Teaching goal is the starting point and destination of teaching, and its correct formulation and realization is the main measure to measure the quality of a class. Therefore, the evaluation of the class should first evaluate the teaching objectives. First of all, from the perspective of teaching objectives, it depends on whether it is comprehensive, specific and appropriate. Comprehensive means that it can be determined from several aspects such as knowledge, ability, thought and emotion; Specifically, it means that the knowledge goal should have quantitative requirements, and the ability, thought and emotional goals should have clear requirements, reflecting 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 teaching materials, conform to the actual age and cognitive law of students, 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 are consolidated and strengthened.
2. Evaluation of teaching materials. To evaluate the quality of a class teacher, we can't just look at the teaching objectives.
The formulation and implementation of teaching materials depends on the organization and processing of teaching materials by lecturers. To evaluate a teacher's class, we should not only see whether the teacher's knowledge is accurate and scientific, but also pay attention to analyzing whether the teacher highlights the key points, breaks through the difficulties and grasps the key points in the teaching material processing and teaching method selection. It depends on whether the determination of teaching purpose is clear, comprehensive, targeted and oriented. Whether the teaching focus is accurate and whether the teaching process has a focus. Whether the teaching difficulties are grasped accurately and made a breakthrough. Whether the teaching materials have been carefully organized and processed. Teachers must make reasonable adjustments, enrich and deal with teaching materials, reorganize and scientifically arrange teaching procedures, and choose reasonable teaching methods according to the necessity and purpose of teaching, students' knowledge base, students' cognitive rules and psychological characteristics, so as to transform the teaching material system into a teaching system.
3. Evaluation of teaching process
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 comment on the teaching procedures when evaluating classes. The evaluation of teaching process includes the following main aspects.
Look at the design of teaching concept
1. Teaching philosophy is the main thread of teachers' classroom, which is designed according to the actual situation of teaching content and students' level. It embodies a series of teaching measures, such as how to arrange the combination, how to connect the transition, how to arrange the details, how to arrange the lectures and exercises, etc. The design of teachers' classroom teaching ideas is varied. To this end, we evaluate the teaching concept. First, it depends on whether the design of teaching ideas conforms to the reality of teaching content and students' reality; Second, it depends on the design of teaching ideas, whether it is original or not, and whether it can give students a sense of freshness; The third is to see the level of teaching ideas and whether the context is clear; The fourth is to see the effect of teachers' teaching ideas in the classroom. We usually have classes, and sometimes we see some teachers who are not good at class and have low efficiency.
To a great extent, it is because the teaching ideas are not clear, or the teaching ideas do not conform to the teaching content and the students' reality. Therefore, in the course evaluation, we must attach importance to the evaluation of teaching ideas.
(2) Look at the classroom structure.
There are differences and connections between teaching philosophy and classroom structure. The teaching concept focuses on the treatment of teaching materials and reflects the vertical teaching context of teachers' classroom teaching. Classroom structure focuses on the design of teaching methods, reflecting the horizontal level and links of teaching. It refers to the establishment of each part of a class teaching process, as well as their connection, order and time allocation. Classroom structure is also called teaching link or step. Different classroom structures will also produce different classroom effects. It can be seen that the design of classroom structure is very important. Usually, the structure of a good class is: rigorous structure, interlocking, natural transition, reasonable time allocation, moderate density and high efficiency.
On Teachers' Basic Teaching Skills
Teaching basic skills are an important aspect of teachers' good classes, so the evaluation of classes also depends on teachers' teaching basic skills. Usually, teachers' basic teaching skills include the following aspects.
(1) Reading on the blackboard: A good blackboard, first of all, the design is scientific and reasonable, and the book is deducted according to the outline. Secondly, it is concise and artistic. Third, clear-cut, neat and beautiful handwriting, skillful board drawing.
(2) Attitude: According to psychological research, human expression depends on 55% facial expression +38% voice +7% words. Teachers' teaching attitude in the classroom should be clear, cheerful, solemn and infectious. Dignified appearance, calm manner, enthusiastic attitude, love for students, and harmonious feelings between teachers and students.
(3) Look at language: Teaching is also the art of language. Teachers' language is sometimes related to the success or failure of a class. Teachers' classroom language should first be accurate and clear, speak Mandarin, be precise, concise, vivid and inspiring. Secondly, the intonation of the teaching language should be appropriate and fast.
Moderation, rhythm and change.
(4) Look at the operation: Look at the teacher's proficiency in using teaching AIDS and operating projectors and tape recorders. Some depend on whether the teacher properly grasps the opportunity and position of the experimental demonstration and takes care of all the students in the classroom. Classroom demonstration and experiment are skillful and accurate, and good results have been achieved.
Correct teaching ideas and serious teaching attitude are the premise of doing well in teaching, while basic teaching skills are the basic guarantee to improve classroom teaching efficiency. The so-called basic teaching skills generally refer to the knowledge and skills that teachers must possess in teaching practice, which are embodied in the following aspects in classroom teaching:
① Selection and application of teaching mode. As long as the teaching is prepared and planned, there must be a certain basic stage and mode order, and there must be a certain combination of teaching procedures and teaching methods. What kind of teaching mode teachers choose to optimize classroom teaching can be measured from two aspects: First, it embodies the heuristic principle. Because it advocates meaningful learning and opposes mechanical learning, which is a minimum standard of modern teaching mode. The second is to embody the principle of goal, that is, the choice of mode should meet the requirements of teaching objectives.
② Teaching organization ability. The choice of mode only determines the basic form and framework of teaching, and the key to make the teaching process "alive" lies in effective teaching organization. Teaching organization is divided into teaching organization, teaching content organization and teaching means organization. For the organization of classroom teaching, special attention should be paid to the organization of students' learning at present. Because students' "learning" is not organized, it is impossible for teaching activities to enter the "state" according to the established goals, and it is impossible to achieve the teaching goals better. ③ Teaching behavior strategy. Professor behavior strategy mainly refers to classroom questioning, dealing with students' answering questions, stimulating learning motivation and prompting information (including blackboard writing,
Demonstration, audio-visual methods, etc. ), strategies for collecting and processing information, strategies for eliciting opinions, strategies for drawing conclusions, and so on. "Don't be angry, don't be angry, don't be unhappy, don't be angry, don't be angry, don't be angry, don't be angry" on Confucius Day, "The Tao must be led, and the midwifery of Socrates, an ancient western educator, all emphasize the need to grasp the" temperature "and pay attention to teaching behavior strategies. Teachers' teaching behavior strategies greatly affect the effect of teaching organization. Moreover, only when teachers attach importance to teaching behavior strategies can teaching achieve artistic height and give people artistic enjoyment. In particular, some classroom teaching is a question and answer from beginning to end, with frequent and superficial questions, and students answer without thinking; This seemingly "heuristic" teaching can not really open the door of students' thinking, but also lead to greater and deeper thinking confusion in the future.
④ Teaching wit and expressiveness. Teaching tact is the resilience and immediate organization in teaching activities, which is mainly reflected in the handling of accidental events in the classroom, and whether it can make use of the situation and not deviate from the rules in teaching activities. Teaching expressive force is the ability of teachers to use various teaching tools, including language expressive force, emotional expressive force and the operation ability of using teaching instruments and equipment. Only when teachers express the integration of body and mind, teaching requirements and teaching influence can students really feel it. It can be said,
This is the teacher's "acting skills".
⑤ Theoretical basis and knowledge: On the one hand, the theoretical basis of teachers lies in whether the classroom teaching design is scientific and practical; on the other hand, it lies in the rational analysis of their lectures after class, and whether they can justify themselves. Teachers' knowledge is mainly manifested in classroom teaching. Can they enrich teaching, expand students' knowledge and enrich classroom teaching according to the teaching needs at that time? Teachers show a wide range of knowledge, which is also conducive to establishing the image of "erudite and versatile" and adding a bit of teaching charm to teachers.