What to think and how to think:
(1) Why does the teacher handle the textbook like this, and see if it is ok from another angle;
(2) For teachers' success, shortcomings or mistakes, we should think about the reasons and predict the relevant impact on students;
(3) If you come to this class by yourself, how to attend it and how to put yourself in the other's shoes;
If I am a student, have I mastered and understood the teaching content?
⑤ How to embody the new ideas, new methods and new requirements of curriculum construction in daily teaching and internalize them into teachers' conscious teaching behavior;
⑥ Does this class reflect the actual level of teachers? If there were no audience, would the teachers be so superior?
In short, we should combine listening, watching, remembering and thinking organically and flexibly according to the purpose and requirements of class. For example, when teachers talk to students, they should give priority to listening and give consideration to observation; Teachers write on the blackboard, and students should focus on reading and give consideration to others when practicing; Students should give priority to thinking when practicing.
Doing a good record of listening to lectures is the embodiment of the basic quality of the audience, reflecting the basic quality of the audience in terms of morality, attitude, ability and level. Different subjects, different teachers and different classes reflect different teaching ideas and methods, and have different requirements for attending classes. In the actual classroom teaching, there may be differences or emphases, but the conventional lecture record generally consists of lecture record and lecture evaluation.
Pay attention to the following points when taking class notes:
(1) mainly focuses on listening and recording. Listening should be the main course, and attention should be focused on listening and thinking.
(2) records should be focused. Be detailed and appropriate, select content and refine words. Generally, we should remember the teaching process, blackboard design, teachers' key questions, students' typical speeches, teacher-student interaction, effective teaching methods and means, and mistakes in teaching.
According to the type of lecture, some records should be comprehensive, and some should highlight one aspect. Generally speaking, records should be concise. Good practices, consistent with the teaching rules, innovative lectures, distinctive problems and shortcomings can be recorded in detail, and thoughts or opinions on some issues can also be recorded in detail to avoid forgetting.
(3) After a period of time, we should sort out the lecture contents, make rational thinking and analysis, sum up some common things, popularize successful experiences and practices, and put forward suggestions and requirements for improvement.
Actively participate in classroom evaluation. We should actively participate in class evaluation activities, insist on seeking truth from facts in feedback, and give priority to encouragement. Teachers' self-evaluation and teachers' evaluation should be carefully recorded and considered in order to learn from them in their own teaching and improve their teaching ability.
After listening to the class, communicate with the audience as much as possible. This kind of feedback is different and related to the evaluation of the class. We should have an open and sincere attitude and talk with teachers actively and enthusiastically.
For inexperienced young teachers, don't talk too much about problems, but point out outstanding problems and put them forward in the form of suggestions, so as to tap their bright spots as much as possible and make them feel more fulfilled; For experienced teachers, we should realistically point out the existing problems and areas that need improvement, put forward newer and higher requirements, and make them realize that there is still room for improvement.
The feedback of lectures is more about discussing and exchanging opinions with teachers. Although we should also point out the successes and shortcomings or improvements, we should focus on the key points, talk more about advantages and experiences, make the problems clear and unambiguous, and avoid existing problems. Discuss on an equal footing as much as possible and give priority to encouragement. Under normal circumstances, qualitative analysis and evaluation are generally not done.