Trainers must be "eloquent", but good eloquence does not necessarily mean they will become trainers

A good classroom must have "interaction", but not all students want to "move"

Speaker (Entry-Junior)

Extractor/Consultant (skill level-intermediate)

Coach/Facilitator (Expert-Intermediate)

Trainer (Professional-Advanced)

Two words not to be "gullible": 1) It is easier to use content that you are familiar with; 2) It is student-centered. Students want to listen to what you tell them - it improves participation. If students don't want to listen, they don't realize that they want to listen. , you still want to tell him? Being a good lecturer is a difficult task

Teacher (knowledge mastering - focus on logic - teaching methods); learning assistant (class control - process guidance - test results); business partner (focus on business - choose the right topic - set goals)

compile

guide

play

Pay attention to process implementation, student input and implementation of results

Course opening stage

Content teaching stage

end of course

Is there an object after the existing content or is there content after the existing object? As a course designer, we must psychologically guide the object first and then the content.

Criteria for measuring and defining content learning. For example, learning to swim is the goal. What swimming style and state are the goals to learn? How to learn backstroke or breaststroke 200m?

Integrate all the content of the target and build a good explanation and structure to facilitate planning of where to talk about what (similar to the structure of big titles and subtitles)

Determine content - select methods - find materials (materials should be found in a targeted manner based on the content and teaching methods)

Three stages of course teaching: course opening stage - content teaching stage - course ending stage