How to evaluate the teaching effect of a Chinese lesson

The teaching objectives are consistent with the actual teaching.

<> evaluation should focus on:

1) What are the teaching objectives of the class (what knowledge should students learn?) To what extent? What about emotions? ）。when and how the goal is presented;

2) how to introduce the new lesson, including what activities are guided to participate in when the new lesson is introduced;

3) What kind of teaching situations are created and what realities of life are combined?

4) What teaching methods and teaching methods are used?

5) What are the steps of the teaching activity designed? For example, what kind of questions are designed for students to carry out ** and how **; What kind of activities should be arranged for students to practice their hands and mouths, so that the knowledge they have learned can be transferred and consolidated; What kind of questions or scenarios should be designed to guide students to integrate the content of the new lesson with the existing knowledge, etc.

6) What knowledge is systematized? What knowledge is being consolidated? What knowledge to add?

7) What aspects of students' Jingtong skills are cultivated? To what extent?

8) What teaching ideas are infiltrated?

9) What is the classroom teaching atmosphere?

1. Your child can maintain a good interest in learning in class and can actively participate in various activities in class.

2. Children can think positively in class, raise their hands to speak very actively, and think very actively.

3. From the point of view of consolidation exercises, the children who lack the caller have completed the non-chain knowledge well, indicating that the children have a strong ability to accept new knowledge and have high learning efficiency in the classroom.

4. Baby so-and-so, when you were in class today, your class performance was very good. Your little eyes have been following the teacher throughout the lesson, and your attention is very focused.

5. The classwork is basically completed on time, and your child is sloppy in the potato industry, and you need to develop a serious learning attitude.

6. When it comes to the exchange of yuan and angle points and different payment methods. Some children are in a state of confusion, and only a few children are still confused through retelling and learning the children's multiple demonstrations.

Language is a sweet and mellow wine, which makes people reminisce Language is a cool and delicious spring water, which makes people sweet and quenches their thirst;

The language is aromatic coffee, which makes people warm and romantic;

Chinese is a fresh and delicious juice that nourishes the heart and lungs;

The language is fragrant green tea, which makes people feel refreshed;

Language is a leisurely white cloud, which makes people think about it;

Language is a big river of splashing waves, which makes people's hearts surge.

Language is a wonderful animation that makes people enjoy it.

Language is a wonderful picture scroll that makes people feast on the eyes.

Language is a touching song that makes people fascinated;

Language is a scenery with infinite charm, which makes people feel refreshed and happy;

Language is a colorful picture that makes people praise it;

The language is a historical attraction that makes people nostalgic for coming and going.

Language is an old friend who reunites after a long absence, and it is difficult to let go.

The language is wonderful, and people are intoxicated.

Language is an interesting book that is hard to forget.

Language is a leisurely white cloud, which makes people think about it;

The language is a vivid Chinese painting, which is pleasing to the eye.

Language is a catchy poem that cultivates sentiments.

The language is heart-wrenching, which makes people feel refreshed.

If it helps, give it a thumbs up!

The teaching effect is evaluated as follows:

1.Teaching Objectives:

For example, there are "three-dimensional goals" that are clear, in line with students' reality, operable, and can integrate and unify knowledge goals, skill goals, and emotional goals. Achieving the goal is the motivation to teach, but how to achieve the goal? How do you prove that you have reached your goals?

The current standards do not elaborate, let alone specifically describe and judge what is "in line with the actual situation of students", "organic integration of three-dimensional goals" and other similar major issues, with few objective factors and many subjective factors.

2. Teaching content.

One of the most important aspects of teaching content evaluation is whether teachers can accurately grasp the key points and difficulties of the subject content they teach. Actually, this is not a difficulty for teachers, especially in the case of long-term prescribed textbooks. The real difficulty is how to guide students to grasp the key points and break through the difficulties, and students at different levels will have different difficulties.

In the face of this difficulty, it is a testament to the teacher's teaching ability, rather than whether the teacher himself can accurately grasp the key points and difficulties of the subject he or she teaches, and the whole teaching process should focus on the student's learning rather than evaluating the teacher's performance.

3.Teacher behavior evaluation.

It mainly depends on the teacher's organization, language, teaching style, board book, multi-** application, teaching method processing, questions and answers, etc. In the current evaluation of the score is higher, its defect is that the teacher's teaching some basic skills are equivalent to the teaching effect, its wrong logical way is that the teaching skill is high, the teaching effect must be good, and the teaching skill is only one of the reasons for the formation of the teaching effect, and the teaching skill is easy to stay on the surface of the high bottom judgment, the need to judge has a fairly high teaching experience and teaching accomplishment.

This also leads to many teaching open classes, some teachers repeatedly take the same class in the same class, Zao Feng uses fixed personnel to fix the problem, and many directors rehearse the lesson repeatedly. Although it can reflect a better teaching link and demonstrate teaching skills, its substantive teaching effect is basically zero, and it is not effective teaching, because the knowledge points described in the classroom have already been mastered by students. It is even more regrettable that students may even have a negative impact on this behavior, so that the teaching effect of a "high-quality" open class is actually negative.

4.Evaluation of student behavior.

The current assessment method is to see if the student's initiative is aroused and whether he or she is actively involved. In real teaching, it is of course an excellent phenomenon to arouse students' interest and actively participate, but it is not uncommon for the class to be lively and lively, and the phenomenon of being cold and deserted after class. Students' participation is not necessarily reflected in language, and the exchange of ideas between teachers and students is sometimes more in-depth, more insightful, and more effective in silence.

It is inaccurate to evaluate the effectiveness of teaching based solely on the appearance of students' behavior.

5.There is often a score of "teaching effect" in the current teaching effect evaluation criteria. This is mainly due to the unclear concept of teaching effectiveness.

It is a practice and a check to check the pass rate. In real teaching, especially in test-oriented education, doesn't the high pass rate of the test explain everything? Of course, its starting point, i.e., students on the same starting line, is comparable.