How teachers evaluate lessons, and how teachers evaluate lessons

1. Before evaluating the class, you may wish to listen to the teacher's design ideas for the class, so as to have an overall grasp.

2. Evaluate whether the arrangement of teaching design, objectives, content, time, etc. is reasonable.

3. Student engagement. Students are the main body of learning and the people being educated, and whether or not they have mobilized students' enthusiasm and initiative in learning in the teaching process should be a major criterion for course evaluation.

4. Evaluate the effectiveness of teaching. Due to the application of modern educational technology, the scenario can be designed quite perfectly, but students are likely to divert their interest in textbook knowledge because of the beautiful scenario in the course of the lesson, and the teaching effect is reduced.

5. The class idea and logical system should also be the focus of an evaluation.

6. The success of the evaluation should not be taken as the basis for evaluating the success of the teaching task, but the interaction between teachers and students and the effectiveness of the content should be taken as the main basis for evaluation.

7. In the process of course evaluation, there should be more guidance and suggestions, and you can also talk about your experience from the content of the class (to be specific), and less other languages, especially the framework evaluation should be less or none.

1. Methods of quantitative evaluation. Quantitative evaluation is a quantitative measurement of the teaching process and the results of collapse and verticalization. In the operation, the teacher can first score the indicators in the comparative indicator system according to the level, and then accumulate the obtained scores, and use this total score to make value judgments about classroom teaching.

If the group evaluation is to take the average score of the evaluators, the highest score and the lowest score should be removed if there are many people.

2. Methods of qualitative evaluation. Qualitative evaluation is the determination of the nature of the teaching process and results. During the operation, the teacher can first evaluate the level of the comparison of each index, and then assign a value according to the predetermined weight to calculate the total score of the classroom evaluation, and make a value judgment according to the score range (if the group evaluation can be based on the quantitative evaluation method, the average score can be taken according to the quantitative evaluation).

3. A combination of quantitative and qualitative methods. Quantitative evaluation and qualitative evaluation are essentially interdependent and are carried out according to qualitative and quantitative procedures, but in different forms. The evaluation of classroom teaching should not only have a quantitative and qualitative form of expression, but also have descriptive comments based on the evaluation index system.

4. The method of combining self-evaluation and other evaluation. According to the evaluation subject, it can be divided into self-assessment and other evaluation. Self-evaluation refers to the self-evaluation of the object of evaluation (such as teachers) according to the indicators in the evaluation index system.

Other evaluation refers to the evaluation of the evaluation object by the evaluation subject outside the teaching process, and the other evaluation should be carried out on the basis of self-evaluation, and this form is commonly used in course evaluation activities; Assessing lessons after understanding the teacher's teaching intentions can avoid misunderstandings and improve the quality of lesson evaluation.

5. The combination of static and dynamic. Static evaluation refers to the value judgment of the relatively stable stage and the physical environment of teaching. Dynamic evaluation refers to the value judgment of teaching psychology and teaching situations caused by other factors in the classroom teaching process of teachers and students.

The evaluation should not only be static but also dynamic, and the degree of coordination between the two states should be evaluated.

6. The method of combining summary and formation. A summative evaluation is an evaluation of the results of that lesson. Formative assessment is the evaluation of each stage or link in the classroom teaching process.

If the teaching effect of this lesson is good, then the teaching process is optimized; If the teaching process is optimized, then the teaching effect of this lesson must be good. The two are logical reasoning of the equivalence relationship. The specific evaluation method is to evaluate the process and effect separately and analyze it, so that it is comprehensive and thorough.

7. A method that combines objectivity and reference. It refers to comparing the positions of the two with reference to the evaluation object that is basically the same. Example:

This method can be used for classroom teaching evaluation of the same grade and subject in the same school. However, the objects are not exactly the same, and the objective index system should be used as the evaluation basis for evaluation.

Advantages, disadvantages and suggestions of scientific evaluation language

The teaching content is easy and appropriate, from shallow to deep. Attention was paid to guiding students to think, but there were fewer bilateral activities between teachers and students, and the classroom atmosphere was not active enough. The board is neatly organized, the analysis is thorough, and the prompts are just right. However, the relativity of the double angle should be emphasized.

The basic theory is solid, the professional knowledge is wide, there are no scientific errors in teaching, the details are appropriate, the layout is reasonable, and the handwriting is neat and standardized. The appearance is dignified, the teaching style is natural, and the demeanor is generous.

The analysis and processing of the teaching content are appropriate, the hierarchy is clear, the organization is clear, the capacity is appropriate, and the links are coherent and compact. It can reveal the internal connection of knowledge, highlight the key points, grasp the difficult points accurately, and the classroom structure design is in line with the actual situation of students.

The purpose of teaching is complete, accurate, scientific and practical. The teaching focus is clear, and the method of highlighting the key points is appropriate and effective. Teaching difficulties are found, and the solutions are appropriate and effective. The teaching content is the most informative, and the teaching structure is arranged scientifically, calmly and naturally, with tension and relaxation.

The teaching process embodies both sexes (instrumental and humanistic), and the two kinds of enthusiasm (only the teaching of the blind teacher and the learning of the students) mobilize the students. The teaching methods are flexible and effective, the classroom feedback channels are unimpeded, the forms are diverse, the directions are multi-dimensional, and the corrections are timely and effective.