First, how to attend classes

1, preparing lessons

(1) knowledge preparation. Be familiar with the curriculum standards and master the teaching materials comprehensively. According to the curriculum standard, four points should be clarified: ① Clarify the teaching purpose and task; (2) Clear teaching suggestions; ③ Understand the prescribed knowledge system; ④ Find out the limited knowledge range and depth.

Learn and master the teaching reform information of related disciplines. Many new teaching and scientific research achievements will emerge in various disciplines and fields, including new knowledge, new methods and new theories. Learning educational theory. Including pedagogy, psychology, teaching methods and advanced teaching reform information, with the help of educational theory, we can better analyze educational phenomena. Accumulate materials for lectures and evaluation. As a new science, there is not much information in this field, which needs to be accumulated by participants. Specific methods, on the one hand, should be collected from various newspapers, magazines and books; On the other hand, summarize while listening to the class.

(2) psychological preparation. Attitude preparation: sincere, open-minded, careful, careful and fair; Emotional preparation: Listening to the class is a hard work, which requires the listener not only to understand and listen, but also to take notes, to think deeply, analyze and evaluate, to eliminate all interference as much as possible, and to be full of energy and concentrate on the class.

(3) Situation preparation. To understand the basic situation of class students, such as students' learning foundation, intelligence, class management, etc. It is necessary to know the knowledge level, work attitude and teaching experience of teachers.

(4) Material preparation. Participants should not attend classes with their bare hands, but should bring handouts, textbooks, reference books, etc.

2, the main points of the lecture

(1) dedicated. In order to obtain the ideal listening effect, the listener should maintain a high degree of concentration and devote himself wholeheartedly.

(2) Master the essentials of observation. The success of a class depends not only on how much the teacher says; It's more about how much students have learned. Therefore, the class should be changed from simply listening to the teacher's "speaking" to watching the students' "learning" at the same time, so as to combine listening and watching, and pay attention to observation. Some people say that attending classes is also called watching classes, which makes sense.

Listen to what? After listening to what the teacher said, did you get to the point, whether the key points were prominent and whether the details were appropriate? Second, listen to whether the teacher speaks clearly, whether the students can understand, and how the teaching language is; Third, whether it is appropriate to listen to the teacher's inspiration; Listen to the students' discussions and answers; Listen to the students' feedback after class. what are you reading? See whether the teacher's spirit is full, whether the teaching attitude is natural and friendly, whether the teacher writes on the blackboard reasonably, whether the teacher skillfully uses teaching AIDS, whether the teaching method is chosen properly, whether the teacher correctly guides students' learning, whether the teacher arranges and operates experiments, and whether the teacher skillfully handles students' problems ... In short, see how the teacher's leading role is played. Second, look at the students and the whole classroom atmosphere, whether they are sitting still and memorizing, or full of emotions and spirits; Watch students participate in teaching activities; Look at students' perception of teaching materials; See if students are focused and active in thinking; Look at students' exercises, blackboard performance and homework; Watch the students raise their hands to speak and think; See if the time for students' activities is appropriate; See if the enthusiasm of all kinds of students, especially underachievers, is mobilized; See if the emotions of students and teachers blend; It depends on students' ability to analyze and solve problems ... in short, it depends on how well students play their main role.

What are you thinking about? Not only listen, but also look and think. Because the analysis of classroom teaching level can not only stay on the observation of performance phenomena, but also make correct judgments, and sometimes it is necessary to analyze its essence through phenomena. A good lesson depends on how students never understand, never hold meetings and never master. In class, it is normal for a student to answer incorrectly, incompletely and stutter, which is why he wants to study. The teacher's kung fu is to guide students when they answer wrong, and to inspire students when they don't answer completely. Therefore, we must pay attention to practical results in class, how students learn and how teachers teach students to learn.

3. Lecture record

Attendance records include two main aspects: one is teaching records; The second is teaching evaluation. The embodiment in the notebook is the record on the left and the comment on the right.

Class records include: ① year, month, day, theme, class, instructor, theme, class hours, etc. ② Teaching process (including teaching links and teaching contents); ③ Teaching methods (mainly blackboard writing); ④ Time arrangement of each teaching link; ⑤ Students' activities; ⑥ Teaching effect. The first is a brief record, which briefly records the teaching steps, methods and blackboard writing. The second is to record all the teaching steps in detail. The third is to record the facts, record the teacher's lectures and teacher-student activities until the class is over.

Classroom criticism is a preliminary analysis and evaluation of the advantages and disadvantages of this class, as well as suggestions made by the audience. Including: teaching material processing and teaching ideas and objectives; Teaching emphases, difficulties and keys; Classroom structure design; The choice of teaching methods; Application of teaching means; Basic teaching skills; Teaching thought; Experiments, etc.

A good lecture record should take both records and comments into account, especially making comments in class is often more important than recording.

Second, how to evaluate classes

Evaluating classes is an art of persuasion. Persuasion means seeking harmony, happiness and development. Persuasion is a skill and persuasion is a kind of wisdom. If you are good at persuading others, you must first be good at persuading yourself. Fully respecting others is the psychological basis of persuading others; Persuading people with reason is the guarantee of convincing people with reason. Evaluating classes is a science as well as a technology. Science has rules to follow, and technology has operational essentials. The principles, key points, forms and skills of classroom evaluation embody the rules and skills of classroom evaluation.

(A) the principles of classroom evaluation

1, the principle of seeking truth from facts

Being honest, being fair and realistic, and telling the truth are the problems that reflect the responsibility of the reviewers, and are also opportunities for the tutors to learn. Never perfunctory, so I am sorry for my colleagues' work.

2, the principle of pertinence

The course evaluation should not be comprehensive, but comment on the main objectives of the lecturer. The problem should be focused clearly, fully affirm the characteristics, and boldly put forward suggestions for improvement. It is not recommended to list too much, as long as one or two or three points are in place. It should be different from person to person, and don't force unity.

3. Incentive principle

We should give consideration to the whole, pay attention to methods, give lectures on the basis of facts, and don't judge people from class to class, let alone deny all their work just because of a class. The ultimate goal of class evaluation is to motivate the instructor, not to find fault. Let the instructor have more confidence and courage after listening to your class evaluation, and don't let him sigh: "I will never attend an open class again in my life!" "

evaluation criterion

As a kind of quality analysis, class evaluation should first have a quality standard, which is like the quality acceptance of a product. What is the evaluation standard of a good class? Because of the different disciplines, grades and regions, it is difficult to have a universal standard for each evaluation. The following list is just one of many evaluation criteria.

Evaluation standard of a class

1, teaching purpose (reflecting goal consciousness)

(1) The teaching goal is comprehensive, specific and clear, which conforms to the curriculum standards, teaching materials and students' reality.

(2) Put forward and handle the key points and difficulties properly, grasp the key points and teach accurate knowledge.

(3) A strong sense of achieving teaching objectives runs through the teaching process.

2. Teaching process (reflecting the subjective consciousness)

(1) The teaching ideas are clear, the classroom structure is rigorous, and the teaching density is reasonable.

(2) Facing all, reflecting differences, teaching students in accordance with their aptitude, and comprehensively improving students' quality.

(3) The amount of knowledge imparted and the degree of training ability are moderate, and the key points are highlighted and grasped.

(4) Create opportunities for students to actively participate and develop.

(5) Reflect the process of knowledge formation, and the conclusion is drawn by students from inspiration and discovery.

3, teaching methods (reflect the training consciousness)

(1) Be precise and concise, pay attention to thinking training, and implement "double basics".

(2) The teaching methods are flexible and diverse, which are in line with the reality of textbooks, students and teachers.

(3) Exchange teaching information for many times, give timely feedback and correct it effectively.

(4) Proceed from reality and use modern teaching methods.

4. Emotional education (reflecting emotional awareness)

(1) Teaching is democratic, teachers and students are equal, the classroom atmosphere is harmonious and harmonious, and innovative ability is cultivated.

(2) Pay attention to the cultivation of students' non-intellectual factors such as motivation, interest, habits and confidence.

5. Teach basic skills (skill awareness)

(1) Putonghua teaching is concise and vivid.

(2) The teaching attitude is cordial, natural, dignified and generous.

(3) The blackboard writing is neat, beautiful, concise and clear.

(4) Be able to skillfully use modern teaching methods.

(5) Strong ability to control the classroom.

6. Teaching effect (reflecting efficiency consciousness)

(1) has achieved the teaching goal and the teaching effect is good.

(2) Students will learn, learn vividly, and the classroom atmosphere is active.

(3) The amount of information is moderate, the burden on students is reasonable, and the efficiency is high in a short time.

7. Teaching characteristics (reflecting the sense of characteristics)

(1) Teaching has its own characteristics.

(2) Teachers form teaching style.

(3) Comprehensive evaluation

The so-called comprehensive evaluation means that the evaluator comprehensively and systematically evaluates a class as a whole. The usual practice is to analyze first and then synthesize. The comprehensive evaluation includes the following contents: from the analysis of teaching objectives; Analysis from the treatment of teaching materials; Analysis from the teaching process; Analysis from the teaching methods and means; From the analysis of teaching basic skills (don't talk about things, don't talk about reason); From the analysis of teaching effect; From the perspective of teaching personality; Analyze from the teaching thought; Make a comprehensive evaluation.

1, from the analysis of teaching objectives

First of all, from the perspective of teaching objectives, it depends on whether it is comprehensive, specific and appropriate. Comprehensive reference can be determined from knowledge, ability, thoughts and feelings; Specifically, knowledge, ability, ideological 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 curriculum standards, reflect the characteristics of grade and unit textbooks, conform to the students' age reality and cognitive law, 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 methods 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.

Goals are the intrinsic motivation for people to do things. The more specific the goal, the higher the consciousness and enthusiasm of doing things, the higher the efficiency, and vice versa. Teaching goal is the starting point and destination of teaching, and its correct formulation and realization is the main measure of course quality. Therefore, the analysis class should first analyze the teaching objectives.

2. Analyze teaching materials.

The evaluation of a teacher's class depends not only on the formulation and implementation of teaching objectives, but also on the organization and treatment of teaching materials by teachers. To evaluate a teacher's class, we should not only look at the accuracy and scientificity of the teacher's knowledge transfer, but also pay attention to analyzing whether the teacher highlights the key points, breaks through the difficulties and grasps the key.

3. Analysis from the 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. Because of this, it is necessary to evaluate the teaching procedure when evaluating classes. The evaluation of teaching process includes the following main aspects.

Look at the design of teaching ideas. Teaching thinking 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.

Commentators evaluate teaching ideas. First, it depends on whether the design symbols of teaching ideas conform to the teaching content and students' reality. Second, it depends on whether the design of teaching ideas is original and extraordinary, giving 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 see that some teachers have poor teaching effect and low efficiency, which is largely caused by unclear teaching ideas or teaching ideas that do not conform to the actual teaching content and students' reality. Therefore, in the course evaluation, we must attach importance to the evaluation of teaching ideas.

Look at the arrangement of classroom structure (classroom structure is also called teaching link or step). There are differences and connections between teaching philosophy and classroom structure. Teaching ideas focus on the treatment of teaching materials, reflecting the vertical teaching context of teachers' classroom teaching, and classroom structure focuses on the design of teaching methods, reflecting the horizontal levels 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. Usually, a good class has a rigorous structure, interlocking, natural transition, reasonable time allocation, moderate density and high efficiency.

Calculating the teaching time design of the lecturer can better understand the teaching focus and structural arrangement of the lecturer. The design of teaching time includes: whether the time allocation and connection of teaching links are appropriate.

Calculate the time allocation of teaching links to see whether the time allocation and connection of teaching links are appropriate. See if there is any looseness before and after (more time in front, loose content, less time in the back, high content density) or looseness before and after (less time in front, high teaching density, more time in the back, loose content), and see if the training time is reasonable.

Calculate the time occupied by teachers' activities and students to see whether it meets the teaching objectives and requirements, whether the time occupied by teachers is too much, and whether the time occupied by students is too little.

Calculate the distribution of students' individual activity time and students' collective activity time. See whether the time allocation of students' individual activities, group activities and class activities is reasonable, whether there are too many group activities, and whether students have too little time to study, think independently and finish their homework independently.

Calculate the activity time of excellent and poor students. See if the activity time distribution of excellent, medium and poor students is reasonable. Is there a phenomenon that top students take up too much time and poor students take up too little time?

Calculate the non-teaching time and see if there are any teachers who are divorced from the teaching content and do something else in class. The phenomenon of wasting valuable classroom time.

4. Analyze from the teaching methods and means.

Evaluating the selection and application of teachers' teaching methods and teaching means is another important content.

What is a teaching method? It refers to the general name of the activities taken by teachers to complete teaching goals and tasks in the teaching process. However, it is not an isolated single activity mode of teachers, including teachers' "teaching activities" and students' "learning" under the guidance of teachers, but the unity of "teaching" and "learning" methods. The evaluation of teaching methods and means includes the following main contents:

See if it is better to tailor your clothes and use them flexibly. We know that teaching is regular, but there is no fixed law. The key is to get the correct law. Teaching is a complex and changeable system engineering, and there can be no fixed universal method. A good teaching method is always relative, and it always changes with the characteristics of courses, students and teachers themselves. In other words, the choice of teaching methods should be tailored and applied flexibly.

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, classroom evaluation depends not only on whether teachers can properly choose teaching methods according to the actual situation, but also on whether teachers can make efforts on the diversity of teaching methods to make classroom teaching extraordinary, innovative and artistic forever.

On 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. In particular, comment on the lessons of some backbone teachers with good quality. We should not only look at convention, but also look at reform and innovation. It depends on the design of classroom thinking training, the cultivation of innovative ability, the exertion of main activities, the construction of new classroom teaching mode and the formation of teaching artistic style.

On the application of modern teaching methods. Modern teaching needs modern means. The old and single teaching method of "a piece of chalk, a book, a blackboard and a mouth" should become history. The use of teachers' teaching methods and means depends on the timely and appropriate use of modern teaching methods such as multimedia.

At present, there are still "four ones" in high school teaching methods: ① full-time irrigation. Without giving students time to read, discuss and think, teachers can "speak" and "fill" the world. (2) Practice to the end and practice all the time. From one extreme to the other. Teachers prepare lessons to find topics, ignore topics in class and explain correct answers. No wonder the students said, "It's either irrigation or string practice." ③ At the end, it was full. Some teachers let students read books in class without guidance, explanation, specific requirements, inspection and feedback. It is called "self-study", but it is actually "freestyle". (4) ask to the end and ask. Some teachers turn "full-time irrigation" into "full-time questions", but the questions they ask are not carefully designed and become a mere formality.

5. From the analysis of teachers' basic teaching skills.

Teaching basic skills are an important aspect for teachers to teach well, so the evaluation of classes depends on teachers' teaching basic skills. Usually, teachers' basic teaching skills include the following aspects.

Read on the blackboard. A good blackboard writing, first of all, the design is scientific and reasonable, and points are deducted according to the outline; Secondly, it should be concise and artistic; Once again, it is well organized, neat and beautiful, and skillful in board painting.

Look at the teaching state. 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, emotional integration between teachers and students.

Language teaching is also a language art. Teachers' language is sometimes related to the success or failure of a class. First of all, be accurate and clear, speak Mandarin, be precise, concise, vivid and inspiring; Secondly, the intonation of the teaching language should be appropriate, with moderate speech speed, cadence and variety.

Look at the teaching methods to see the proficiency of teachers in using teaching AIDS, operating multimedia and other modern teaching methods.

6. Analyze the teaching effect.

Seeing the effect of classroom teaching is an important basis for evaluating classroom teaching. The evaluation of classroom effect includes the following aspects: first, the teaching efficiency is high, the students' thinking is active and the atmosphere is warm; Second, students have benefited a lot, and students of different degrees have made progress on the original basis, and their knowledge, ability and ideological and emotional goals have been achieved; Third, the effective use of 45 minutes (or 40 minutes), students learn easily and happily, have high enthusiasm, solve problems in class, and the students' burden is reasonable.

The evaluation of classroom effect can sometimes be carried out through tests. In other words, after a class, the teacher will test the students' knowledge on the spot, and then evaluate the classroom effect through statistical analysis.

The comprehensive analysis also includes the analysis of teachers' teaching personality and teaching ideas. The specific operation of the overall evaluation method is not necessarily to analyze and evaluate one by one from seven aspects at the beginning, but to sort out the lessons you have heard first. How to manage: the first step, starting from the whole, roughly look at how the teaching process of the whole class is arranged, and there are several major teaching steps; The second step is to analyze each teaching step by step from the whole to the part, and sort out the above seven contents respectively; The third step is to summarize the contents sorted out in each teaching step from part to whole. Then according to a certain order, analyze and evaluate one by one from the perspective of the whole class.