The experience of observing the discussion class (1) is the first time I heard that there is no training like pigeons in cages. After listening to Director X's words, I really gained a lot. In the past, there were too many mother-in-law who evaluated classes, and those who started classes were tired and didn't say anything. When commenting on the class, you can only listen and drink, and complain to whom. Listen to the chatter of online peers: "I'm afraid that leaders will go to work to attend classes and evaluate classes-just like finding fault." "I don't like you, so I come to your class. Generally speaking, our classes here are deceptive. Is to pick on you. In many schools, leadership is heaven. If she says yes, that's good. Not good is not good. You'll never turn over. "Such a teaching and research atmosphere, how can teaching reform play a triumph? I believe all teachers have done open classes. Whether it is a young teacher to be improved or a senior teacher with exemplary significance, open classes seem to show their highest level as much as possible.
To this end, after several rounds of trial lectures, the lesson plans were polished repeatedly and the results meeting was carefully held. As for the teacher, he knew nothing about the class in advance and sat in the classroom temporarily. After observing a lesson, we should first grade the teacher's teaching according to the items. If there is a requirement for class evaluation, the teacher will be called to comment, and depending on the teacher's situation, it will be highly affirmed, praised or criticized, or criticized under the banner of "for reference only, very immature". The teachers in class are all very modest. After modesty, they secretly made up their minds that they would never start classes again unless they had to.
The spring breeze of classroom observation and discussion has come. "Observation" is to select cases, and "discussion" is to discuss and analyze the selected cases. The theme of "observation and discussion class" can be studied and prepared in advance. In the process of observing the class, everyone can carefully observe what should be observed selectively. In order to avoid the predetermined problems and phenomena in classroom observation, the predetermined topics should be universal. Because the development and change of classroom teaching is uncertain, we should also recognize the theme generation, encourage teachers to observe the classroom with their own eyes, study the classroom, and share their understanding of classroom teaching with you through dialogue and exchange.
There are two biggest differences between the "discussion class" and the previous "class evaluation": First, the "discussion class" does not completely comment on the head teacher from the standpoint of onlookers, but integrates itself into the classroom teaching to observe and think about the problems in the classroom teaching process from the perspective of the teaching teacher; Second, the "discussion class" and the instructor communicate on the basis of complete equality, which is "discussion" rather than "judgment". Therefore, this method is not only suitable for guiding lectures with experts, but also suitable for peer communication among teachers in school-based teaching and research. The main purpose of "discussion class" is to promote teachers to deeply reflect on their own teaching, summarize and enhance practical experience, analyze the shortcomings in the classroom, and explore and seek strategies and methods to solve problems.
When observing the classroom, we must do the following: First, we need to observe what happens in the classroom, not only the teachers, but also the students. Secondly, I need to infer the idea behind the teacher's teaching behavior (I can't wait until the lecture to ask the teacher, even if I want to ask, I have to think about it first), I need to judge whether the teacher's teaching behavior has received the expected effect, and I need to think about the relationship between effect and behavior. Third, think: What should I do if I teach? Fourth, think about what I need to communicate in the discussion. When others let you watch his class, you have thought and made progress. Of course, thanks are appropriate, but the way to thank is not to say it, but to take action-sincerely exchange valuable and helpful opinions to help each other grow and progress. In the specific discourse structure, it is generally believed that "if you teach …" and "if I teach …"
In the future, we can explore the practice of "discussion class" from the following two aspects: first, for the highlights of success in classroom teaching, please ask the class teacher to describe his design intention, the idea of classroom teaching at that moment, why he designed it like this, how he thought of adopting this strategy in teaching, whether he had encountered similar situations in the past and how he handled it. Then teachers will discuss what they have "gained" and what they have "lost" by doing so. Everyone put forward suggestions for further improving teachers' teaching methods. Thus, it plays a role in improving practical experience. Second, for the problems in the classroom, such as the problems in students' study, the problems in teachers' explanation, and the "stuck" problem in the communication between teachers and students (especially when students have novel ideas but incomplete thinking when solving problems, but teachers can easily reject students' ideas-this is a very serious problem), please ask the coach to talk about his thoughts at that time, the basis of the treatment methods adopted, and reflect on the possible positive and negative consequences, as well as the future.
According to their own teaching experience, the audience makes a preliminary judgment on the emergence and treatment results of this problem, and negotiates with the class teacher to form ideas or plans to solve similar classroom problems. Although it is not a panacea for all diseases, it can activate teachers' reflective ability and promote their professional development.
Experience of observing discussion class (2) I reflect on our usual class. In class, we tend to pay more attention to the teacher. In class discussion, teachers will put forward their own views on the treatment of teaching materials, classroom design and teaching effect, and pay little attention to the development of students. Through the study of the new curriculum reform concept, I have the following experiences:
Classroom teaching should pay attention to students. The listener must observe the class carefully and appear as an observer. Teachers can expound and debate their own teaching views and intentions. Secondly, he changed the focus of classroom evaluation, focusing on the development of students, and the focus of classroom teaching evaluation shifted from teachers' teaching activities to the process and results of students' learning activities (note that the focus of evaluation here must be shifted, instead of completely ignoring or denying teachers' basic teaching skills). It depends on whether teachers try their best to create problem situations reasonably and effectively, make full use of various teaching resources and teaching methods, and guide students to actively participate in learning, not what teachers say. See whether students actively participate and how much they participate; Whether to actively explore, cooperate and communicate; Dare to question and ask valuable questions; The key depends on whether students' thinking is stimulated, whether their academic level is fully developed and improved, whether their interest in learning is fully stimulated, and whether they have persistent desire to learn. Such a class is a good class.
In class, ask yourself what you can give the students. What can students get? How do you help them get it? Is this the right way? These questions put students' needs first in class. How to help students realize these needs is a problem that we should consider in classroom teaching design. Only by thinking about these, can we really prepare lessons for students, and there will be no embarrassing situation in which teachers are enthusiastic about performing on stage and students are sleepy.
What about effective discussion? Efforts should be made to promote effective teaching. The advantage of teaching lies in whether students have learned anything, or whether they have learned well. Observing seminars pursues effective teaching, and ideologically insists on teaching with learning. It emphasizes that students' learning activities and status should be the focus of classroom observation and discussion, teaching methods should be discussed by learning, teaching status should be discussed by learning, teaching level and quality should be discussed by learning quality, teachers' teaching should be mapped and observed by students' learning, and effective teaching can be achieved by learning and teaching. In the way, it is required to go to the students. "Go to your classmates" is the basic requirement of class discussion. The main function of "going to classmates" is, of course, to observe and understand students' learning activities, and the auxiliary function is to help and guide students' learning and cooperate with and help teachers. This kind of participation is conducive to cultivating the cooperative spirit of participants. Another way to get to know students is to ask students to provide information about classroom teaching and put forward suggestions for improving classroom teaching.
Through learning, I compared my own shortcomings in teaching, and also clearly realized the importance of attending lectures and discussing classes in the process of improving teaching quality. In the next study, I must get rid of my shortcomings, participate in classroom observation and discussion activities more deeply, and constantly improve my teaching and discussion level.
Experience of attending lectures and discussing classes (3) Pay more attention to catching and generating problems with research value in lectures. Generally speaking, it is more difficult to find problems than to solve them, so generating valuable questions is a test of teachers' ability to listen to lectures and discuss. To solve this problem, we should improve our comprehensive quality, cultivate a pair of eyes in the long-term practice of observing classes, and encourage teachers to observe classes with their own eyes, study classes, capture all kinds of information, determine the problems to be discussed, and discuss their understanding and views on classroom teaching with you through dialogue and exchange.
First of all, the "observation and discussion class" should establish an equal and democratic teaching and research culture, which requires liberating teachers and making them aware of their rights and the significance and value of their practical experience. It is based on changing the traditional teaching and research culture. Teachers simply accept the views and opinions of experts and researchers and are only passive performers.
Secondly, the "observation and discussion class" is dedicated to changing teachers' attitude towards life and working methods. This attitude is a proactive attitude of participation, from acceptance to participation, from passivity to initiative, from daily life to continuous discovery of problems, study of problems, and efforts to change. In improving the relationship between colleagues, the "observation and discussion class" emphasizes openness, advocates mutual assistance, and strives to create an interpersonal atmosphere of mutual assistance in teaching and mutual concern in life.
Thirdly, "discussion in class" is a research method of learning classroom teaching, which has been improved and developed in the research. This method no longer treats teaching behavior in isolation and suggests improvement, but studies concepts, behaviors and effects as a whole through phenomenon observation, dialogue and discussion. In this process, teachers constantly discover themselves, constantly transform themselves and constantly achieve themselves.
Experience of observing and discussing class (4) After learning effective observing and discussing class, I was deeply inspired, which made me have a clear understanding of observing and discussing class. There is an essential difference between class discussion and class evaluation. For me, this is a change in consciousness, which has changed many of my inherent and negative thoughts.
From years of teaching, I have formed an inherent mindset about attending and evaluating classes. Listeners listen carefully, remember carefully and complete the task. No one wants to be the first to speak when many people participate in the centralized evaluation. Even talking is an understatement of the problem. The gains and experiences of reviewers cannot be fully exchanged, and there is little research on how to solve the problem. The premise and foundation advocated by the observation and discussion class is that the lecturer and the observer are equal. We don't have to sit at the end of the classroom when observing the class, but we can sit next to the students. In the stage of students' independent exploration, we can stand up and see what students are doing when they cooperate and communicate in groups and practice in class. Understand students' cognitive strategies, cooperative consciousness and personality characteristics, and check students' learning effect.
Teachers who watch classes need not be so disciplined. By understanding the students' learning situation, we can see whether the teacher's teaching strategy is correct, whether the guidance is appropriate, whether the organization is effective, whether the students are interested and whether the teacher's teaching is effective. The purpose of attending class is to find out the problems existing in teaching, and to take students' learning as the main observation object, rather than the performance of teachers. But with the purpose of * * * to study the classroom, improve teaching and improve the effectiveness of their own classroom. The observation and discussion class broke "I don't want to expose my weaknesses in front of my colleagues, and I don't want my work to be dictated by others". I don't want others to interfere in my own teaching. This is a state of "tacit understanding in private". It is committed to let all teachers observe each other's teaching, face up to the existing problems, criticize each other frankly, discuss methods with each other, seek teaching innovation, and jointly realize the growth of * * *.
The observation and discussion class abandons the general evaluation of traditional class evaluation, and the participants should take the problems and research directions as participants and participate in the whole teaching process. It studies points rather than surfaces, and it is highly targeted. People who observe the discussion class are not only helping others, but also improving themselves through collective wisdom and solving their own confusion in teaching. When the audience asks questions, they should explain what I would do if I were a lecturer and put forward their own opinions. This kind of thinking makes the audience not a bystander, but a participant. Thinking about "if I teach, how can I teach" can make myself really gain and change in class, make the process of observing and learning a class a process of learning and preparation, and make the discussion class really have an impact on teaching practice.
Reflecting on our previous activities of attending classes and evaluating classes, what impressed us most was the theory of attending classes. I think we should pay attention to the following points in the future: often we don't know the content of today's lecture until we sit in the classroom. Even if we know the topic in advance, we won't make some preparations in advance, so for those who are not familiar with the textbook, the efficiency of listening to the lecture will be very low. Usually, the design and intention of classroom teaching are unknown in advance, so we should guess and understand it slowly in the process of listening to lectures. However, if the students explain before class, they will understand something, and in the process of attending classes, the purpose will be clearer and the efficiency will be higher. In the process of discussion class, equal communication is more important. It is pointed out in the book that observing discussion classes is not to show how excellent teachers are, but to find and solve problems in teachers' professional development and classroom teaching. Therefore, respect, equality and communication, so that the classroom and the audience can eliminate barriers, face problems directly and share with each other, can achieve the success of the discussion class.
We often talk about being a research-oriented teacher, establishing a learning team and improving effective teaching. These can be reflected in the form of lectures and discussion classes, which is an effective way for teachers' professional growth. Therefore, I should consciously and actively participate in the activities of attending lectures and discussion classes, so that I can develop while attending lectures and discussion classes.