How to evaluate the difference between class discussion, class evaluation, class grinding, and class

They are carried out in different areas. Appraisal is a kind of selection, which is a kind of selection, and there are grades. The grinding class is like grinding, polishing and processing a lesson to make the lesson more exquisite.

Discussion, dialogue, discussion, discovery of problems in the classroom, various possibilities in the classroom, so as to recognize and understand and improve the classroom.

Lesson evaluation is to judge the class, and grinding the lesson is to improve the class, and it is to help the instructor improve the lesson. Discuss a valuable problem and learn on your own instead of helping others.

From the perspective of the object, the evaluation of the course needs to be judged, focusing on the teaching behavior and educational values of the teachers. Grinding lessons is what problems arise and what problems are solved. The Discussion Course is positioned as a platform for classroom teaching and teacher development.

From the perspective of the participants, there are differences between subject and object in course evaluation, and active participation should be taken in grinding lessons, which is the relationship between the helper and the helped, and class discussion is self-help and mutual assistance.

From the point of view of preparation, the evaluation rubric is required for the course evaluation. Grinding requires selfless help to others.

As a result, the evaluation of the course is based on the conclusions about the teaching level and quality of the instructors, and the strengths and weaknesses of the discoverers and the instructors. Grinding lessons is a way to discover a more effective way to teach. The discussion is to understand the teaching from the story of this lesson, to understand the teaching links and the relationship between the elements, on the one hand, to discuss and think about more possibilities, and on the other hand, to get out of this lesson and seek more in one class.

With a variety of possibilities, participants also need to choose and think for themselves, and if they don't think, there is no point in discussing the class.

1. Methods of quantitative evaluation. Quantitative evaluation is the quantitative measurement of the teaching process and results. In the operation, the teacher can first score the indicators in the comparative indicator system according to the level, and then accumulate the obtained scores, and use this total score to make value judgments about classroom teaching.

If the class is evaluated in a group, the quantitative score of the evaluator should be averaged (if there are many people, the highest score and the lowest score should be removed).

2. Methods of qualitative evaluation. Qualitative evaluation is the determination of the nature of the teaching process and results. During the operation, the teacher can first evaluate the level of the comparison of each index, and then assign a value according to the predetermined weight to calculate the total score of the classroom evaluation, and make a value judgment according to the score range (if the group evaluation can be based on the quantitative evaluation method, the average score can be taken according to the quantitative evaluation).

3. A combination of quantitative and qualitative methods. Quantitative evaluation and qualitative evaluation are essentially interdependent and are carried out according to qualitative and quantitative procedures, but in different forms. The evaluation of classroom teaching should not only have quantitative and qualitative expressions, but also have descriptive comments based on the evaluation index system.

4. The method of combining self-evaluation and other evaluation. According to the evaluation subject, it can be divided into self-assessment and other evaluation. Self-evaluation refers to the self-evaluation of the object of evaluation (such as teachers) according to the indicators in the evaluation index system.

Other evaluation refers to the evaluation of the evaluation object by the evaluation subject outside the teaching process, and the other evaluation should be carried out on the basis of self-evaluation, and this form is commonly used in course evaluation activities; Assessing lessons after understanding the teacher's teaching intentions can avoid misunderstandings and improve the quality of lesson evaluation.

5. The combination of static and dynamic. Static evaluation refers to the value judgment of the relatively stable stage and the physical environment of teaching. Dynamic evaluation refers to the value judgment of teaching psychology and teaching situations caused by other factors in the classroom teaching process of teachers and students.

The evaluation should not only be static but also dynamic, and the degree of coordination between the two states should be evaluated.

6. The method of combining summary and formation. A summative evaluation is an evaluation of the results of that lesson. Formative assessment is the evaluation of each stage or link in the classroom teaching process.

If the teaching effect of this lesson is good, then the teaching process is optimized; If the teaching process is optimized, then the teaching effect of this lesson must be good. The two are logical reasoning of the equivalence relationship. The specific evaluation method is to evaluate the process and effect separately and analyze it, so that it is comprehensive and thorough.

7. A method that combines objectivity and reference. It refers to comparing the positions of the two with reference to the evaluation object that is basically the same. Example:

This method can be used for classroom teaching evaluation of the same grade and subject in the same school. However, the objects are not exactly the same, and the objective index system should be used as the evaluation basis for evaluation.

The advantages and disadvantages of the small shrimp review manuscript are as follows:

1. Grasp the words and sentences, and understand the sense of blindness

In order to strengthen the dialogue between students and the text, the teaching focuses on the key points of reading teaching in the middle grades, and grasps the key words and sentences so that students can better understand the perception, such as guiding students to grasp the central sentence of the paragraph in the perception.

When experiencing the characteristics of "shrimp is interesting", grasp the actions of "touching, retreating, holding and eating" and other small shrimp when eating, and grasp the words "one by one, one by one" when experiencing "bad temper", and other words to experience the characteristics of small shrimp, feel the cuteness of small shrimp, and experience the author's love.

2. Combine reading and speaking to develop language

The Chinese curriculum standards point out: "Chinese teaching should focus on the accumulation, perception and use of language. Pay attention to the training of basic skills, and regret to lay a solid foundation for students. "When teaching, we combine the content of the text, and pay attention to language training while understanding the content.

After the full text of the study, students are provided with a variety of animals, and students are invited to talk about the interesting situation of the small animals they observe, so that students can develop students' language and improve their language expression skills in the accumulation and use of such different levels of language training.

3. The process is open and reflects autonomy

The Chinese curriculum standards point out that "students are the main body of learning and development", so the teaching is based on the development of students, providing students with sufficient space for independent learning and building a platform for display. When learning texts, students choose their own learning content based on their interests, so that students can be more active in learning. In the learning process, students are guided to communicate with each other and complement each other on the basis of independent understanding, so as to deepen their understanding and perception of the text.

Cons:

It reminded me that there are still some deficiencies in my teaching in this lesson. In this article, the action of the shrimp when eating is described, which is a good indication of the caution of the shrimp when eating. However, I only stopped at grasping a few words in the order of writing, and I did not let the students experience how the author vividly portrayed the process of eating the shrimp through my teaching.

The difference in shrimp eating is the subtlety of this text, if children can understand it, then when children write their own essays, they will be able to easily feel the way to grasp the characteristics to describe. In teaching, the children's reading reflects that my own reading teaching does not let the children really understand, and does not let the children feel the fun of the shrimp from the heart, so the reading is not ideal.