Reform Research of Microteaching Based on Vocational Education

Microteaching since the introduction of the 1980s has become an effective way to train students in Normal specialty teaching skills.But with the deepening of the reform of teaching, micro-teaching in the implementation process, there have been many problems and contradictions.Especially for vocational college students, along with the modern concept of vocational education improvement and development of the community on the requirements of vocational teachers' ability and skill requirements change and other factors, resulting in micro-teaching organizational skills and formal training and employment requirements are and capacity requirements decoupling.From the Vocational Teachers Health practitioners should have the skills, ability to target should be achieved starting undergraduate, reform and innovation to explore for Microteaching Practice. Micro-teaching status quoIn international education, micro-teaching emerged in the 1960s, attention of many national education institutions.Since the 1980s, introduced into China by the Beijing Institute of Education in the majority of the efforts of educators and popularity in our Normal Colleges are also widely carried out, become an effective way to train students in Normal teaching skills.Our existing micro-teaching skills, teaching skills to be divided into five categories: 1) instructional design skills; 2) the use of teaching media skills; 3) classroom teaching skills; 4)organizing and directing skills in extracurricular activities; 5)teaching and research skills.In the classroom teaching skills, he also set up nine basic skills, namely: import skills, writing on the blackboard plate painting skills, presentation skills, explain the skills, questioning skills, feedback and strengthen the skills, the end of the skills, teaching skills, organizational change skills.After years of practice, with the deepening of the reform of teaching, learning and teaching the dominant position in the course of the exchange, the rise of a variety of teaching methods, micro-teaching stage following major problems. Instructional design simple.Only emphasized the integrity of the teaching process, repetitive skills training, the lack of new and innovative instructional design.The training concept obsolete.Because prior learning has been influenced by "heavy theory, light practice", so the old idea of training, focusing on teaching philosophy, teaching skills, while ignoring the practical application problems and solutions.Cause operability is not strong, timeliness is not high.Organization and implementation of formalized processes for many years, based on the