What are the roles of teaching feedback?

Teaching feedback is an indispensable measure to achieve purposeful control of teaching, improve teaching quality and efficiency, and ensure the virtuous cycle of teaching activities. In order to make teaching feedback fully effective, in addition to the correct use of feedback methods, we must also pay attention to the following aspects.

Feedback must be timely.

1) This requires feedback to be greater than the speed at which the state of the controlled system changes, and the feedback is completed before the next control decision.

2) Timely feedback in teaching. On the one hand, teachers should compare students' actual learning status with predetermined learning goals through questions and answers, exercises, assignments, quizzes and examinations in a timely manner, and feedback the information on the differences between the two as soon as possible to adjust the next teaching activities.

On the other hand, students should also conduct self-evaluation and self-regulation in a timely manner according to the standards provided by teachers or textbooks, and actively cooperate with teachers to achieve the predetermined teaching goals as soon as possible.

3) Whether it is the macro feedback of teachers or the micro feedback of students, the key is to make a correct evaluation of the teaching effect.

Writing for Teaching Feedback:

The first is to record students' thoughts and explore their potential. In the classroom, teachers should change from excited speakers to active listeners, "educate by listening", the silence of teachers in the classroom, give students the opportunity to speak, adopt an auditory-centered communication mode, and listen to students' ideas, needs, emotions, thoughts, psychology, differences, and relationships with people. Consciously record it, encourage it, and when appropriate, teach a completely open, self-defined topic in some classes.

The second is to record the experience of textbook processing and time allocation, continuously accumulate experience, and improve teaching efficiency. For example, in the lesson "Mid-Autumn Festival", students have a first-hand experience of climate change before and after the Mid-Autumn Festival, so they can spend less time, and more of the harvest scenes in the countryside that urban students are relatively unfamiliar with are displayed, discussed and described. The customs of the Mid-Autumn Festival of various ethnic groups can be clearly displayed with **, and the Mid-Autumn Festival appreciation and Qianjiang tide in Hangzhou can stimulate students' feelings of loving their hometown and nature.

1. Through the unique and in-depth explanation of the textbook, the teacher has achieved a good teaching effect, and can combine a variety of teaching methods to make the students' grasp of knowledge more profound. The teaching content is focused, the teaching purpose is very clear, and the teachers have a high level of professional skills. The teaching method is novel and unique, arouses the interest of the students, the teacher pays attention to interaction, and the classroom learning atmosphere is relaxed and pleasant, which truly meets the requirements of the purpose of teaching.

2. In the teaching, the teacher has a deep and wide content, covering a wide range, which can connect the ancient and modern, combined with the background of the times, and fully understand the life experience of poets, lyricists and other ancients, while better enabling students to understand the connotation and implication of ancient literary works, and at the same time enable students to cultivate sentiment and increase literacy in learning. The teaching effect is remarkable, and the students have increased their humanistic quality, improved their literary taste, and strengthened their self-cultivation while learning the major courses of ancient literature, so that students can increase their knowledge in a relaxed and active learning atmosphere.

3. The teaching effect of the teacher is excellent, which can enable students to improve their practical skills while appreciating the charm of knowledge. The teaching content of teachers is broad and profound, high-quality and efficient. The teaching content is novel, unique and personal.

Teaching feedback, 1 refers to the teacher's post-teaching feelings about the courses taught and the memo records of the results achieved; 2. It refers to the evaluation of the meaning and impact of the course taught by the student, the parent or others on the teacher and the course brought to him.

If you don't understand the above, please check the dictionary.

1. Look for deficiencies and defects. This is the main purpose of the teaching reflection activity.

Through teaching reflection, we strive to find out the problems and deficiencies in our own teaching, so as to provide a basis for future correction and improvement.

2. Find the advantages of your own teaching.

Teaching reflection should not only actively look for their own teaching defects and shortcomings in order to facilitate improvement, but also look for their own teaching advantages, so as to continue to polish and carry forward in the future and form a style.

3. It is conducive to improving one's own teaching level and teaching ability.

The reason why teaching reflection is conducive to improving one's teaching level and teaching ability. Through reflection, the deficiencies are discovered, which is conducive to targeted improvement; At the same time, through reflection, they can discover their own teaching advantages, which is conducive to developing their strengths and avoiding weaknesses in future teaching and creating their own unique teaching style.

4. It is conducive to teachers to discover and summarize relevant teaching rules, and is conducive to teachers to carry out teaching research.

The teaching law is the connection between the teaching elements that are scientific, inevitable, stable and universal, and it is the teaching principle and teaching basis that must be followed in teaching activities.

Methods of Pedagogical Reflection:

1. Diary reflection method.

Diary reflection refers to the reflection method in which teachers record their teaching experience of the day at the end of a day's teaching work. The content of the teaching diary can include the following aspects: first, the successful move, that is, the measures to achieve the preset goals in the teaching process, the experience of the proper use of teaching methods, the innovation of teaching methods, and the embodiment of new curriculum concepts.

The second is the inadequacy, that is, the result of being lower than expected. "Teaching is an art of debate", no matter how successful teaching is, there are always places that need to be further improved and optimized.

2. Teaching case reflection method.

The teaching case reflection method refers to a teaching reflection method that takes a certain teaching event or phenomenon as the research object, and reveals the internal laws of teaching in the form of cases through repeated observation, analysis and refinement. Because the teaching cases are rich in educational wisdom and emotional experience, they are also a good theme and a good way for teachers to implement teaching reflection.

3. Communication, dialogue and reflection method.

The new curriculum emphasizes the need to build positive partnerships among teachers, strengthen communication and cooperation, and share experiences and successes.

Reflection on teaching. The role and significance: to re-understand and rethink the practice of education and teaching, and to summarize lessons and lessons to further improve the level of education and teaching.

Reflection on teaching has always been an effective means for teachers to improve their personal professional level, and it has always been highly valued by those who have achieved great educational achievements. Nowadays, many teachers will reflect on their own gains and losses from their own educational practice, and improve the quality of teaching reflection through educational cases, educational stories, or educational experiences.

Reflect on the ingredients. 1. Cognitive component refers to how teachers process information and make decisions. In the human mind, a large number of interrelated information about facts, concepts, generalizations, and experiences are organized into a certain network, which becomes a schema, which can be effectively stored and quickly extracted, forming the basis for an individual's understanding of the world.

2. The critical component refers to the basis that drives the thinking process, including experience, beliefs, socio-political orientations, and teachers' goals, etc., and emphasizes more values and moral components, such as whether the educational goals are reasonable, and the equality and power issues implicit in educational strategies and materials. It affects the teacher's understanding of the situation, the problem of concern and the way in which the problem is resolved.

The researchers found that in the reflection process, teachers were less focused on solving problems than in the past, but more focused on asking questions, and they were more interested in these non-linear questions to which there was no definite answer.

3. Teacher's statement. It has been suggested that reflecting the teacher's own voice is the basic ingredient of the teacher's statement, including the questions the teacher asks, the way the teacher writes and talks in their daily work, and the system of interpretation they use to explain and improve their own classroom teaching.

It may contain some cognitive and critical components, but the focus is on the teacher's understanding of the various teaching strategies.

This interpretation can make teachers more aware of their own teaching decision-making process.

The role of teaching evaluation: diagnosis, motivation, regulation, and teaching. Teaching evaluation is an activity that makes value judgments on the teaching process and results according to the teaching objectives and serves the teaching decision-making, and is the process of judging the actual or potential value of teaching activities.

Diagnostic. The evaluation of teaching effectiveness can understand the situation of all aspects of teaching, so as to judge its quality and level, effectiveness and shortcomings. A comprehensive and objective evaluation can not only estimate the extent to which a student's achievement has met the teaching objectives, but also explain the reasons for poor performance and identify the main causes.

It can be seen that teaching evaluation is like a physical examination, which is a rigorous and scientific diagnosis of teaching.

Motivational effect. Evaluation monitors and reinforces both teachers and students. The evaluation reflects the teaching effectiveness of teachers and the learning performance of students.

Experience and research have shown that, within a certain limit, frequent tests to record grades have a great stimulating effect on students' learning motivation, and rolling friends can effectively promote classroom learning.

Regulatory effect. The information sent by evaluation can enable teachers and students to know how well they are teaching and learning, and teachers and students can revise their plans and adjust their teaching behaviors based on the feedback, so that they can work effectively to achieve the set goals, which is the moderating role played by evaluation.

Pedagogical role. Evaluation is also a pedagogical activity in itself. In this activity, students will develop their knowledge, skills, and intellectual and moral skills. Methods of teaching evaluation: quizzes, answers, observation and questioning, homework checking, listening to lectures and evaluations, etc.

Evaluation basis: Teaching evaluation is based on teaching objectives, in accordance with scientific standards, using all effective skills and imitation techniques to measure the teaching process and results, and give value judgments. Teaching Evaluation:

It is the measurement, analysis and evaluation of the quality of teaching work. It includes: the evaluation of students' academic performance, the evaluation of teachers' teaching quality, and the evaluation of courses.

The above content refers to: Encyclopedia - Teaching Evaluation.

1. Be moderately motivated

Motivating instructional evaluation language is a catalyst for students' confidence in learning. In order to let students taste the joy of learning and the joy of success, teachers should open their eyes to find the shining points of students and give enthusiastic encouragement. "Your little hands raised high are the best gift for the teacher, and the teacher is so happy!

The teacher believes that you must be the best student in our class! ”。These motivational words can evoke longing in students' hearts and ignite a spark of self-confidence.

Second, there is a certain pertinence in wealth.

In classroom teaching, teachers should make targeted evaluations according to the characteristics and individuality of each student. For example, "It means that you usually like to read extracurricular books!" "Who can read better than him?

You should read it a little harder! ”。These apt evaluations objectively point out the strengths and weaknesses of the students.

Third, it has a certain degree of generosity.

In classroom teaching, teachers should have a strong sense of resources, and strive to develop and actively use generative resources. Be good at seizing every opportunity in the classroom, and use your own evaluation language to lead the wonderful generation in the classroom. For example, "It doesn't matter if you say something wrong, dare to say it is progress!" "The teacher's evaluative language not only protects the student's strong self-esteem, but also guides the generation of the class.

Fourth, the teacher's evaluation language can guide students to master the correct learning methods.

In classroom teaching, teachers should be good at skillfully allocating and guiding feedback from students, such as students can make comments like this when reading: "The ancients said that when reading, you should do it"Eyes, mouths, and hearts"I see that you have met that requirement today. After reading it, he said:

Staring at the potato reads very loudly and fluently, if you slow it down a little more, and master the tone.

Students will admire you even more, keep up the good work! "Teachers' clever use of the orientation of teaching evaluation language can successfully generate excitement in the classroom.

Fifth, the teacher's evaluation language is witty and interesting.

For example, in class, the teacher says, "Is it because I don't spray enough, or because the herbicide is a fake product, you are still so energetic!" Such humorous comments can not only adjust the atmosphere of the classroom, stimulate students' interest, enlighten students' wisdom, but also allow students to develop in a harmonious and pleasant atmosphere.

6. The diversification of classroom evaluation methods stimulates students' interest in learning.

In the classroom, in addition to being good at using motivational language, teachers should also often use silent encouragement, that is, use body language to express approval and liking for evaluation. The students felt the love from the teacher's kind and diverse body language; Feel appreciated; This is what motivates students to be positive.

Answer]: a, b, c, d

The role of teaching feedback in classroom teaching is manifested in four aspects: motivation, regulation, media and **. ("Almanac Code Teaching Skills, Model Rubber Theory and Practice").