The first is the teaching process, and what is clear is the teaching record. The second is teaching comments, that is, teaching opinions.

(1) Teaching records Teaching records include time, subjects, class hours, teachers, topics, class hours, etc. ; The teaching process includes teaching links and contents, as well as the methods used in teaching (mainly blackboard writing); Time arrangement of each teaching link; Student activities; Teaching effect, etc. The extent to which teaching records are recorded depends on the purpose and teaching content of each class. There are usually three forms:

(1) Summary: Briefly record the teaching process, methods and strategies, blackboard writing design, etc.

(2) Detailed record: write down the teaching process, methods and strategies, blackboard design, etc. Details, even the teacher's key questions, students' typical speeches, the interaction between teachers and students, effective teaching methods and means, and mistakes in teaching.

(3) Record: Record the whole teaching process, content, time and bilateral activities between teachers and students from the beginning of the lecture to the end of the class.

(2) Teaching evaluation Teaching evaluation refers to the preliminary analysis and evaluation of the advantages and disadvantages of teaching in this class and the suggestions put forward by the participants. Including the treatment of teaching materials, teaching ideas and objectives; Teaching emphases, difficulties and keys; Teaching structure design; The choice of teaching methods; Application of teaching means; Basic teaching skills; Teaching ideas and so on. Writing teaching comments can take two forms:

(1) Comments: Record the feedback information generated after the bilateral activities between teachers and students at any time.

(2) General comment: the opinions or suggestions formed after comprehensive analysis of brief comments are recorded in the record book. Communicate with the teacher after class to learn from each other's strengths.

2. Make a good record of the lectures. Note the following points. We should combine the contents of listening, watching, remembering and thinking organically and flexibly according to the purpose and requirements of the lecture. For example, when teachers talk to students, they should give priority to listening and give consideration to observation; Teachers write on the blackboard, and students should focus on reading and give consideration to others when practicing; Students should give priority to thinking when practicing.

(1) Listen and remember to prioritize. Listening should be the main course, and attention should be focused on listening and thinking. What do you think? What do you think?

(1) Why does the teacher handle the textbook like this, and see if it is ok from another angle;

(2) For teachers' success, shortcomings or mistakes, we should think about the reasons and predict the relevant impact on students;

(3) If you come to this class by yourself, how to attend it and how to put yourself in the other's shoes;

If I am a student, have I mastered and understood the teaching content?

⑤ How to embody the new ideas, new methods and new requirements of curriculum construction in daily teaching and internalize them into teachers' conscious teaching behavior;

⑥ Does this class reflect the actual level of teachers? If there were no audience, would the teachers be so superior?

(2) records should be focused. Generally speaking, records should be detailed and appropriate, concise and to the point, the content should be carefully selected and the text should be refined. Good practices, consistent with the teaching rules, innovative lectures, distinctive problems and shortcomings can be recorded in detail, and thoughts or opinions on some issues can also be recorded in detail to avoid forgetting.

(3) Timely feedback, discussion and exchange of views after class. When giving feedback, we should persist in seeking truth from facts, hold an open-minded and sincere attitude, talk enthusiastically and actively with teachers, and point out successes and shortcomings or improvements in a tone of equal consultation. For inexperienced young teachers, don't talk too much about problems, highlight outstanding problems, and put them forward in the form of suggestions, talk more about their advantages and experiences, tap their bright spots as much as possible, and let them mature in happiness and success; For experienced teachers, we should realistically point out the existing problems and areas that need improvement, put forward newer and higher requirements, and make them realize that there is still room for improvement. Usually, qualitative analysis and evaluation are not done.