How to evaluate a lesson from the student s point of view

Make a summary of the lessons you have taken.

As follows:

1. Instructional design.

The thinking is clear, and the classroom teaching is well implemented, which basically achieves the teaching purpose.

2. The biggest feature of this course is that it runs through the whole classroom teaching with examples, cultivates students' thinking, pays attention to process experience, and cultivates students' best ability. Develop a good atmosphere for discussion, reflect the classroom mode of cooperation, interaction, and evaluation, and achieve the "three-dimensional goal."

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4. Be able to use examples to trigger students' thinking and cultivate students' thinking ability.

However, more time should be left for students to think, and to stimulate discussions, encourage students to take the initiative to speak, and actively participate in classroom teaching, so as to improve the classroom teaching effect.

5. The idea of teaching design is acceptable, and attention should be paid to the grasp of transitional language, the control of teaching rhythm and the promotion of teacher-student interaction in the process of teaching implementation, so as to achieve better classroom teaching effect.

Whether students can acquire new information has a lot to do with the relevant concepts and experiences that are already in the students' cognitive structure. The teaching discipline is rigorously systematic and logical, and most of the mathematical knowledge points have their foundation in the early stage and the deepening and development in the later stage. Preparing students with the necessary knowledge and skills is necessary for students to actively participate in the classroom.

Therefore, in teaching, teachers should reduce the difficulty of the new knowledge they have learned, so that the new knowledge becomes something familiar to students, and stimulate students' desire to solve problems. Some need to find the connection point between old and new knowledge. It is rare for students to be completely unfamiliar with the content in learning and teaching, and they always feel both familiar and unfamiliar with the content they are learning. It is necessary for students to find out the similarities and differences in the comparison of old and new knowledge, successfully complete the positive transfer, and solve problems through similar exploration.

For example: the teaching of carry multiplication. Carry multiplication is further studied on the basis of non-carry multiplication, teaching carry multiplication example questions:

26 2, before this time the student has been able to calculate the multiplication of the non-carry in the vertical form, such as 23 3. The most effective way to make students realize that 26 2 gives you a difference between 23 3 is to have them do the math first.

2. Guiding students to do hands-on operations is an important means to improve classroom participation.

Classroom teaching is a multilateral process of activities between teachers and students. Teachers teach for the sake of students' learning. The key to optimizing classroom teaching is for teachers to actively guide students to participate to the maximum extent in the teaching process, so that students can operate, observe, think, and express themselves.

Therefore, teachers must strengthen students' sense of participation, take the initiative to create conditions and situations for students to participate in the teaching process. For example, when teaching what 9 2 is, I first take out an empty box, put 9 balls in the box, and put 2 balls outside the box, so that the students can watch my movements and freely say the situation they see, understand the intention of the question, and then ask:

Can you please figure out how many balls there are? Students say while doing the operation: there are 9 balls in the box, there are 2 balls outside the box, take a ball from the outside of the box and put it inside the box, there are exactly 10 balls in the box, plus 1 ball outside, a total of 11, 9 plus 2 equals 11

In the process, the students understood the arithmetic of the Ten Method.

1.The whole class has clear ideas, compact links, prominent difficulties, and the design of stool socks. The students' classroom habits are very good, everyone can actively participate in the class, and the class effect is good.

2.Classroom exercises are carefully designed to be fun and hierarchical.

3.The teacher is good at teaching new knowledge, so that students can learn effortlessly, give full play to the initiative of students, the teaching design is very good, and the guidance is also very exciting, and at the same time, let students experience the connection between students and life.

4.Teaching objectives are the starting point and end point of teaching, and the correct formulation and achievement of teaching objectives are the main yardsticks for measuring the quality of a lesson. Unfortunately, the lesson doesn't have a clear goal (or the goal is set in a way that doesn't make it right).

5.The new curriculum concept believes that students are the greatest resource for classroom teaching. Each group can carry out scientific and reasonable division of labor and cooperation, group members are willing to listen to the opinions of others, can freely express their own views, and solve difficulties together.

These are all well done, it's just that the reviews don't follow up and the points aren't cashed out.

How to evaluate a lesson from a student's point of view:

1. Look at the emotional state of students, the emotional state of students directly affects the teaching effect;

2. Look at the breadth of students' activities, which refers to the students' active participation in the conversation and the breadth of participation in the classroom;

3. Look at the students' activity time, that is, how much time a class belongs to the students;

4. Look at the ways of students' participation and see whether the students' participation methods are diverse;

5. Look at the quality of students' participation, it is extremely important for students to participate in teaching activities, which is the manifestation of values;