(nèi)容。本學(xué)期這門課程的主要內(nèi)容是五線譜視唱練習(xí)中的無調(diào)號(hào)各調(diào)式的視唱譜例學(xué)習(xí)與訓(xùn)練，在此之前，學(xué)生通過學(xué)習(xí)已經(jīng)能夠掌握基本的樂理知識(shí)并學(xué)會(huì)運(yùn)用這些知識(shí)來分析視唱內(nèi)容，同時(shí)還能具備包括識(shí)譜、視唱、聽辨、記譜以及對(duì)音高、音準(zhǔn)、節(jié)奏、節(jié)拍、速度、音程關(guān)系之間更深入的了解和認(rèn)識(shí)。這為過渡到本學(xué)期這門課程的學(xué)習(xí)打下了堅(jiān)實(shí)的基礎(chǔ)。這門課程后面所銜接的教學(xué)內(nèi)容是一個(gè)升號(hào)的各調(diào)式五線譜視唱，可以說學(xué)好本學(xué)期課程內(nèi)容為過渡到下一個(gè)學(xué)期的教學(xué)起到了一定的鋪墊作用。

二、學(xué)情分析

那么做為教師要想很好的成為自己教學(xué)中的引導(dǎo)者和組織者。就要對(duì)學(xué)生的整體素質(zhì)與學(xué)習(xí)情況進(jìn)行深入的了解，以便更好的完成每一節(jié)課的教學(xué)任務(wù)。接下來，我便針對(duì)11級(jí)（2+1）的學(xué)生的學(xué)情進(jìn)行分析：

11級(jí)（2+1）幼師班的同學(xué)在入學(xué)前根本沒有接觸過音樂理論教學(xué)的基本音樂素養(yǎng)的全面訓(xùn)練，因此在教學(xué)過程中必須根據(jù)他們自身對(duì)視唱練耳的認(rèn)知情況，從最基礎(chǔ)、最簡單、最易懂的音樂聽覺訓(xùn)練以及視唱音階，簡單的音程構(gòu)唱，基本節(jié)奏型的節(jié)拍打法等方面入手，引導(dǎo)培養(yǎng)學(xué)生們由“盲唱”（盲目模仿老師教唱的譜例片段）走入真正的視唱（自主識(shí)譜并能夠完整唱譜）。這就意味著在教學(xué)中必須以基礎(chǔ)樂理為鋪墊，將樂理、視唱、練耳有機(jī)的從最簡單的各個(gè)部分融合起來，真正做到讓學(xué)生們理解并掌握學(xué)習(xí)視唱練耳這門課程的準(zhǔn)確方法和根本原理。培養(yǎng)學(xué)生們?cè)跐撘庾R(shí)中具備固定的音高音準(zhǔn)和節(jié)奏概念，從而達(dá)到良好的學(xué)習(xí)和教學(xué)效果。

三、說參考資料：

為了加強(qiáng)學(xué)生的基礎(chǔ)練習(xí)，除了使用這門課程的基礎(chǔ)教材以外，我還選用了由人民教育出版社出版的《視唱練耳》，高等教育出版社出版的《視唱·練耳》，上海教育出版社出版的《視唱練耳》等教材做為教學(xué)補(bǔ)充。從而更好的加強(qiáng)學(xué)生視唱練耳的基本技能的訓(xùn)練與學(xué)習(xí)。

四、說教學(xué)目標(biāo)：

根據(jù)教材的結(jié)構(gòu)和教材分析，結(jié)合學(xué)生們的基本學(xué)情，我為這門課程設(shè)立了以下的總體教學(xué)目標(biāo)：

1.知識(shí)目標(biāo)：掌握一拍中前

十六、前八后

十六、前十六后

八、兩拍中的附點(diǎn)等

基本節(jié)奏型。

2.視唱目標(biāo)：準(zhǔn)確視唱帶無調(diào)號(hào)的各調(diào)式的五線譜譜例。

3.技能目標(biāo)：能使學(xué)生們獨(dú)立唱準(zhǔn)2/

4、4/4拍簡單的無調(diào)號(hào)五線譜視唱譜例，以及練耳中的單音聽辨及旋律模唱。

五、說教學(xué)重點(diǎn)、難點(diǎn)。

結(jié)合基本的課程標(biāo)準(zhǔn)，在吃透教材的基礎(chǔ)上，我設(shè)立了以下的教學(xué)重點(diǎn)和難點(diǎn)。教學(xué)重點(diǎn)：

唱準(zhǔn)各種不同的基本節(jié)奏型

重點(diǎn)依據(jù)：

學(xué)生能夠在視唱練習(xí)中掌握鞏固不同節(jié)奏

教學(xué)難點(diǎn)：

1.不同節(jié)奏與基本拍的配合2.音程大跳的音準(zhǔn)3.聽辨音程

難點(diǎn)依據(jù)：

1.各種節(jié)奏概念較抽象。學(xué)生沒有音樂基礎(chǔ)，不易于理解。

2.視唱中的音程大跳不易于唱準(zhǔn)。

3.兩個(gè)音結(jié)合在一起形成的音程，在音響效果上不易于聽辨。

六、說教法、學(xué)法。

為了講清楚本學(xué)期這門課程的教學(xué)重點(diǎn)和難點(diǎn)；使學(xué)生能夠更好的完成本門所設(shè)立的教學(xué)目標(biāo)。我再從教法和學(xué)法兩方面來談一談。

1.奧爾夫音樂教學(xué)法：通過奧爾夫音樂教學(xué)法中的節(jié)奏朗誦，從中提取“節(jié)奏基

石”再組成反應(yīng)訓(xùn)練，基本動(dòng)作變奏和動(dòng)作組合來完成各種基本節(jié)奏型的學(xué)習(xí)，在學(xué)習(xí)中要求學(xué)生“動(dòng)”起來，使學(xué)生沉浸在一種游戲般的快樂之中，使他們?cè)诓恢挥X中接受著音高，節(jié)奏，聽辨，協(xié)調(diào)統(tǒng)一等綜合音樂能力的訓(xùn)練，從而在愉悅的教學(xué)氛圍中順利的解決了本門課程的教學(xué)重點(diǎn)。

2.講授法；針對(duì)教學(xué)中的各別基本節(jié)奏型的學(xué)習(xí)，教師進(jìn)行直接明了的講述，加深學(xué)生印象，提高學(xué)生的學(xué)習(xí)效率。

3.示范法：直觀系統(tǒng)的示范使學(xué)生對(duì)音程大跳的音準(zhǔn)以及音程聽辨中的難點(diǎn)能夠一目了然。

4.練習(xí)法：通過大量的課堂練習(xí)，加強(qiáng)學(xué)生對(duì)知識(shí)重，難點(diǎn)的理解和掌握?？傊?，教學(xué)有法但無定法，如何使學(xué)生更好的在視唱學(xué)習(xí)中更有效的學(xué)習(xí)，還需要在今后的教學(xué)中更進(jìn)一步的探索和創(chuàng)新。在教學(xué)中，除了教會(huì)學(xué)生的基礎(chǔ)知識(shí)外，我也非常注重對(duì)學(xué)生學(xué)法的指導(dǎo)以及學(xué)習(xí)習(xí)慣的培養(yǎng)。使學(xué)生從機(jī)械的“學(xué)會(huì)”向“會(huì)學(xué)”進(jìn)行轉(zhuǎn)變。在本門課程的教學(xué)過程中，我主要采取以下的方法來指導(dǎo)學(xué)生的學(xué)習(xí)：課后練習(xí)法、分析歸納法、思考評(píng)價(jià)法、總結(jié)反思法。

七、說教學(xué)環(huán)節(jié)

最后我再來說一說這門課程的教學(xué)環(huán)節(jié)。

1.課堂教學(xué)：

教師通過講解分析節(jié)奏特點(diǎn)，使學(xué)生清晰、明了的掌握知識(shí)點(diǎn)，通過奧爾夫音樂教學(xué)法解決教學(xué)難點(diǎn)。培養(yǎng)學(xué)生發(fā)現(xiàn)問題、分析問題、解決問題的能力。

2.課堂練習(xí)：

根據(jù)教學(xué)內(nèi)容，加強(qiáng)學(xué)生的視唱、聽辨能力的練習(xí)。使學(xué)生在課堂中消化掌握每一節(jié)課的學(xué)習(xí)重點(diǎn)和難點(diǎn)。

3.課后作業(yè)：

為確保教學(xué)質(zhì)量和效果，要求學(xué)生課后要唱熟學(xué)習(xí)過的譜例，教師通過下節(jié)課的提問進(jìn)行檢查。

4.輔導(dǎo)答疑：

利用電話或現(xiàn)場為學(xué)生輔導(dǎo)解惑。

5.教學(xué)后記：

教師及時(shí)收集學(xué)生反饋信息，將其作為教學(xué)資料以備后用。

各位評(píng)委、老師：本門課程根據(jù)學(xué)生的基本學(xué)情，采用了奧爾夫等多種教學(xué)方法，力求使學(xué)生在通過本門課程的學(xué)習(xí)后達(dá)到唱、聽、想、記、辯的綜合音樂能力。我的說課完畢，謝謝大家！