Under the new curriculum, the overall evaluation and lecture will be carried out in general

As follows:

1. Start with the teaching objectives.

After listening to the class, evaluate the class as a whole to see if the teaching objectives are comprehensive, clear, whether the structure of the teaching materials is well grasped, and whether the teaching objectives set by Yunshi according to the teaching materials and the actual situation of students' learning.

2. From the teaching content, look at it quietly.

It depends on whether the teacher is good at excavating the resources of teaching materials, whether the design of knowledge is appropriate, whether the capacity is appropriate, and whether the whole lesson can mobilize students' intrinsic interest and enthusiasm for learning. whether teachers can cultivate students' awareness and habits of active learning, etc. Whether the whole lesson is able to connect the textbook with real life and students' experiences.

3. From the perspective of the teaching process.

Whether the teaching ideas are clear, always focus on the learning goals of the students, and can not only be oriented to all students, but also pay attention to the differences between students. The structure of the class is scientific and reasonable, the time allocation is also more appropriate, and the interaction between teachers and students, and between students is relatively harmonious.

4. From the perspective of teaching effect.

First, we will see whether the teaching objectives of the whole lesson have been completed and whether the students at all levels have learned something. Then look at whether students are actively participating in the process and methods of experiential learning, and forming relevant abilities and literacy.

1. Evaluate the teaching objectives.

1. Determination of teaching objectives: comprehensive, specific and appropriate formulation of teaching objectives, targeted and oriented. Comprehensive, which means that it can be determined from several aspects such as knowledge, ability, thoughts and emotions; Specifically, it means that there should be quantitative requirements for knowledge goals, and clear requirements for ability, ideological and emotional goals, reflecting the characteristics of the discipline; Appropriateness refers to the determined teaching objectives, which can be guided by the syllabus, reflect the characteristics of the students in the class and the unit textbooks, conform to the actual age of the students and the laws of understanding, and be moderately difficult.

2. Implementation of teaching objectives: Teaching objectives are clearly reflected in each teaching link, and teaching methods closely focus on the objectives and serve to achieve the goals. Exposure to key content as soon as possible, the teaching time of key content is guaranteed, and key knowledge and skills are consolidated and strengthened.

2. Textbook evaluation.

The knowledge is taught accurately and scientifically, and the key points and difficulties of the teaching materials are accurately grasped, the key points are highlighted, the difficulties are broken through, and the key points are grasped. Carefully organize and process teaching materials: according to the teaching rules, teaching objectives, students' knowledge base, cognitive laws and psychological characteristics, the teaching materials are reasonably adjusted, enriched and processed, the teaching procedures are reorganized and scientifically arranged, and reasonable teaching methods are selected, so that the teaching materials system can be transformed into a teaching system.

3. Evaluate the teaching procedures.

1. Look at the design of teaching ideas.

The design of teaching ideas is in line with the actual teaching content and students; There is a certain originality that gives students a fresh feeling; The level and context of teaching ideas are clear; The practical operation of the teaching ideas is good.

2.Look at the class structure.

The structure of a good lesson is: rigorous structure, interlocking, natural transition, reasonable time allocation, moderate density, and high efficiency.

Fourth, evaluate teaching methods and means.

1. Teaching methods vary according to the curriculum, students, and teachers. Tailor-made and flexible. 2. Facing reality, choosing teaching methods appropriately, and making efforts to diversify teaching methods, so that classroom teaching is extraordinary, always new, and artistic.

Lessons can be evaluated from the aspects of instructional design, classroom structure, teacher's leading role, students' activities, and teaching methods.

Summary:

1. Analyze the teaching objectives.

Teaching objectives are the starting point and end point of teaching, and its correct formulation and achievement are the main yardsticks to measure the quality of a lesson. Therefore, the analysis class should first analyze the teaching objectives. The current system of teaching objectives is composed of "knowledge and skills; process and methodology; Emotions, attitudes and values" are composed of these three dimensions, which reflect the value pursuit of the new curriculum "based on student development".

How to correctly understand the relationship between these three objectives has become the key to how to accurately grasp the teaching objectives and how to correctly evaluate classroom teaching.

It is mainly divided into three aspects: evaluating teachers, evaluating students, and evaluating content.

1.Evaluate teachers

The evaluation of teachers mainly evaluates the "teaching" of teachers, and its content includes: how the teacher's basic skills (including knowledge structure, posture and expression, language board, etc.) are. Sanshui Sanxin once listened to a teacher's class, and after listening, he bluntly said two points:

Mandarin is too "crooked", and the board book is too sloppy.

In fact, this is a manifestation of teachers' poor basic skills. Among the basic skills of teachers, intention is easy to be overlooked, and that is affinity. As the saying goes, "kiss their teacher, believe in their way", some teachers can quickly get the love of students, and some teachers are easily rejected by students - don't think that this is innate—affinity can be cultivated through nurture.

In evaluating teachers, attention should also be paid to evaluating the teaching process and the design of teaching methods. A lesson with a clear teaching process is like flowing water, while a lesson with a random process design is like a barrage in a river, which always seems jerky. There is also teaching methods, according to the characteristics of students and the difficulty of the teaching content, etc., a variety of types of teaching methods can effectively improve the effectiveness of classroom teaching.

2.Evaluate students

In fact, the evaluation of students, the ultimate foothold, is still the evaluation of teachers, and students are just a carrier. When Sanshui Sanxin listens to the class, he is very concerned about observing the students' classroom reactions. In fact, a good class cannot be decided by the teacher or expert who listens to the class, and the eyes of students can already tell you the advantages and disadvantages of classroom teaching.

In some classes, students' eyes will flash and their expressions will speak, while in others, students' eyes will be dull or even drowsy, and their faces will be full of pain. Personal experience, don't blame the students, it's the teacher's analysis of the learning situation that went wrong.

3.Comment content

The choice of teaching content, including combinations, is the right of the teacher and also tests the teacher's level. Teachers with rich experience and outstanding teaching ability can differentiate and combine teaching content according to the characteristics of students. However, some teachers follow the map and read the textbook, which makes it difficult to attract students.

In short, the core of course evaluation is to evaluate teachers, but you can start from the aspects of students and content to make the evaluation more complete.

Summary:Speaking of teaching evaluation:

The determination of the teaching purpose is in line with the requirements of the syllabus, the content of the textbook and the actual situation of the students.

The design of the teaching method is closely related to the teaching purpose, in line with the characteristics of the course type and the characteristics of the subject, which is conducive to the development of students' intelligence and has strong feasibility. The design of the teaching method has clear ideas and strong operability.

How to talk about teaching evaluation in class.

Teaching evaluation: the determination of the teaching purpose is in line with the requirements of the syllabus, the content of the teaching materials and the actual situation of students. The design of the teaching method is closely related to the teaching purpose, in line with the characteristics of the course type and the characteristics of the subject, which is conducive to the development of students' intelligence and has strong feasibility. The design of the teaching method has clear ideas and strong operability.

Well, will it be a little less?

In fact, in the lecture, "teaching evaluation" can be omitted.

But to evaluate the primary school Chinese deputy high, it requires to say.

Oh, then you just do as I say, because that's not the main part.

Okay, thank you, teacher.

You're welcome.

1 Background analysis. (1) Learning task analysis. Correctly explain the core concepts, mathematical ideas and methods of the lesson, and the connection with relevant knowledge, and clarify the teaching focus.

2) Analysis of students' situation. Correctly explain the relationship between students' existing cognitive structures and new content, and clarify the difficulties that students may encounter. 2. Design of teaching objectives.

Correctly explain the development of students in terms of "double bases", mathematical ability, rational spirit, etc. through teaching, and explain the basis for this. 3. Classroom structure design. Correctly explain how to choose the appropriate classroom structure and arrange the order of teaching activities according to the nature of the teaching content (e.g., concepts, principles, examples, exercises, mathematical applications, research-based learning, etc.) according to the logical order of mathematical knowledge.

4 Pedagogical design. Explain how to choose the right teaching according to the teaching task and the learning needs of the students**. 5. Teaching process design.

Explain what kind of problem series to design, stimulate students' interest in learning, and guide students to develop active mathematical thinking; Explain how to provide appropriate learning guidance based on the student's actual situation; Explain how to arrange variant training and knowledge application to consolidate knowledge and deepen understanding of the nature of mathematics; Explain how to arrange reflection activities to guide students to summarize, summarize, and summarize what they have learned in this lesson. 6 Teaching evaluation design. Explain how to evaluate the teaching effect, and how to give feedback and adjust the teaching according to the evaluation results.

7 Lectures should be no more than 20 minutes.