Being in the front line of teaching will inevitably face routine inspection of teaching. Generally speaking, it is a general rule that schools conduct a thorough investigation once a semester and check it once a month. The routine work of teaching includes: making plans, preparing lessons, giving lectures, arranging and correcting homework, tutoring, reforming teaching and research, and summarizing teaching. Today, I will talk to you about the methods and standards of three commonly used contents, namely, listening recording, correcting homework and summarizing monthly exams.

First of all, we should know why we need to carry out routine teaching inspection. Checking teaching routine is not for form, but for supervision. "Supervision" refers to supervision. As the saying goes, "Fiona Fang cannot be achieved without rules". Since there are standards, everything should be carried out according to the standards. Supervision is to standardize the work flow and the effectiveness of management. "Guidance" means guiding, correcting problems in time after finding them, and helping everyone find work ideas and methods as soon as possible.

So please understand that lecture notes, lesson plan writing, homework correction and monthly exam analysis are all basic skills and professional courses for teachers. Doing these well is not to cope with the exam, but to make yourself a qualified teacher.

So, what should be recorded in class notes?

First, the basic points of the lecture record:

Attendance mainly includes two aspects: one is teaching records, and the other is teaching comments.

1, teaching records include:

(1) class time, subjects, classes, instructors, topics, class hours, etc.

(2) Teaching process: including teaching links, teaching contents and teaching methods.

(3) Time arrangement of each teaching link.

(4) Student activities

(5) Teaching effect

2. Teaching review

Teaching evaluation refers to the preliminary analysis and evaluation of the advantages and disadvantages of this course and the suggestions put forward by the audience. Including:

(1) Teaching materials processing and teaching ideas and objectives

(2) The emphases, difficulties and keys of teaching.

(3) classroom structure design

(4) the choice of teaching methods

(5) Application of teaching methods

(6) Basic teaching skills

(7) Teaching philosophy

(8) Others

There are two ways to write teaching comments: one is indirect evaluation, which records the feedback generated by bilateral activities between teachers and students at any time; The second is the general evaluation, that is, the opinions and suggestions formed after indirect evaluation and analysis are recorded in the notebook and communicated with the participants after class.

What aspects can be considered when evaluating classes? We can start from the following aspects:

First, evaluate the time allocation. In the process of listening to the class, how long each part of the teaching steps took should be recorded. Because the time record can be used to judge whether the time allocation of this class is reasonable, whether it can highlight the key teaching contents and complete the teaching objectives.

Second, the evaluation language evaluation. Explain whether the language is standardized, coherent, vivid and vivid, and whether there is any obvious slip of the tongue; Whether the classroom immediate evaluation is in place in time, whether it can arouse students' practical enthusiasm and carry out effective ideological and moral education for students in combination with reality.

Third, evaluate the activities of teachers and students. How teachers participate in teaching activities, effectively solve classroom accidents and solve students' problems in practice in time can not only reflect teachers' ability to control the classroom and give full play to teachers' leading role, but also enable students to effectively participate in classroom learning and activities and always be in the state of active learning.

Whether the teacher's demonstration is correct and reasonable is the key to the success or failure of a class. Therefore, we must learn from each other's strengths and make good teaching records.

Fourth, evaluate the organizational teaching link. Remember all the teaching links in the class. How do teachers organize all parts of teaching, introduce new lessons, review and consolidate, practice in groups after completing new teaching, and let students master skills step by step at several levels. Can we choose and determine teaching methods around students' autonomy, cooperation, inquiry and acceptance?

Fifth, evaluate the teaching organization. Seriously record how lecturers organize teaching, the form of group rotation, the number of times students practice, how to introduce new courses, and how to undertake the transition between different parts of teaching content. The choice of teaching methods must have a clear theme, conform to the teaching materials and students' reality, and ensure the integrity and fluency of the teaching process of a class. The design of each teaching link must focus on the overall teaching goal, which is simple and practical.

Sixth, evaluate the site layout. If you think that the venue layout is scientific, reasonable and safe, the equipment can be used for multiple purposes, the existing teaching resources can be effectively utilized, and the various functions and functions of the existing stadium equipment can be brought into play, and the main layout forms can be written down.

In addition, you can write down the problems that you can't understand and judge when you are in fashion, and ask others humbly. Doing well in these aspects, learning from each other's strong points and doing well in attendance will improve your teaching level and classroom efficiency.

Lesson preparation, homework and unit test are also called the three major links of teaching routine. Homework is an opportunity for students to practice what they have learned in class, that is, whether students have really learned much in class, and objective feedback should be obtained through the completion of homework. For example, I talked about the power of rational numbers in class today. I will check whether the students have mastered the knowledge points summarized in class in my homework. If there is a problem, I will know if it will appear next time. Do you need individual counseling or group explanation? I will take corresponding measures according to the results of homework correction.

In this month's homework inspection, the main problems found are:

(1) Homework correction is not timely. Due to various reasons, homework was corrected in September, and students' writing was seriously lagging behind. Students write a lot, but the teacher corrects very little. Problems in homework cannot be solved in time, the correct ones cannot be strengthened, and the wrong ones cannot be corrected in time. In fact, they have lost the information value of correcting homework, which has affected the teaching quality.

(2) The amount of feedback information is too small. Most of the assignments submitted for inspection this time are exercise books. Junior high school students' exercise books are mainly based on basic knowledge such as words, and the homework that teachers comprehensively correct is only dictation. This kind of homework information is too small and simple, and the use value of homework is not great.

(3) Corrective measures are invalid. Because the grading is not timely, some homework is useless, and the academic burden is heavy, or the students are too busy to review the old lessons, and when the problems are found in the grading, they start the next stage of learning, forming legacy problems, which violates the gradual learning process.

How can I correct my homework to get better practice results?

First of all, talk about what the homework teacher must correct.

Assignments that are specially arranged for courses and uniformly equipped after examination by superiors must be changed.

For example: composition, calligraphy, exercise books, after-school questions, etc. These training contents, which are clearly defined in textbooks, timetables and documents, belong to "formal distribution" and must be carefully corrected, fed back, corrected and reviewed.

Others, such as dictation, copying, weekly notes, excerpts, wrong books, etc., all belong to their own teaching design and can be sorted out and corrected selectively.

The principles of distribution are typicality, authority, effectiveness and flexibility.

The so-called typicality means that the assigned homework problems should be consistent with the teaching focus of the classroom, so that students can finish it independently through classroom learning;

Authority means that it is helpful to the long-term sustainable development of students. To put it bluntly, let students improve their grades by completing their homework, so that students will feel that their homework is "useful";

Effectiveness means that there must be inspection when there is an arrangement, and there must be feedback when there is inspection. It is an effective homework cycle to point out problems in time and let students master the correct ideas and methods. If you only arrange the inspection, don't arrange it.

Finally, flexibility. When I participated in group teaching and research activities, I heard that there was a big gap between the students in the class, and some students could not complete the unified homework. This is actually not a phenomenon of individual schools or classes. We should admit that there are individual differences among students. However, the "formal distribution" mentioned above is the lower limit and the most basic thing. If students have difficulty in doing it independently, teachers can do it in class. Secondly, if the homework is wrong, be sure to correct it for him. After correcting it, be sure to give him a score to let him know where he has revised it and where he has not finished writing it. Thirdly, for students with strong ability, we can give them some challenging homework separately, so as to push them to learn a step earlier or practice a little more than other students.

Please remember: don't complain about which child or his family is a headache. I remember Teacher Jamie Ecalant (the awesome man who sent 400 hooligans to Harvard and Yale) said, "The students have no hope, but the teacher gave them hope!" I once suggested that you study the problems encountered in teaching as a subject. These problems are your wealth from another perspective.

What is the fixed pattern of homework correction?

Mark symbols first, and check the right ones, but you are not allowed to check page by page. Wrong questions should be marked, and a wrong word can be circled. If a sentence is wrong, you can draw a small wrong number or a half wrong number next to the horizontal line below, draw a question mark where it is not written and fold it for the students to see. This is a reminder.

Secondly, there must be achievements, and even better, there must be comments after the achievements. Give students some encouragement or suggestions, and they will know that the teacher is paying attention to him.

The third is that there is a date. Indicate the date of correction next to the grade, which is the proof that the teacher has corrected several assignments and is also the feedback record of the teaching content every day.

Fourth, there must be error correction and review. If there are mistakes in the homework, the teacher should send them out for correction at once. After the revision? So the teacher must review these wrong homework. After approval, new marks should be made, for example, with the word "country" or with pens of different colors.

Timely correction, clear symbols, correct standards, complete process and authoritative content are the standards for the next step of homework correction project inspection.

Why are teachers required to arrange monthly exams? The monthly exam is equivalent to a practical exercise. How effective the classroom teaching is at ordinary times, and how much students have really mastered after homework feedback should be found in the monthly exam. Now every school attaches great importance to the monthly exam, because the final exam once a month will not be too late, so that it will not save too many questions at the end of the term, nor will it be too frequent, which will make teachers overwhelmed. Therefore, it is a professional quality that every teacher must have to prepare for the exam carefully and face the monthly exam with a positive attitude.

What is the normal procedure after the monthly exam? Teachers should analyze their teaching results: what is the correct rate of each question in each class, what are the reasons for the mistakes, what are the countermeasures, and what should be paid attention to in the next stage of teaching ... This is the purpose of the monthly exam-to master the students' learning situation, plan their own teaching direction, be targeted and avoid blindly exerting strength.

The teachers in our school are mainly young teachers. Teacher Wu Fei put forward that "the best time for professional study is the first ten years", so strengthening the supervision of teaching routine management is to help teachers grow up as soon as possible. Growth not only means the growth of age, but also means the positive improvement of all aspects of ability. If young teachers can become independent teaching backbones in a few years, then you will certainly thank yourself for your hard work today.

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