1. Classroom teaching in primary and secondary schools generally undertakes the following tasks: imparting new knowledge to students, reviewing and consolidating learned knowledge; applying learned knowledge to practical skills and techniques; checking and correcting The degree of knowledge mastery, etc. Accordingly, in practice, the basic types of classes in primary and secondary schools are divided into two categories: single classes and comprehensive classes. ?
(1) Single lesson. Generally refers to a class that mainly completes one teaching task within a class. Single lessons can be divided into the following types: Lessons that impart new knowledge. In a class, most of the time is used to teach students new knowledge and organize students to learn new teaching materials. The main purpose is to enable students to perceive, understand and master new teaching material content and add new knowledge elements. Sometimes there will be review and consolidation content, but it serves the main task of mastering new knowledge.
Review lessons to consolidate knowledge. The time of a class is mainly used to review the knowledge that has been learned. The main purpose is to enable students to deepen their understanding of knowledge, master the essence, network and systematize knowledge, and consolidate memory. For example, review sessions taken after studying a unit or before midterm and final exams fall into this category.
Lessons for developing skills and techniques. Including practice classes, experimental classes, internship classes, etc. The time of this type of class is mainly used to organize students to use the knowledge they have learned to carry out practical operations, practice repeatedly, master basic skills and form proficient skills. Such as Chinese composition classes, independent assignments in mathematics, physics, and chemistry, experimental classes, and biology internship classes, etc., all fall into this category.
Lessons to check knowledge, skills and techniques. Use the entire class or two consecutive classes to check students' mastery of the knowledge, skills and techniques they have learned. The purpose is to understand the learning situation, evaluate each student's performance, and make amends for existing problems. The different forms of test classes and examination classes conducted in the teaching of various subjects fall into this category.
Self-study course. This is a course type created in recent years to emphasize cultivating students' self-learning ability. Its form is that under the guidance of teachers, students actively acquire knowledge and skills mainly through their own reading, thinking and independent homework.
Because the content of a single lesson is concentrated, almost all the time of the lesson is used to complete a single task, and the structure does not change much, so it is mostly used in the upper grades of middle schools.
(2) Comprehensive course. Also called a mixed class, it generally refers to a class in which several teaching tasks must be completed within one class. The content of the comprehensive course includes reviewing the knowledge learned on the first day; learning new teaching materials, consolidating the new teaching materials, and practicing appropriately to cultivate basic skills and techniques; and even checking the mastery of knowledge.
The several tasks to be completed in comprehensive courses are not of equal importance. They generally focus on the teaching of new knowledge, combined with consolidation review and the cultivation of skills and techniques. Because the comprehensive class method is flexible and the structure is changeable, it can adapt to the psychological characteristics of children who are difficult to engage in a single activity for a long time. Therefore, it is widely used in lower grades of middle schools and primary schools. In this way, multiple activities are interleaved, which can stimulate students' interest in learning and achieve good results.
2. According to the division of tasks, the courses can be divided into: imparting new knowledge courses (new teaching courses), consolidating knowledge courses (consolidation courses), developing skills and techniques courses (skills courses), and checking knowledge courses (inspection courses) ).
3. According to teaching methods, classes are divided into: lecture classes, demonstration classes, practice classes, test classes, and review classes.
Extended information:
Bases for dividing course types
It is generally believed that there are three main bases for dividing course types: ?
No. 1. The purpose and tasks of teaching. Generally speaking, the task of teaching is to impart cultural and scientific knowledge, cultivate skills, techniques and develop cognitive abilities. However, completing this task requires a cognitive process, which is composed of many relatively independent links. For example, from perceiving knowledge to understanding knowledge to consolidating and mastering knowledge, and applying it to practice, forming skills and techniques through repeated practice. This determines that in the same teaching process, the purpose and tasks of each class will not be the same. Different teaching purposes and tasks determine different types of lessons. The diversity of teaching purposes and tasks determines the diversity of class types. A relatively independent teaching process must be a complete class system composed of different types of rhyme lessons.
Second, the content of the teaching materials.
The contents of teaching materials in different subjects or different units of the same subject have different weights, inconsistent levels of difficulty, and differences in the closeness of the logical relationships between knowledge factors... All of these determine differences in the teaching methods of teaching materials. Some textbooks require the entire class or several classes to be used to describe the new textbooks; some require the whole class or several classes to review; some use the main time of the class for experiments; some have less weight. For relatively independent teaching materials, the teaching process can be completed within one class. Only in this way can the structure of the class process be complete and avoid fragmentation. It can be seen that the diversity of the nature of teaching material content determines the diversity of class types.
Third, the age characteristics and knowledge level of students. This is also an important factor in determining the type of lesson. For example, students in the lower grades of primary schools are young and have difficulty paying attention. To focus on a single activity for a long time, therefore, more comprehensive courses with more structural changes should be used. For grades with lower knowledge levels, we should also try our best to avoid taking classes that are difficult and large in capacity to teach new knowledge. In short, the determination and division of lesson types reflect the complexity of the teaching process and are restricted by various factors in the teaching process. In teaching, if we can proceed from reality and correctly and regularly select and use different types of lessons, the teaching process system will be complete, proceed smoothly, and improve efficiency.
Fourth, teaching methods. Teaching methods are the general term for the methods and means used by teachers and students in the teaching process to achieve the same teaching goals and complete the same tasks.
Reference: Baidu Encyclopedia - Types of Courses