"learn from each other's strengths to make up for each other's weaknesses" illustrates a truth, and reference is the most effective learning method. The new curriculum emphasizes that teachers should listen to each other. The purpose is to make teachers learn from each other's strong points, promote teachers' self-reflection and improve their classroom teaching ability. Attending classes plays an important role in improving teachers' professional quality and teaching ability. Class is not the purpose. Listening to lectures is an important means to acquire and draw lessons from advanced educational concepts, experiences and classroom models, and an important way to improve teachers' professional quality and ability. By attending classes, we can find out the advantages and disadvantages of classroom teaching and improve the level and quality of classroom teaching research. Listening to lectures is also the best opportunity to learn from others, which can foster strengths and avoid weaknesses, accumulate the strengths of many families and form their own teaching style. So how can we listen to a good class? I think we can start from the following aspects: first, classroom teaching is a kind of interpersonal communication with the purpose of educating people, which contains science and embodies art. As the saying goes, "everyone is learned in this world." Classroom seems ordinary, but it is not ordinary, which contains many educational laws and ideas. Teaching and learning, speaking and practicing, leading and subject, knowledge and ability, comprehensive requirements and teaching students in accordance with their aptitude are all displayed in classroom teaching. From the tutor's mastery of the classroom to the students' answers to questions, various phenomena are presented to the listeners one by one. There is a prerequisite for success; There is a reason for failure. Participants dissect teaching in class, look at "success" and "failure" in their eyes, analyze "why" in their hearts, and explore the true meaning of teaching and learning in thinking about "gain" and "loss". Only by going deep into the classroom can teachers constantly gain, learn from, improve and "recharge" themselves. As a teacher, we should pay attention to lectures and learn to listen to them. Listening to lectures, like doing other work, requires paying attention to practical results, paying high attention, listening carefully, thinking carefully, taking notes frequently and thinking more. You should leave the classroom with thinking and record your feelings about the classroom. We should gradually understand the new educational ideas, methods and experiences, learn to tap the advantages and disadvantages of teachers' classrooms, and form reasonable suggestions that need to be exchanged on the basis of some feelings to improve the pertinence and effectiveness of lectures. Second, don't fight an unprepared battle, listen to the characteristics, grasp the essence and evaluate the level. Participants need to prepare carefully and pay attention to a procedure: preparation before listening-classroom observation-reflection after listening. (1) Before preparing for the lecture, the listener should pay attention to the new content taught by the lecturer. Once he knows it, he should study the teaching materials, set goals, plan learning methods and design teaching methods, even if he is sharpening his knife at the last minute. If you are prepared for class, you will have input and your own teaching "expectation"; Walking into the classroom with one's own blueprint forms a contrast between "I teach" and "others teach", which is conducive to finding similarities and differences in observation, distinguishing in comparison and thinking about the gains and losses of teaching. Teachers often attend various seminars. During the seminar, it is inevitable to listen to some open classes closely related to the theme of the seminar. Most teachers are immersed in grass-roots teaching work, which involves "academics" and is often limited by "altitude sickness". Before attending the seminar, it is necessary for us to do everything possible to understand the academic theories related to the seminar, or to ask people for advice, or to find and review the information we have accumulated. Learning relevant theories in advance can adjust the visual direction, broaden the horizons, shorten the gap with "academic", and facilitate us to have a glimpse of "doorway" through "excitement" when listening to special seminars and lectures. For example, the "Situational Teaching" initiated by Teacher Li Jilin has a unique method and its own system. It is difficult to understand the true meaning of "situational teaching" by listening to her once in a while. If we have studied her monograph "Experiment and Research on Situational Teaching" before class, we can understand Li Jilin's respect and utilization of children's psychological laws and the laws of learning Chinese through the specific "situations" in the classroom. (2) When observing and listening in class, the listener should devote himself wholeheartedly, pay close attention to the classroom dynamics, experience the instructor's labor and creation, and evaluate the art of "dealing" between the instructor and the students. After a lesson, you can't just listen. We should watch more movies about the classroom and reflect on them. There are many ways to reflect, such as reading the lecture notes, talking with the instructor, comparing several "interrelated" lessons, writing an article "Lessons Learned from Listening to Lessons", or simply taking other people's lessons to your own class to try ... Taking other people's lessons as "teaching materials" and chewing them carefully will often bring you new benefits. Classroom is complicated, and it is inevitable that listeners will notice one thing and not see another. How much loss can be recovered by calm reflection after listening. Even if there is no "loss" in class, impromptu evaluation is often more profound than reflection after not attending class. In reflection, the class puts itself in such questions: "If the students question me like this", "Why are her students so interested in the class", "Why are his texts so touching" and "Why is his composition evaluation so distinctive" ... Based on the classroom, we can project our exploration and thinking to the whole process of preparing lessons for others, and we can understand "I have prepared this class all my life" with envy and regret. Third, crossing the limitations Although the disciplines are classified and have their own personalities, they are unified in teaching and restricted by common laws. If you step into multiple disciplines, you can look at the classroom from multiple angles and understand the universal laws of teaching. The Chinese teacher might as well listen to the teaching situation of other teachers in this class. At that time, it is possible for the "underachievers" in Chinese class to be active in math class, outstanding in music class and easily jump in physical education class class. This can not only find a breakthrough for us to change the "underachievers" in Chinese, but also urge us to establish a correct view of students and talents. Interdisciplinary lectures can also be inspired by the teaching of other disciplines to improve their own disciplines. Art students' strong interest in "color" and "shape" suggests that we should adopt intuitive teaching method in Chinese teaching; The 10 minute homework in math class inspired us to try to practice Chinese and Chinese characters in public. Only by listening, appreciating and sharing with a modest spirit, appreciative eyes, research mentality and shared air, insisting on always appreciating different types, different disciplines, different stages and different teachers, asking teachers' teaching feelings in time, listening to teachers' comments, and expressing their own opinions for other teachers to comment on, their teaching level will inevitably have a big leap. [You are browsing the articles provided by Lao Xiaobai online]