How to make the listening and evaluation class more effective, and how the teacher should listen to

How to listen to lectures and evaluate classes more effectively as follows:

1. Listen to and comment lightly, perfunctory. Some schools artificially stipulate the number of lessons that teachers should attend per week, and teachers only pay attention to listening to lectures in order to complete their tasks, and some of the lessons that should be evaluated are not evaluated, on the one hand, because the instructors have no bottom in their hearts, and on the other hand, the role of class evaluation has not been brought into play, and the lectures have lost their meaning. Even if some classes are evaluated, it hinders the situation, and the course evaluation is perfunctory and goes through the motions.

Most of the course evaluations are false evaluations, only singing praises and not talking about shortcomings. At the council, there were few speakers, only a few words in the review, and the evaluation was deserted.

2. Plain and superficial, all-encompassing. Some of the participants did not listen carefully, and after a class, they could not see any problems, they did not write anything in their notes, and of course they could not put forward opinions and suggestions; Although some evaluators have put forward a lot of opinions, most of them are trivial issues, and they are talked about in general terms and do not touch on the problems, so it is no wonder that some teachers lament that such comments are not interesting.

3. Look at the new classroom with old eyes. The concept of the classbearers has changed, and they strive to explore the new curriculum standards and practice the new curriculum standards, but the evaluators' ideological concepts have not changed much, and they still stay in the traditional evaluation concept, and still hold the concept of teacher-centered in their consciousness, which is bound to have a negative impact on the reform practice of the classiers.

4. The surface is lively, not effective. The lively atmosphere of the class has always been one of the hallmarks of the success of the class. As long as the students "hold their hands high" class is considered a good class, there is no understanding of the actual effect of learning.

This becomes only looking at the surface and not looking at the effect, which becomes formalism, how much actual effect can be received?

5. Overestimate teachers and students and detach them from reality. In the course of lesson evaluation, the evaluator overestimates the level of teachers and students, and subconsciously believes that the teacher's classroom teaching should be perfect and the students' understanding should be in place. If the teacher makes a mistake in the classroom, it is a failed class; If the student's problem is not in place, the teacher is not able to guide effectively.

Here's how to do it better:

Some scholars have pointed out that the current problems in the school's listening and evaluation activities include scattered, superficial, showy, one-size-fits-all, unprepared, lack of dialogue, lack of precision, and low efficiency.

In order to solve these problems, we can find answers from core literacy and achieve the following transformations.

1.Goal preset and achieved.

The listening and evaluation class should change from focusing on three-dimensional goals to focusing on core literacy.

Pay attention to core literacy, not only pay attention to the core literacy of specific disciplines (of course, this is the most important), but also pay attention to the development of core literacy of higher-level students, and pay more attention to the value of education. Listening to each class, you have to think about it, is there any educational value in this class? What is the educational value?

2.Teaching content.

What kind of content to choose to achieve the goal, I think it is necessary to achieve a shift from focusing on disciplinary concepts to focusing on core concepts and interdisciplinary concepts.

Some teachers do pay attention to subject concepts, but at the end of a lesson, they often don't focus on it. Core literacy is comprehensive, and interdisciplinary concepts are very important for students to form core literacy. In the course of listening and evaluating classes, it is necessary to pay attention to whether the teaching teacher Zishan attaches importance to the teaching of subject core concepts and interdisciplinary core concepts.

Lecture comments and suggestions:

Part 1:

1. The teaching design idea is clear, and the classroom teaching implementation is good, and the teaching purpose is basically achieved.

2. The biggest feature of this lesson is that it runs through the entire classroom teaching with examples, cultivates students' thinking, pays attention to process experience, and cultivates students' ability to take the lead. Develop a good atmosphere for discussion, reflect the classroom mode of cooperation, interaction, and evaluation, and meet the requirements of "three-dimensional goals".

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Part II:

1. Create example scenarios to trigger students' thinking, cultivate students' thinking ability, promote teacher-student interaction, enliven the classroom atmosphere, and improve the classroom teaching effect.

2. Through the teaching of the history of physics, students can arouse their interest in learning physics.

3. Be able to naturally introduce the methods of studying physical laws and apply them directly to classroom teaching.

4. Be able to use group experiments to cultivate students' first-class ability and scientific attitude, the spirit of unity and cooperation, and the ability to analyze the data and brigade data.

5. Suggestion: Pay attention to the speed of speech, rhythm and transitional language (mathematical logic); Give students plenty of time to make their voices heard.

In the process of listening to and evaluating classes, many young teachers do not know how to evaluate the lessons, so I will explain from the two aspects of listening to the lectures and evaluating the lessons. I believe that teachers should follow the following three steps.

1) There should be a certain amount of preparation before class. (2) Carefully observe and record during the lecture (3) Think and sort out after listening to the class 2. How the teacher evaluates the lesson (1) From the teaching objectives.

Analysis (2) Analysis from the handling of teaching materials Evaluating the quality of a teacher's lesson depends not only on the formulation and implementation of teaching objectives, but also on the organization and handling of teaching materials by teachers.

When we evaluate a teacher's lesson, we should not only look at whether the knowledge taught by the teacher is accurate and scientific, but also pay more attention to whether the teacher's handling of teaching materials and the selection of teaching methods highlight the key points, break through the difficulties, and grasp the key. (3) Analysis from the perspective of teaching procedures The teaching objectives should be completed in the teaching procedures, and whether the teaching objectives can be achieved depends on the design and operation of the teachers' teaching procedures. For this reason, it is necessary to evaluate the teaching process.

1. Analysis from the teaching objectives:

Teaching objectives are the starting point and end point of teaching, and its correct formulation and achievement are the main yardsticks for balancing the quality of children's lessons. Therefore, the analysis class should first analyze the teaching objectives.

1) From the perspective of teaching goal setting, it is necessary to see whether it is comprehensive, specific and appropriate. According to the "Curriculum Standards", the requirements in the teaching objectives are comprehensive to determine the teaching objectives from five aspects: knowledge, ability, thoughts and feelings, learning strategies, and cultural strategies; Specifically, it means that there should be quantitative requirements for knowledge objectives, clear requirements for ability, ideological and emotional goals, and reflect the characteristics of the discipline (refer to the course standards); Appropriateness refers to the determined teaching objectives, which can be guided by the syllabus, reflect the characteristics of the teaching materials of the year, grade and unit, conform to the actual age of the students and the laws of understanding, and be moderately difficult.

2) From the perspective of goal achievement, it is necessary to see whether the teaching goal is clearly reflected in each teaching link, and whether the teaching methods are closely centered on the goal and serve to achieve the goal. It depends on whether the key content is exposed to as soon as possible in the classroom, whether the teaching time of the key content is guaranteed, and whether the key knowledge and skills are recognized and strengthened.

2. Analysis from the treatment of teaching materials

The evaluation of the teacher's good or bad in a lesson depends on the formulation and implementation of the teaching objectives, as well as the teacher's organization and handling of the teaching materials. When evaluating a teacher's lesson, we should not only look at the accuracy and scientificity of the teacher's knowledge teaching, but also pay more attention to analyzing whether the teacher's handling of teaching materials and the selection of teaching methods highlight the key points, break through the difficulties, and grasp the key.

3. Analysis from the teaching process (the evaluation of the teaching process includes the following main aspects):

1) Look at the design of teaching ideas

The teaching idea is the context and main line of the teacher's class. It is designed according to the actual situation in terms of teaching content and student level. It reflects how a series of teaching measures are arranged and combined, how to connect and transition, how to arrange details, how to arrange lectures, etc.

The design of teaching ideas in the classroom is diverse. For this reason, the evaluator evaluates the teaching ideas, first, to see that the design of the teaching ideas does not conform to the actual teaching content and the actual students; It depends on whether the design of the teaching ideas has a certain originality and is otherworldly to give students a fresh feeling; Third, look at the level of teaching ideas, whether the context is clear; Fourth, look at the actual operation effect of teachers' teaching ideas in the classroom.

2) Look at the class structure.

The teaching idea focuses on the processing of teaching materials and reflects the vertical teaching context of teachers' classroom teaching, while the classroom structure focuses on teaching techniques and reflects the horizontal level and links of teaching. It refers to the establishment of the parts of the teaching process of a lesson, as well as the connection, sequence and time allocation between them. Classroom knots.

A structure is also known as a teaching session or step.

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