What are the observation points of first grade mathematics and how to observe the lesson of elementa

1. Preparation 1) What do students prepare before class? How is it prepared? (2) How prepared are you? How many students are prepared? (3) How about the preparation habits of students with excellent students and students with academic difficulties 2. Listening.

1) How many students can listen to the teacher's lectures? How much time can I listen? (2) How many students can listen to their classmates?

3) What are the supporting behaviors (note-taking, reviewing, responding) that students have when listening? How many people are there? 3. Interaction.

1) What are the interactive behaviors? Can student interaction help achieve goals? (2) What is the number of people, time, objects, process, and quality of the questions? (3) What is the number of people, time, objects, process, and quality of group discussions?

4) What is the number of people, time, objects, process, and quality of classroom activities (individuals, groups)? (5) What are the students' interaction habits? What kind of emotional behavior occurred? 4. Autonomy.

1) How much time can students study independently? How many people participated? What is the participation of students with learning difficulties?

2) What are the forms of self-directed learning (**, note-taking, reading, thinking)? How many are there? (3) Is students' self-directed learning orderly?

Do students have any self-directed activities? What is the situation of students with excellent students and students with academic difficulties? (4) What is the quality of students' self-directed learning?

5. Achievement. 1) Are students clear about the learning objectives of this lesson?

2) What evidence is there for achieving the preset goals (opinions, assignments, expressions, board performances, presentations)? How many people have made it? (3) What goals did the lesson generate? The result?

Simple addition and subtraction to count numbers.

Observing a class? I don't understand what you mean.

The first lesson is the first lesson of the third unit of mathematics in the second volume of the first grade of the People's Education Edition. This lesson starts with sorting candies by color and understands the importance of sorting. Then import the balloons from the textbook, how to divide them according to the shape, clarify the two ways to record the data (pictographic chart and **), and then ask the children to divide one point according to the color and record the data with white paper.

Then use the textbook to divide the fruit practice to consolidate, two classifications. Finally, use real-life examples to introduce the importance of sorting and organizing.

In this lesson, the process is very smooth, there are breakthroughs in knowledge points, classroom regulation is mature, and children can basically master the classification and sorting of data. However, if I had to do it, I would ask the first student in each column to look at a bag of multi-colored candy, and the last student to record the data heard to see which column conveys the most accurate information and the meaning of probability. Then compare the methods of recording data, and refine two forms of recording data.

Pictogram and **) vs. two**, say, if I wanted to know, who has the most, which way would you choose? If I were to deliver a message quickly and completely, which way would you choose? Let's explain the balloon again, how do you want to send a message to me?

Ask students to classify them according to color or shape, show them two standard classifications, and ask, which color balloon has the most balloons, and which picture should they look at? Finally, summarize the content of this lesson.

The second lesson is a comprehensive practice of throwing, the people's education version of the fourth grade. The teacher starts with the game with the students, throwing two dice, how many possibilities are there for the sum of the points? 11 kinds!

Now two parties come to the game, one side is six numbers, and the other side is five numbers. Elect one person to be the referee, play by choosing a representative, and play at the same table. The side that found the five numbers won more, ** why?

The 36 possibilities were arranged one by one, and after sorting them out, it was found that there were 24 possibilities for the five numbers. Then use the game of the little judge to determine how to throw two dice to be fair. During the period, small probability events are also possible events.

In this class, the teacher was humorous and the classroom atmosphere was rich. As I sit down and ponder, what did the child learn in this lesson? Throwing dice?

That's not right! Isn't the most important thing to introduce probability? Through the type of possibility, use 24 36 to get the probability that the sum of the points is, and the probability is clear, the probability of this event will be great.

The existence of the so-called probability is to better ** the occurrence of future events, of course, accidents are also irreducible. Therefore, I think that the focus of this lesson, in addition to learning to throw dice, also to understand, probability, what is the use, in addition to dice, is there any use?

One. Lesson Observation Format.

1.Leaders and teachers come into the classroom at any time to observe the lessons and evaluate their teaching.

2.Each teacher has an open class every month, and the village primary school takes the school as the unit, and the central primary school takes the teaching and research group as the unit for learning and evaluation.

3.Outstanding teachers from different disciplines are selected to attend observation classes each semester, and primary school teachers in the town participate in the lectures and evaluations. Teachers carefully fill in the "Classroom Evaluation Form" and communicate at the meeting to achieve the purpose of improving teachers' ability and level.

Two. Evaluation methodology.

1.The evaluation is carried out in a combination of self-evaluation and other evaluation, emphasizing mutual respect and equal cooperation between the evaluator and the evaluation object.

2.Implement multi-directional evaluation. In addition to leaders and professionals, more emphasis is placed on the participation of peers, and parents can also be allowed if conditions permit. Students participate in order to gain a comprehensive understanding of the various information.

3.The evaluation methods are diverse, and the discussion is adopted. Interview. Observe. Questionnaire. Quizzes are conducted in a combination of methods.

4.Evaluation should not only evaluate teaching, but also evaluate learning, and pay attention not only to results, but also to the process.

5.Evaluation should not only diagnose the current situation, but also focus on improvement and development, and put forward feasible suggestions for improvement to achieve the goal of promoting development.

6.Teachers who give public classes should write a teaching reflection and submit it to the supervisor within two days after listening to the teacher's evaluation.

Three. Evaluation principles.

1. The principle of objectivity.

The evaluation criteria should be objective and not arbitrary.

Students should be evaluated objectively and without chance.

The evaluation attitude should be objective and not subjective.

2. The principle of wholeness.