How kindergarten teachers attend and evaluate classes is the main form of kindergarten-based training for kindergarten teachers, and it is also the most important and effective way for teachers' professional development. However, what puzzles teachers most at present is that they can only listen but not judge. So, as a listener, what aspects should we observe and comment on the teacher's teaching activities? What kind of class evaluation activities are effective? I came across an article about how teachers evaluate classes, which talked about four strategies for evaluating classes, namely, research, taste, reading and thinking. I think these four strategies will be helpful to both teachers in class and teachers who listen to evaluation. I recommend them to you now, hoping to inspire you. Strategy 1: "Research" program Activity program is the teacher's understanding and grasp of teaching materials, and a good activity program is the most basic condition for the success of teaching activities. Therefore, when observing teaching, participants should first think carefully and analyze the activity plan, which can be started from the following three aspects: 1 Grasping teaching objectives is the starting point and destination of teaching activities, and it is also the basis of teaching evaluation. How to pay attention to the current level of children and promote their long-term development in the formulation of goals? First of all, the target positioning should be correct. Goals mainly include three aspects, namely, knowledge goals, ability goals and emotional goals, which are interdependent and inseparable. Therefore, teachers should make reasonable plans according to children's age characteristics and experience level, which are indispensable. Secondly, the goal should be operable. Some teachers are too empty in goal setting, such as cultivating children's creativity and language expression ability, too empty and lacking maneuverability. In addition, the goal should be flexible. Teaching objectives should be flexible, follow the principle of "not capping the top, but guaranteeing the bottom", the upper limit-giving full play to children's potential, and the lower limit-ensuring the basic requirements of learning, and finding and determining children's "nearest development zone". 2. Programming of teaching activities Whether the program of teaching activities is reasonable or not is an important factor that determines whether the educational goals can be effectively realized and whether children can remain happy in their studies for a long time. In fact, the most fundamental principle on this issue is to deal with it alternately. For example, the introduction of activities is generally based on motivation to stimulate children's interest and enthusiasm in learning. The middle part of the activity is the content of the activity center. Teachers should follow the principles of tight structure, interlocking, natural transition, reasonable time allocation and moderate density. The end of activities generally helps children to eliminate physical and mental fatigue in the realm of "enjoyment". 3. Difficulties and key treatment The difficulties in teaching are mainly due to the depth of knowledge, children's experience and fuzziness of knowledge. Teachers try to concentrate on activities and break through difficulties. Therefore, participants should pay attention to how teachers can fully, flexibly, simply and effectively use children's existing knowledge to reproduce the vertical and horizontal relationship, and whether they can adopt effective strategies such as guiding comparison and intuitive demonstration to help children break through key and difficult points and understand and master new knowledge. Strategy 2: Teachers play a leading role in "quality" teacher activities. Whether teachers' educational behavior and teaching methods are scientific and effective in teaching activities directly affects the effect of teaching activities. Therefore, participants should actively pay attention to the position and role of teachers in the process of activities, seriously think about teachers' teaching strategies and educational behaviors, and deeply analyze whether the educational ideas behind teachers' educational behaviors are scientific and correct. 1. method guides children that "the mind is not a container to be filled, but a torch to be lit". Therefore, in the application of methods, teachers should be as diverse and personalized as possible, and teach students in accordance with their aptitude, so that each child can get maximum development on the original basis. Therefore, the listener should not only see whether the teacher can properly choose teaching methods, but also see whether the teacher can work hard on the diversity of teaching methods. Let classroom teaching be different, always teaching and always innovating, and artistic. 2. Whether the teacher's body language is properly used in the teaching activities of body use has great influence on improving children's learning interest, improving teaching quality and children's psychological development. In the activity, if the teacher smiles, speaks kindly and has gentle eyes, the children will feel relaxed and friendly, have a happy mood and devote themselves to the activity. Therefore, participants should actively pay attention to the teacher's words and deeds, especially whether the teacher's expressions, eyes and other gestures are natural, artificial or dull. 3. The reactive "Outline" points out that teachers should pay attention to children's performance and reaction in activities, be sensitive to their needs, and be timely and appropriate; Respond appropriately and form the teacher-student interaction of cooperative inquiry. Therefore, the audience should actively pay attention to the teacher's response language, whether it is a positive response (if you really use your head and encourage) or an upward response (the teacher gives the experience improvement according to the child's answer) or an extended response (the teacher expands the relevant knowledge for the child). 4. Question design Effective questioning is the beginning of children's good study and a bridge for good communication between teachers and students. Teachers should design different questions for children of different levels in teaching. Therefore, participants should actively pay attention to the teacher's questions: whether the questions are open and challenging, whether they can arouse children's thinking, whether they can expand children's experience, whether they can improve children's intelligence and so on. Strategy 3: "Reading" Children's Outline puts forward the concept of "taking children's development as the foundation", how to embody children's autonomy in teaching activities, how to give play to creativity, whether it embodies the spirit of happy learning, knowing how to learn and creativity, and whether it promotes children's active participation and all-round development. Participants can pay attention to and think from the following aspects. 1. Autonomous learning Today's education has gradually developed from closed to diversified and open. It emphasizes the creation of an open learning space and the establishment of an interactive relationship between teachers and students, so that children can establish a sound personality in an independent and open atmosphere and promote all-round development. Therefore, participants should actively pay attention to children's learning methods and filial piety strategies in teaching activities. For example, does the teacher create an environment for children to learn independently, provides space and materials for children to explore independently, creates opportunities for children to learn, discuss, communicate and share with peers, gives children opportunities for reflective learning and selective learning, and so on. 2. Mr. Tao Xingzhi, an educator of creative expression, once put forward that "everywhere is a place of creation, every day is a time of creation, and everyone is a creative person" and advocated "six liberations"-liberating children's eyes, brains, hands, mouth, space and time. Therefore, listeners should pay attention to whether the teacher has created a relaxed learning atmosphere for children, whether he has given children a certain degree of freedom in activities, materials, space and partners, and whether he has given timely affirmation and encouragement to children's creative expression. These factors have a great influence on children's creative games. 3. Questioning and questioning Many times, the initiator of the problem in teaching activities is the teacher, and the child only gives a declarative answer to the teacher's question, and the child's questioning behavior is obviously insufficient. Therefore, the listener should actively pay attention to whether the teacher gives the child the opportunity to ask questions. If you still don't know anything, you want to know something about XXX, and so on. Over time, it will greatly promote children to learn to think, learn to question and learn to learn. 4. Experiencing new curriculum emphasizes experiential learning. Children should not only think with their own brains, but also see with their eyes, listen with their ears, speak with their mouths and operate with their hands, that is, experience with their own bodies and feel with their own hearts. Therefore, listeners should pay attention to whether teachers emphasize children's activities, operations, practices, investigations and investigations, whether they attach importance to children's personal experience, whether they encourage children's self-interpretation and self-understanding of teaching materials, whether they respect children's personal feelings and unique opinions, and so on. Strategy 4: After the "thinking" effect activity, the listener should think and analyze the teaching effect of this activity, that is, the completion of teaching content, the mastery of children's knowledge, the failure of children's ability, the development of children's personality and so on. Listeners can comment on the predetermined teaching objectives, specific teaching contents, teachers' teaching level, children's development, etc. Such as whether the predetermined goal has been achieved, whether the atmosphere of teaching activities is relaxed and happy, whether children are interested, whether they take the initiative to participate in activities, whether teachers' educational methods and means promote children's development, and so on. 1. Achieving the goal In the process of teaching activities, teachers should not only think about what they want their children to get to make the goal concrete and clear, but also think about how to effectively help children get the goal and make the process of achieving the goal feasible and effective. The purpose of optimizing teaching should be the unity of teaching objectives and learning objectives, so as to mobilize the enthusiasm of both sides of teaching to the maximum extent, so as to achieve the unity of teaching and learning. Therefore, participants should analyze the implementation and realization of the goals according to the educational goals. For example, whether the child has mastered the predetermined teaching content, whether the child's ability has been developed, whether the teacher attaches importance to the emotional factors in the teaching content, so as to combine knowledge, emotion and meaning to promote the all-round development of the child, and so on. 2. The process of creating teaching atmosphere is a process of cognitive communication between teachers and students, and also a process of emotional communication with each other. Therefore, listeners should pay attention to children's emotional performance in activities, whether teachers are good at communicating with children through language, eyes and expressions, whether they are good at evaluating with inspiring language, whether children are willing to learn, whether they are interested in learning and whether they have experienced the fun of success. 3. The "Outline" of early childhood development emphasizes "facing all and promoting the personality development of each child". A good teaching activity should be that teachers and children grow together in the activity and achieve mutual benefit. Therefore, the audience should not only see whether the teacher's educational concept is scientific, but also see whether the teacher's educational methods are effective, and also pay attention to whether each child develops in the activities. For example, whether teachers pay attention to every child, whether they actively explore, cooperate and communicate, whether they dare to question and ask valuable questions, and so on. In a word, class evaluation is an important routine teaching activity. Regular attendance and evaluation activities are conducive to accurate diagnosis and correct decision-making of teaching problems, encouraging teachers to optimize teaching art, promoting mutual learning, skill exchange and experience exchange among teachers, improving teachers' education and teaching level and truly implementing children's development.