1, the cognitive goal is specific and accurate, which meets the requirements of the course goal.
Judging from the formulation of teaching objectives, it depends on whether it is comprehensive, specific and appropriate. Comprehensive means that the formulation of general teaching objectives includes three latitudes (emotional attitude, ability and knowledge) to determine. Specifically, the knowledge goal should have quantitative requirements, the ideological and emotional goals should have clear requirements, reflect the characteristics of this teaching activity (that is, the maneuverability is obvious when expressing), refer to the determined teaching goals, conform to the age characteristics and cognitive laws of children under the guidance of the new syllabus, and pay attention to the interests of children of this age, with moderate difficulty.
2, the goal is focused and hierarchical, in line with the child's development level.
From the perspective of achieving the goal, it depends on whether the teaching goal is clearly reflected in every activity link and whether the teaching means closely focus on and serve the goal.
3, let each child clear learning goals and methods.
Second, look at the material selection.
1, the material selection is scientific and vivid, which is related to children's lives.
Evaluating the quality of a class depends not only on whether the formulation and implementation of teaching objectives are accurate and scientific, but also on whether teachers choose the activity content properly and understand the teaching materials thoroughly. More importantly, we should pay attention to analyze whether teachers highlight key points, break through difficulties and grasp key points in textbook processing and teaching method selection.
2. It is scientific and educational, and it is connected with real social life.
3, can stimulate interest in learning, and is conducive to the cultivation of children's emotions and abilities.
Specific can start from the following points.
1) Whether the material selection conforms to children's life experience level, cognitive law and psychological characteristics.
2) Whether the teacher's handling of teaching materials is accurate. Processing refers to reasonably adjusting and enriching teaching materials, reorganizing and scientifically arranging teaching procedures, and choosing reasonable teaching methods. )
Third, look at the teaching procedures.
1, see if the teaching ideas, context and main line are clear.
Teaching thinking is the main line of teachers' classroom. It is designed according to the teaching content and the actual situation of children's level. It embodies a series of teaching measures, such as how to arrange the combination, how to connect excessively, how to arrange the details and how to arrange the operation exercises.
Teachers' teaching ideas in activities are varied, such as link design, question design and operation link design. To this end, we evaluate the teaching process. First of all, it depends on whether the design of teaching ideas conforms to the reality of teaching content. In line with children's reality, stimulate interest and meet children's learning needs. Second, it depends on the design of teaching ideas, whether it is original or not, and whether it can give children a fresh and exciting feeling. The third is the level of teaching. Whether the context is clear, from easy to difficult, from shallow to deep, step by step (this is also the most important point).
2. Whether the design idea is consistent with the actual teaching operation. When designing teaching ideas, teachers don't preset enough activities, don't know enough about children, or don't have clear teaching ideas, which leads to poor handling in activities.
3. See whether the structural arrangement of teaching is reasonable and whether the links are smooth and compact.
Whether the allocation and connection of teaching time is appropriate depends on whether there is a phenomenon of "loosening first and then tightening" or "loosening first and then tightening" and whether the combination of guidance and practice time is reasonable. See whether the time allocation of children's personal activities, group activities and group activities is reasonable, whether there are too many group activities, and whether there is too little personal time.
4. Reflect the dominant position of children and teachers.
5. Discover the needs of young children? Reflect teaching students in accordance with their aptitude
6. What are the priorities of the organization? The key points and difficulties are outstanding.
7. Focus on activity generation? Flexible disposal scheme.
Fourth, look at teaching methods and means.
Comment on the selection and application of teachers' teaching methods and teaching means? It is another important content of class evaluation. The so-called teaching method? Does it mean that the teacher is in the process of teaching? The general name of the activities adopted to complete the teaching objectives and tasks. But it is not an isolated activity of teachers. Does it include teachers' "teaching activities"? It also includes the way children "learn" under the guidance of teachers, which is the unity of "teaching" and "learning"
Comment on teaching methods and means, including the following main contents.
1) to see if it is tailored to suit your needs and used flexibly.
We know that there are methods in teaching, but there is no fixed method. The key is to find the right method. A good teaching method is always relative, and it always changes according to the characteristics of the content, students and teachers themselves. In other words, the choice of teaching methods should be tailored and applied flexibly.
2) Look at the diversity 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, when we evaluate classes, we should not only see whether teachers can face the reality and properly choose teaching methods, but also see whether teachers can diversify teaching methods, so that classroom teaching is 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. It depends on the design of thinking training in activities, the cultivation of innovative ability, the exertion of children's subjectivity, new teaching concepts, unique teaching styles and teachers' personality charm.
4) Look at the application of modern teaching methods.
Fifth, look at the relationship between teachers and students
1, to see if we can fully establish children's dominant position in learning activities.
2. See if we can create a relaxed and democratic teaching atmosphere so that teachers and children can be integrated. (For example, some teachers have a very harmonious relationship with their children, while others are superior, especially in small class teaching activities, which requires such intimacy between teachers and children. )
3. Look at the teacher's basic teaching skills.
1) depends on the teaching status. According to psychological research, human expression depends on 55% facial expression +38% voice +7% words. The teaching attitude in teachers' activities should be bright, cheerful and infectious. Dignified appearance, calm manner, enthusiastic attitude, love for children, harmonious feelings between teachers and students.
2) Look at the language. First of all, be accurate and clear, speak Mandarin accurately, concisely and vividly, and ask enlightening questions. Secondly, the intonation of the teaching language should be high and low, with moderate speed, cadence and variety.