How to listen to a class, how to evaluate a class, how to listen to a class

Some teachers will think that before listening to the class, the teacher should prepare, why should the teacher who is listening to the class also prepare? The difference between people lies in this, and preparing before attending a class is the embodiment of active thinking. Active thinkers are hunters, and passive thinkers are prey.

1.Three readings, reading the course standards, reading the textbooks, and reading the teaching staff. Anytime the teacher puts the curriculum standards on the table, you can understand why the textbook system is designed in this way.

In the ministry edition of the textbook, any lesson is subordinate to the unit goal, the unit goal is subordinate to the section goal, and ultimately these are subordinate to the will of the state. That is, the country, what kind of citizens it wants teachers to cultivate.

The teaching materials and teaching references are to let you know what the teaching objectives and key difficulties are in this lesson. In the textbook, special attention should be paid to three parts, the unit objectives, the after-class exercises and the language garden. These three parts run through the whole learning of this unit, and anchor the goal of this lesson according to these three points.

The experience of famous teachers on the teaching staff will be used as a guide or reference for us to guide and refer to Lingzhi.

2.Go to class with a goal in mind. After reading the course standards, textbooks and teaching references, it is equivalent to preparing half a class, so don't waste it.

Think about it, if you were to teach this public class, how would you design the teaching session? How do you overcome the most difficult aspects of teaching? What kind of questions might you encounter?

What do you hope to get out of this open class?

Especially when your teaching experience is immature, think about how you go to it in advance, and then compare it with the class of famous teachers, you can see the gap in thinking.

1. Pay attention to the board book (you can't use screen typing instead of the board book and the "affectionate" expression of the language).

2. Be able to use more ** auxiliary education to make students integrate into the situation at that time, and make a good foundation for learning knowledge, but pay attention to not use more ** subtitles instead of board books;

3. The goal setting is reasonable, and the whole lesson is closely focused on the goal of the class.

4. Large class capacity. Closely focus on the goal, lay the foundation, re-extend, and re-think. The language of the class is concise. Although there is not much language, it is very indicative, the problem is clearly oriented, and the points are clean and neat. The class is highly targeted, and the knowledge and ability are taken into account.

5. Be able to use examples to guide students to actively participate in classroom education, and allow students to boldly express their opinions, and the classroom implementation effect is better.

Highlights: Create a small activity (different students read aloud at different speeds) Let students gain emotional experience, 6 The teaching process pays great attention to guiding students how to learn and how to do, the purpose is to help students learn, the teaching goal is very clear, and the study plan is in line with the actual situation of students, and the production of courseware is very practical.

7. Highlight the concise teaching, flexible and diverse teaching methods, be proficient in the use of modern teaching methods, and have strong ability to adapt and control the classroom.

8. The speed of speech is a bit fast.

9. The educational ideas are clear, the education is implemented appropriately, and the educational effect is good.

In addition, teachers can use Easy Check Score to make a grade inquiry system to release student results, which is also very easy to use!

The tips on how to listen to lectures and evaluate lessons are as follows:

1) How to listen to the class:

1. Listen to teaching skills and teaching methods. Commonly used teaching methods include: lecture method, discussion method, visual demonstration method, practice method, reading guidance method, task-driven method, on-site teaching method, self-directed learning method, etc.

2. Listen to the classroom design of this lesson and the teacher's ability to integrate the teaching materials. Good classroom design, natural transition, reasonable structure, focus, combination of lectures and exercises, rich content, classroom design can also reflect the teacher's overall grasp of the teaching materials, reflect the height of the lecturer.

2) How to evaluate the course:

1. Beneficial to myself: What I have learned through this class and what content is conducive to my progress and improvement. "Through this lesson, I learned that I want to use it in my teaching, especially "Start the lesson in this way."

2. Conducive to the lecturer: Promote the progress and growth of the lecturer through reasonable opinions and suggestions. "In this part of the lesson, I feel that if it is implemented in this way, it may be more effective."

3. Conducive to the professional growth of the subject: a certain aspect of the lecturer is worthy of research and research, and even the results of research can be promoted and practiced in the whole discipline of the school.

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.