First, the function of class evaluation.
Young teachers can exchange feedback and analyze gains and losses by listening to the class evaluation, and everyone can put forward suggestions for improvement in the class evaluation, which can help young teachers sum up experiences and lessons in comparison with similar situations, overcome shortcomings and clarify the direction of efforts. At the same time, young teachers can improve their theoretical and oral level by participating in class evaluation, and gradually form their own unique teaching style in the teaching process as soon as possible. Therefore, young teachers' evaluation of lectures is conducive to correcting teaching ideas, establishing a correct view of education and quality, and improving the overall teaching quality.
1. the role of teaching, research and scientific research: how to understand the teaching rules, attending classes is a shortcut. Listening to lectures and evaluating classes can help young teachers understand the rules and master advanced teaching experience and methods. Listening to lectures and commenting is not only a teaching and research activity, but also a scientific research activity, which bridges the gap between teaching practice and teaching theory. It is not only a process of verifying theory and guiding practice, but also a process from practical operation to theoretical sublimation. In the process of attending and evaluating classes, we can learn and absorb many teaching theories, experiences and advanced teaching reform information. You can also sum up your own experience to form a theory. In this way, the quality of teachers' teaching business will be greatly improved. Listening to lectures and commenting on lessons is also a good way to educate colleagues to study teaching material analysis, teaching methods and learning methods, and exchange teaching experience. A philosopher once said: You have an apple, and I have an apple. After exchanging with each other, it is still an apple; If you have an idea, so do I. After communicating with each other, everyone has two ideas. Therefore, young teachers can exchange teaching experience and learn teaching skills by attending lectures and evaluating classes. [2]
2. Stimulate potential and improve quality: broaden teachers' horizons, find out gaps, make up for deficiencies, stimulate teachers' potential, improve teachers' teaching ability and develop education.
3. Listening and evaluation has the functions of diagnosis and comparison: Listening and evaluation is a comparative study, and it has the nature of "clinical guidance". If we want to find out the reasons for a young teacher's insufficient teaching, we should attend the class in a targeted way, then make a comprehensive analysis of the class and focus on analyzing the problems on the basis of affirming the advantages. It is a process of "diagnosis and treatment" to understand teachers' learning materials, processing materials, understanding students, choosing teaching methods, designing teaching procedures, analyzing the causes of problems, and finally putting forward suggestions for improvement.
4. Functions of communication, coordination and adjustment: Listening and evaluation is a collective activity among teachers, which has the functions of communication, role coordination, feedback and harmonious feelings. For teachers, it can tap the potential, stimulate enterprising and cultivate a good teaching atmosphere; For students, it can arouse their learning enthusiasm, stimulate their creative thinking and stabilize the teaching order. At the same time, it can also coordinate the relationship between leaders and teachers and harmonize the feelings between teachers and students.
5. Open up ideas, straighten out ideas, promote teaching and scientific research simultaneously, and lay a solid foundation for study and research: some people have been teachers all their lives, but they have not developed any ideas, let alone ideas. At best, they are only "teachers" and "standard parts manufacturers". As a young teacher, we must "have a good class, know how to teach and research, and be good at scientific research", and integrate teaching and research with scientific research. We should broaden our thinking, straighten out our thinking, and firmly take the road of integration of "teaching, research and scientific research". The situation of some young teachers now is that they stand too low, often intoxicated with a good class and "excited" about winning or publishing a paper.
From the above analysis, we can draw the conclusion that listening and assessment courses are multifunctional.
Second, how to attend classes
(1) There should be some preparation before class. As the saying goes, everything you pay attention to is learned. If a teacher wants to really learn something in class, he must be a serious listener. If you have the heart, you should do some preparatory work in class.
1. Familiar with teachers: basic information such as teacher's name, age, teaching experience and work performance.
2. Familiar with the teaching content: understand the content taught by the teacher, the selected teaching materials, the teacher's teaching plan, curriculum design and other procedures. It is best to preview the textbook and see how the text is written, how it is written, and whether there are any difficulties and doubts; At the same time, imagine for yourself how to teach such a class if I am allowed to teach it, so that we can have a comparison when listening to the class. If you don't prepare lessons, rush into the classroom, listen in a daze, don't understand the teacher's intention, and are not familiar with the teaching materials, you won't get anything.
(2) carefully observe and record the teacher's attention, devote yourself wholeheartedly and have an open-minded attitude. Teachers should not only listen, but also watch in class, carefully capture the speaker's language and expression, and write down every teaching link and teaching method.
1. Teachers should listen to: language, voice, expression and organization;
2. Teachers should look at: teachers' teaching attitude, teachers' learning of teaching materials, handling of key points, breakthrough of difficulties, design of teaching methods, and display of basic teaching skills. Look at students' learning, look at students' classroom performance, look at the emotions and psychology of learning participation, [3] study habits.
3. Teachers should think about: how to organically combine the leading role of teachers and students' dominant position, and how to deal with teachers' teaching ideas and teaching details.
(C) After-class thinking and finishing
As the saying goes, think about it, think about it, ghosts and gods can communicate with it. Teachers can't just listen to lectures. We should think over several movies in the classroom. Or look through the lecture notes, or talk to the teacher, or compare several "interrelated" lessons, or write an article on "Lessons Learned", or simply try what others teach in your own class.
When thinking about sorting out other people's lessons, we should pay attention to comparison, research and learn from each other's strengths. Because every teacher may form his own unique teaching style in the long-term teaching activities, different teachers will have different teaching methods. Teachers should be good at comparing, researching and accurately evaluating the advantages and disadvantages of various teaching methods, and combine their own teaching practice, absorb the beneficial experience of others and improve their own teaching. When analyzing other people's class hours, the listener should also pay attention to analyzing the extracurricular work of the teacher, and see the teacher's basic teaching skills and preparing lessons before class. This situation will also be of great help to yourself.
Third, how to evaluate classes.
(A) From the perspective of teaching purposes, goal analysis is the intrinsic motivation for people to do things. The more specific the goal, the higher the consciousness and enthusiasm of doing things, the higher the efficiency, and vice versa. Teaching goal is the starting point and destination of teaching, and its correct formulation and realization is the main measure of course quality. Therefore, the analysis class should first analyze the teaching objectives.
First of all, from the perspective of teaching objectives, it depends on whether it is comprehensive, specific and appropriate. Comprehensive reference can be determined from knowledge, ability, thoughts and feelings; Specifically, the knowledge goal should have quantitative requirements and reflect the characteristics of the discipline; Suitability refers to the determined teaching objectives, which can be guided by the syllabus, reflect the characteristics of the current year, grade and unit textbooks, conform to the students' age reality and cognitive law, and have moderate difficulty.
Secondly, from the perspective of achieving the goal, it depends on whether the teaching goal is clearly reflected in every teaching link and whether the teaching means closely focus on and serve the goal. It depends on whether the key content is contacted as soon as possible in class, whether the teaching time of the key content is guaranteed, and whether the key knowledge and skills can be consolidated and strengthened.
(B) Analysis from the processing of teaching materials.
The evaluation of a teacher's class depends not only on the formulation and implementation of teaching objectives, but also on the organization and treatment of teaching materials by teachers. To evaluate a teacher's class, we should not only look at the accuracy and scientificity of the teacher's knowledge transfer, but also pay attention to analyzing whether the teacher highlights the key points, breaks through the difficulties and grasps the key.
(C) from the analysis of teaching procedures
Teaching objectives should be completed in the teaching process, and whether the teaching objectives can be achieved depends on the design and operation of the teacher's teaching process. Therefore, it is necessary to evaluate the teaching process when evaluating classes. The evaluation of teaching process includes the following main aspects.
1, depending on the design of teaching ideas
There should be thinking in work, thinking in writing articles and thinking in class, which is teaching thinking. Teaching thinking is the main thread of teachers' classroom, which is designed according to the actual situation of teaching content and students' level. It reflects how a series of teaching measures are arranged and combined, how to connect excessively, how to arrange introduction, how to arrange lectures and exercises, etc. The design of teachers' classroom teaching ideas is varied. Therefore, the evaluator evaluates the teaching ideas. First of all, they should see that the design symbols of teaching ideas do not conform to the teaching content and students' reality. Second, it depends on whether the design of teaching ideas is original and extraordinary, giving students a sense of freshness; Third, look at the level of the teaching path and whether the context is clear; The fourth is to see the effect of teachers' teaching ideas in the classroom. We usually see that some teachers have poor teaching effect and low efficiency, which is largely caused by unclear teaching ideas or teaching ideas that do not conform to the actual teaching content and students. Therefore, we must attach importance to the evaluation of teaching ideas when evaluating classes.
2. Look at the classroom structure.
There are differences and connections between teaching philosophy and classroom structure. Teaching ideas focus on the treatment of teaching materials, reflecting the vertical teaching context of teachers' classroom teaching, and classroom structure focuses on the design of teaching methods, reflecting the horizontal levels and links of teaching. It refers to the establishment of each part of the teaching process of a class, as well as their relationship, order and time allocation. Classroom structure is also called teaching link or step. Different classroom structures will also produce different classroom effects. Usually, a good class is rigorous in structure, interlocking, excessively natural, reasonable in time allocation, moderate in density and high in efficiency. Calculate the lecturer's teaching time design, so as to better understand the lecturer's teaching focus and structural arrangement. Teaching time design includes:
(1) Calculate the time allocation of teaching links to see whether the time allocation and connection of teaching links are appropriate. See if there are any loose front and tight back or loose front and tight back, and see if the training time is reasonable.
(2) Calculate the time allocation between teachers' activities and students' activities to see whether it meets the teaching objectives and requirements, whether teachers take up too much time and students' activities are too little.
(3) Calculate the distribution of students' individual activity time and collective time. See whether the time allocation of students' individual activities, group activities and class activities is reasonable, whether there are too many group activities, and whether students have too little time to study, think independently and finish their homework independently.
(4) Calculate the non-teaching time to see if there is a phenomenon that teachers are divorced from the teaching content and do other things, wasting valuable classroom teaching time.
(4) Analyze and evaluate teachers' teaching methods from teaching methods and means. The choice and application of teaching methods is another content of classroom evaluation. What is a teaching method? Refers to the activities taken by teachers to complete teaching objectives and tasks in the teaching process. But it is not an isolated and single teacher activity mode, which includes teacher's "teaching" and students' activity mode under the guidance of teachers.
The way of "learning" is the unity of the methods of "teaching" and "learning". The evaluation of teaching methods and means includes the following main contents.
1、
See if it is tailor-made, preferably flexible; We know that there are methods in teaching, but there is no fixed method. The key is to find the right method. Teaching is a complex and changeable system engineering, and there can be no fixed universal method. A good teaching method is always relative, and it always changes according to the characteristics of courses, students and teachers themselves. In other words, the choice of teaching methods should be tailored and applied flexibly.
2、
On the diversification of teaching methods
; Don't be monotonous and rigid in teaching methods. It will be boring to copy the best methods every day. The complexity of teaching activities determines the diversity of teaching methods. Therefore, teachers should not only see whether teachers can choose teaching methods appropriately according to the actual situation, but also see whether teachers can make efforts in the diversity of teaching methods, so that classroom teaching can be extraordinary, innovative and artistic forever.
3. Look at the reform and innovation of teaching methods
; To evaluate teachers' teaching methods, we should not only evaluate conventions, but also look at reform and innovation. In particular, comment on the lessons of some backbone teachers with good quality. We should not only evaluate convention, but also look at reform and innovation. It depends on the design of thinking training in class; This depends on the cultivation of innovative ability; It depends on the play of the main activities; It depends on the construction of new classroom teaching mode; This depends on the formation of teaching art style.
(5) Analysis of teachers' basic teaching skills is an important aspect of a good class for teachers, so evaluating a class depends on teachers' basic teaching skills. Usually, teachers' basic teaching skills include the following aspects.
1, Look at the blackboard: A good blackboard should be designed scientifically and reasonably, and the books should be buckled according to the outline. Secondly, it is concise, artistic, organized, neat and beautiful, and skillful in board painting.
2. It depends on the teaching state: According to psychological research, human expression depends on 55% facial expression +38% voice +7% words. Teachers' teaching attitude in class should be clear, vivid, solemn and infectious. Dignified appearance, calm manner, enthusiastic attitude, love for students, emotional integration between teachers and students. [6]
3. Look at the language: Teaching is also a language art ... Teachers' language is sometimes related to the success or failure of a class. Teachers' classroom language should first be accurate and clear, and Mandarin should be accurate, concise, vivid and inspiring. Secondly, the intonation of the teaching language should be appropriate, with moderate speech speed, cadence and variety.
4. Look at the operation: Look at the teacher's proficiency in using teaching AIDS and operating projectors, tape recorders and microcomputers.
(six) from the analysis of the teaching effect of economic work to talk about efficiency, classroom teaching should also talk about the effect. Seeing the effect of classroom teaching is an important basis for evaluating classroom teaching. The evaluation of classroom effect includes the following aspects. First, the teaching efficiency is high, students' thoughts are active and the atmosphere is warm. Second, students have benefited a lot, and students of different degrees have made progress on the original basis. Knowledge, ability, thinking and emotional goals have been achieved. Three, the effective use of 45 minutes, students learn easily and happily, with high enthusiasm, solve problems in class, and students have a reasonable burden.
The evaluation of classroom effect can sometimes be carried out through tests. That is, at the end of a class, the reviewer puts forward to test the students' knowledge on the spot, and then evaluates the classroom effect through statistical analysis.
Fourth, the problems that young teachers should pay attention to in evaluating classes.
1, young teachers should pay attention to the fact that class evaluation is not a lesson plan, but a lesson plan is static and the classroom is dynamic, so it is impossible to insist that lectures are absolutely consistent with the lesson plan. When evaluating classes, we should combine the same students, the same teachers, and attend the same class in different places and at different times, and the effect will not be the same. We must fully affirm the advantages of discussion teaching and combine it with the actual situation. Even in ordinary classes, we should dig out the highlights of the class and discuss with the teacher with an open mind and a euphemistic tone. This is very important for young teachers.
2. Class evaluation is not class evaluation. Some classes are lectures before class, while others are lectures after class. During the lecture, the teacher tried to explain why he taught, how to teach and how to teach. We can verify the content of our class evaluation according to his lectures. We are still concerned about the classroom process, and we cannot evaluate the class around his lectures.
3. Evaluating classes is not evaluating teachers. We tend to pay too much attention to how teachers teach, that is, to evaluate teachers. Of course, this is not impossible, but our focus should be on students. It depends on the students' feelings. Classroom teaching is the process of students' effective learning, so classroom evaluation ultimately depends on whether students feel effective learning. The main body of classroom teaching is students, and the implementation of teaching objectives is ultimately reflected in the learning process of students. Therefore, we should change the traditional phenomenon of "teaching evaluation" and shift the focus of evaluation to "learning evaluation". [4] It is best to start with our young teachers.
For our young teachers, your teaching theory and teaching experience are not very rich, so whether your evaluation is accurate or not is not the most important, what is important is seeking truth from facts. Young teachers should have their own judgment and dare to express their opinions when evaluating classes. Of course, they should pay attention to the principle of acceptability and cannot deny everything and generalize.
5. Be open-minded and sincere about "people". We should respect all the teachers who give lectures. There is a lot of work behind every class, and the psychological pressure of teachers is even greater. It is the embodiment of teachers' noble personality. Listen to the class with an open mind and discuss it sincerely. Modesty and sincerity can be exchanged for the teacher's true feelings, and he will tell his experiences without reservation. These lecturers are basically excellent backbone teachers, and there must be something we can learn from them.
Step 6 comment on "comments"
We should embody innovation. In the course evaluation, we should use new teaching ideas to examine the teaching design and process, and be good at discovering teachers' new teaching means and methods and novel question-and-answer forms. As long as the lecturer has a little innovation, he must be fully affirmed. You should be good at organizing your speech with new ideas, so that you can force yourself to learn new teaching ideas and read more examples about class evaluation, which will inevitably improve your level. We should avoid covering everything and talking in general terms, and talk about our own unique opinions.
Education is the foundation, quality is the soul, and education quality is the lifeline of school work. School work is centered on education, and classroom teaching is the key. The seemingly ordinary and unusual classroom teaching contains many teaching rules. Teaching and learning, speaking and practicing, leading and subject, learning knowledge and learning to be a man, learning knowledge and improving ability, comprehensive requirements and teaching students in accordance with their aptitude are all import, development and operation in classroom teaching. What form of combination optimization may bring different teaching effects. So, how to improve the quality of classroom teaching? Listening and commenting is the most direct, concrete, frequent and effective method to study and improve the quality of classroom teaching. It is an important measure for teachers to learn from each other, learn from each other and study teaching. Young teachers must study hard.
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