What is the lecture method of teaching? How to do effective teaching?

I, the basic concept of lecture teaching method refers to the teaching process, the teacher through the language to convey information to students, transfer ideas, impart knowledge, help students to improve the ideological understanding, the development of students' intelligence and ability to classroom teaching methods; it is the basic form of narration, explaining and lecturing type, and so on. Combined with discussion, analysis and argumentation, image visualization and other methods of application, can be further innovated, in the use of the lecture method of teaching, pay attention to grasp its scientific, ideological, image visualization and inspirational, so as to further improve the quality of classroom teaching effect. Second, the basic characteristics of the lecture method is the teacher through the oral language, to students to transfer knowledge, concepts and guidance for students to carry out intellectual and operational activities. It is used to depict the situation to the students, describe the facts, explain the concepts, arguments and principles and clarify the law, in general, the lecture method can be used to introduce new knowledge before learning, the students do not understand but must understand the background knowledge; explain the students can not solve the difficult points; prompt students to pay attention to the easy to ignore the basic principles, concepts and definitions; to help students to identify the knowledge that is easy to confuse, as well as to point out, summarize, summarize and generalize the knowledge system learned. The system of knowledge learned and so on. Third, the basic procedures of lecture teaching method is the teacher through the oral language, to students to transfer knowledge, concepts and guide students to intellectual activities and operational activities of the method. The basic procedures of the lecture method are: organizing teaching, introducing new lessons, teaching new lessons, consolidating new lessons, assigning homework. It is suitable for teaching basic knowledge, suitable for class teaching, the leading role of the teacher can give full play to, it is mainly used in systematic knowledge, skills transfer and learning, from the perspective of teaching economics, lecture method is the most economical. However, the lecture method lacks experience, and it is difficult to stimulate students' enthusiasm and initiative compared with other teaching methods. Teachers in the lecture, most of the lecture for all students, and it is difficult to implement individualized teaching, it is difficult to take into account the individual differences in students. 1, effective teaching must be carefully preset Curriculum reform to secondary school mathematics teachers to bring positive changes in teaching philosophy, teaching methods and change the way students learn, but we have to carefully reflect on the behavior of teachers' classroom teaching practice. The performance of each student in the same classroom varies greatly, and the effect of teaching is also different. Although the use of multimedia teaching is very vivid, but the math class is generally still the main method of lecture. The content of the lecture should be based on the syllabus, scientific, systematic and ideological, and the teaching content should be correct, which is the guarantee of the quality of teaching. Therefore, whether the facts of the narrative, concepts and principles of the analysis, or formulas, theorems, and the derivation of the conclusion of the teaching of the argument should be practical and reliable. It should be taught in a systematic and coherent way according to the logical system of knowledge, highlighting the key points and difficulties as well as being comprehensive and complete. While accomplishing the cognitive goal, students should be enlightened in their thinking. To achieve this goal, teachers should be good at according to the syllabus, teaching content and student practice carefully pre-designed and feasible teaching plan (i.e., well-prepared lesson plans), in order to enter the classroom with a clear idea of what to do, in order to follow the students' thinking to develop the teaching, in order to create a greater space for the development of personalized activities for the students, in order to help improve the learning efficiency of the students, and is conducive to the solution of knowledge. Practice has proved that careful planning is an important guarantee that teachers play the role of organizer, it is conducive to teachers to grasp the teaching process as a whole, so that students can learn new knowledge, mastery of new knowledge, the development of potential, the implementation of the fundamental objectives of mathematics teaching, which is also the value of our teaching. 2, teaching should be inspiring. To be good at stimulating students' thinking, so that the speed of instruction is suitable for students' psychological rhythm, so that teaching and learning in a state of harmony **** vibration, the teacher will be able to complete the task of teaching with ease, a water to the quality of the class will be produced. At the beginning of the class, we should pay attention to mobilize students' emotions and attention through the introduction of the class, produce a strong interest in learning and positive learning direction. Well-designed introduction of the subject can adjust the mental state of the students during the break, will focus on the learning of this lesson; can make students clear the learning tasks and problems to be solved in this lesson, stimulate students' interest in learning. Subtle introduction of the subject can be for students to learn new knowledge to do a good job of knowledge and psychological preparation. A good context is like a seed, which can gradually grow the mathematical knowledge we want to learn. The selection of contextual materials should, first of all, help to reflect the nature of the corresponding mathematical content and contribute to students' knowledge and understanding of mathematics. In the teaching of mathematics, set up students interested in the real world of common phenomena related to their lives or other disciplines, show the concepts of mathematics, the development of conclusions, reflecting mathematical ideas and methods, reflecting the application of mathematics, so that students feel that mathematics is around them, and the application of mathematics is everywhere. For example, when talking about "a few", the beginning of the circle prepared in advance and evenly divided into several parts of some beautiful patterns, put forward: these patterns are composed of which parts of the basic graphics? What is the relationship between each of their parts and the total number of parts? Allow them to think about their answers before proceeding. Finally, let them operate freely and cooperatively to spell out some graceful patterns as well. In this way, a lively and interesting environment is created by setting the problem in an appropriate context through a simple performance. I believe that in such a relaxed environment, students will be interested and actively involved. 3, the teaching process, to be good at asking questions, cleverly set up suspense, cause cognitive conflict, guide students to the root of the problem, trace the origin, fully mobilize the enthusiasm of students. Throughout the enlightenment, but also requires teachers to be precise, do not tell the problem, leaving students to think and explore the room. The mathematics curriculum advocates independent exploration, hands-on practice, cooperation and communication, reading and self-study and other ways of learning mathematics, which helps to bring into play the initiative of students to learn, and develop the habit of independent thinking and active exploration, so that the learning process of students becomes a "re-creation" process under the guidance of the teacher. Independent inquiry learning based on direct experience has the superiority of other learning methods can not be replaced. For example, in the study of graphic rotation and translation, the first from the life of the rotation, translation: some say ride the elevator, swing, carousel, etc., the students are very excited, active thinking, to achieve the classroom teaching is teaching and learning exchanges, interactions, students in the exchange of cooperation to improve the overall understanding of the problem level. Teachers take the opportunity to cut to the chase, summarize the concept of rotation, translation, characteristics, properties. Students feel the joy of success, feel the joy of learning math. Such classroom teaching not only makes students easy to understand and feel easy to learn, but also stimulates students' motivation and emotional experience in learning mathematics, and inspires enthusiasm and confidence in learning mathematics. "Learning from thinking, thinking from doubt", psychological research also shows that: awareness of the existence of the problem is the starting point of thinking, thinking without the problem is superficial, passive thinking, in the teaching of mathematics, if you can make students aware of the existence of the problem, feel the need to ask a "why? " "What is it?" There can even be a deeper level of 'processing': "How is it formed?" "How does it change?" When this is done, then students can be stimulated to think actively. Some teachers in order to fully reflect the students' "autonomy", the problem, analyze the problem, solve the problem of all the big things are given to the students, the whole lesson in the loose cross, even do practice problems are "independent choice", which is tantamount to "Sheep and horses", a waste of time. Real independent learning both to make part of the students stand out, but also to make part of the temporary backward students have the opportunity to get teachers more targeted help and guidance.