Introduction: Learning a language in early childhood is relatively simple, which can be well reflected according to the surrounding environment, and the thinking mode is not fixed. The following is to introduce how to evaluate kindergarten mathematics activities, hoping to help everyone.

First, the evaluation should be emboldened.

The evaluation of Atmosphere is like a magnificent article, which focuses on the big picture, thinks from the concept and explains it rationally and forcefully. "Atmosphere" is the pursuit of excellent reviewers, but "atmosphere" needs the backing of "self-confidence", which comes from the reviewer's accumulation and understanding of education and teaching theory; From the reviewer's practice and reflection on teaching methods and models; From the course reviewers' thinking and excavation of course materials ...

Second, pay attention to induction and popularization.

Excellent "class evaluation" is by no means the same as comprehensive class evaluation. It is necessary to highlight key points, sum up commonness and reveal intriguing points ... all these need to be applied to induction, and good induction ability requires teachers to continuously improve their teaching ability and theoretical level. In the specific operation, we should find the correct perspective of class evaluation. The perspective can be different, but the point of view needs to be incisive. The process of "induction" requires the evaluator to pay attention to the usual theoretical accumulation, and also needs the evaluator to integrate many perspectives and choose the most valuable point or points to expand. After this process, it is also a kind of business promotion for the evaluator.

Third, different types of classes have different evaluations.

In the process of macro-management of teaching activities, it is indeed one of the effective ways to promote the new curriculum to carry out evaluation activities through a certain scale of open class teaching. However, in such activities, besides following the general law of teaching evaluation, it is particularly important to grasp different evaluation angles for different teaching purposes, because it is directly related to the effect and influence of activities, such as the teaching evaluation of teachers or the evaluation of a teaching and research group.

1. Elementary class. The teachers who teach the preliminary class are mainly intern teachers and teachers who have just engaged in teaching or teaching during this period. The purpose of open class is to exercise their teaching ability. Therefore, the concept of class evaluation should not be too high, and we should pay attention to the foundation. When organizing the evaluation of elementary classes, we should pay special attention to the following aspects: First, fully affirm the basic quality of current teaching teachers and stimulate their initiative. Second, because these teachers are generally flexible, quick to accept new things and flexible in response, they should be strict in all aspects while giving full affirmation, so that they can clearly define their requirements, find out the gaps and continue their efforts. Third, according to everyone's comments, the edition mainly summarizes the positive aspects, focusing on future improvement measures and implementation process requirements to ensure that their own improvements can be implemented.

2. Research class. Research focuses on teaching problems, so both teaching and evaluation should start from the perspective of research. When evaluating the research-oriented classroom, the discussion should be conducted under the correct guidance of the host, with special attention to the following points: First, before class, clearly explain the concerns of the research-oriented classroom and the significance of the research, so that the evaluator can focus on the class and have the core when evaluating the class. Second, we should create an atmosphere of discussion and discussion. Since it is a discussion, people should be allowed to express their opinions. Since it is a discussion, we should advocate mutual discussion. In the process of guiding the speech, the host must avoid drawing conclusions prematurely, because the conclusions are authoritative or influential to a certain extent, which may lead people with different opinions to want to talk again, making it impossible to discuss the problems in depth and directly affecting the effect of class evaluation. Third, the moderator should make a concise summary of the research and evaluation, including what gains and progress have been made in the research on the problem, what views people have on the problem, which one they think is representative or reasonable, and the teaching suggestions for such problems, so as to affirm the value of the research class. Fourth, the research class is risky for the teachers who teach, so no matter what the effect is, we should give spiritual encouragement at the evaluation site and call on more people to participate in the research.

3. Evaluation category. The requirements, scope and forms of evaluation courses are different, but in the final analysis, it is necessary to evaluate the level. According to the current evaluation of excellent courses at all levels, it can generally be divided into two situations. The first is absolute evaluation, that is, there is no limit to the number of places, and excellent courses are evaluated or scored in strict accordance with unified evaluation standards or evaluation schemes. This evaluation requires each evaluator to carefully examine the whole process of teaching activities, make a reasonable and well-founded value evaluation, and then determine the evaluation results on the basis of collective discussion. The excellent courses evaluated should be outstanding and distinctive, or they might as well be vacant. The second is relative evaluation, that is, according to the situation of participating in the course, the corresponding results are evaluated according to a certain proportion. The disadvantage of this kind of evaluation is that it is easy to cause guiding errors due to disagreement, and it is necessary to prevent the generalization, disregard and hasty classification of evaluation standards.

Fourth, the evaluation content

(A) the evaluation of teaching objectives

1. Determination of teaching objectives: comprehensive and specific, suitable for setting teaching objectives, targeted and oriented.

Comprehensive means that the details can be determined from the aspects of knowledge, ability, emotional attitude and values, and the knowledge goal should have quantitative requirements, and the ability, emotional attitude and values goals should have clear requirements, reflecting the characteristics of the discipline.

Suitability refers to the determined teaching objectives, which can be guided by curriculum standards, reflect the characteristics of the current year, grade and unit textbooks, conform to children's physical and mental characteristics and cognitive laws, and have moderate difficulty.

2. Implementation of teaching objectives: The teaching objectives are clearly reflected in every teaching link, and the teaching methods closely focus on the objectives and serve the realization of the objectives. Contact with key content as soon as possible, ensure the teaching time of key content, and consolidate and strengthen key knowledge and skills.

(B) Evaluation of the content of teaching activities

Teaching knowledge is accurate and scientific, grasping the key points and difficulties of teaching materials accurately, highlighting the key points, breaking through the difficulties and grasping the key points.

Carefully organize and deal with teaching materials: according to the teaching rules, teaching purposes, children's knowledge base, cognitive rules and psychological characteristics, rationally adjust, enrich and deal with teaching materials, reorganize and scientifically arrange teaching procedures, and choose reasonable teaching methods to transform the teaching material system into a teaching system.

(C) evaluation procedures for teaching activities

1. Look at the design of teaching ideas: the design of teaching ideas conforms to the reality of teaching content and children's reality; Have certain originality and give children a sense of freshness; The level and context of teaching thought are clear; The practical operation effect of teaching ideas is good.

2. Look at the structural arrangement of teaching activities: the structure of teaching activities is also called teaching links or steps. The structure of a good class is: rigorous structure, interlocking, natural transition, reasonable time allocation, moderate density and high efficiency.

The time allocation and connection of teaching links are appropriate.

(1) The calculation of time allocation in teaching depends on whether the time allocation and connection in teaching are appropriate, whether there is a phenomenon of "loosening before tightening" or "loosening before tightening", and whether the collocation of speaking and practicing time is reasonable.

(2) The calculation of time allocation between teachers' activities and children's activities depends on whether it meets the teaching objectives and requirements, whether teachers take up too much time and whether children's activities are too little.

(3) Calculate the distribution of children's individual activity time and children's collective activity time. It depends on whether the distribution of children's personal activities, group activities and class activities is reasonable, whether there are too many group activities, and whether children have too little time to learn by themselves, think independently and finish their homework independently.

(4) Calculate the activity time of excellent and poor students. It depends on whether the activity time distribution of top students, middle students and underachievers is reasonable, whether the top students take up too much time and whether the underachievers take up too little time.

(5) The calculation of non-teaching time depends on whether the teacher has divorced from the teaching content and done other things, wasting valuable teaching time.

(D) Evaluation of teaching methods and means

1. Teaching methods vary according to the characteristics of courses, children and teachers. Tailored and flexible to use.

2. Face the reality, choose teaching methods appropriately, make great efforts under the diversification of teaching methods, and make teaching activities and teaching extraordinary, always innovative and artistic.

3. Reform and innovation of teaching methods: The design of thinking training in teaching activities depends on the cultivation of innovative ability, the exertion of main activities, the construction of new teaching modes and the formation of teaching artistic style.

4. Look at the use of modern teaching methods: See whether teachers use modern teaching methods such as projectors, tape recorders, computers, computers, televisions and movies in a timely and appropriate manner.

(e) Assessing teachers' basic teaching skills

1. Look at the teaching status: According to psychological research, human expression depends on 55% facial expression +38% voice +7% words. Teachers' teaching attitude in teaching activities should be clear, cheerful, solemn and infectious. Dignified appearance, calm manners, enthusiastic attitude, love for children, and harmonious feelings between teachers and children.

2. Look at the language: Teaching is also the art of language. Teachers' language is sometimes related to the success or failure of a class. The language of teachers' teaching activities should first be accurate and clear, speak Mandarin, and be precise, concise, vivid and inspiring. Secondly, the intonation of the teaching language should be appropriate, with moderate speech speed, cadence and variety.

3. Look at the operation: Look at the teacher's proficiency in using teaching AIDS and operating projectors and tape recorders. Some also depend on teaching activities. Teachers should properly grasp the demonstration opportunity and position of the experiment and take good care of all the children. Classroom demonstration and experiment are skillful and accurate, and good results have been achieved.

(VI) Guidance on learning evaluation methods

1. It depends on whether the purpose and requirements of learning method guidance are clear.

Help children understand learning rules, correct learning motivation, stimulate learning interest, master scientific learning methods, develop good study habits, gradually improve learning ability and effectively improve learning efficiency.

2. Are you familiar with and implement the contents of legal study guidance?

(VIII) Evaluation ability training

Evaluating teachers' ability training in project teaching can show that teachers create good problem situations, strengthen problem awareness and stimulate children's curiosity in the teaching process; Excavate children's internal factors, guide and encourage; Cultivate children's habit of thinking, exploring and questioning independently; Cultivate children's habit of observation and psychological quality; Cultivate children's good thinking habits and peace of mind, teach children to think in many ways and solve problems from many angles.

(9) Teacher-child relationship

1. See if we can fully establish children's dominant position in teaching activities. 2. See if we can create a relaxed and democratic teaching atmosphere.

(X) Evaluation of teaching effect

First, the teaching efficiency is high, the children's thinking is active and the atmosphere is warm. Second, children have benefited greatly, and children of different degrees have made progress on the original basis. Knowledge, ability, emotional attitude and values can all be achieved.

Third, the effective use of 30 minutes, children learn easily and happily, have high enthusiasm, solve problems in class, and the burden on children is reasonable.

Teaching has always advocated that there is no definite teaching method, allowing teachers to let a hundred flowers blossom and a hundred schools of thought contend in teaching. Then when evaluating classes, teachers' teaching personality should not be bound by those dead standards and rules, so that teachers' lesson preparation and classroom teaching revolve around the baton of overly detailed evaluation standards, which will lead to teachers' personality and creativity being bound and suppressed. In order to get high marks, teachers dare not tread on thin ice in the process of teaching, for fear of leaving any details behind and forgetting any knowledge points, because all the teachers who attend classes seem to be listening with magnifying glasses, trying to find fault in the eggs, so as to talk about the shortcomings of lecturers when evaluating classes.

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