Wonderful comments on the teacher's lecture 1 This morning, I was lucky enough to listen to Teacher Shi's lecture and give a lesson on "6, 7, 8 plus a few" in the first volume of first grade mathematics. From the lecture, I can sum up the following points:
1, the teacher fully reviewed the knowledge and learned that the addition calculation of 9 plus several uses the method of adding ten. Review and consolidate the principle and method of the algorithm, so that students can understand how to add 10 to 9 and how to decompose two numbers, which makes a complete foundation for the calculation of adding several numbers in 6, 7 and 8 in this lesson, and students can quickly understand the calculation principle.
2. Another outstanding feature is that Mr. Shi has trained the students' language expression in place, and the students are very skilled in the process of making up the ten methods in class, and they also practice constantly in class, fully enabling students to speak repeatedly, accurately and fluently.
3. Fully tap the teaching picture of the textbook, find mathematical problems from examples, let students understand the meaning of the problem, know the given mathematical information, and guide students to use information to find problems, solve problems and know how to solve them from different directions. Add up the number of people before and after, and add up the number of people with different clothes colors to exercise students' thinking ability.
4. Pay attention to the practice of calculation method. For example, calculating 85= emphasizes that we can look at 8 points and 5 points and 8 points, solve problems from two aspects, expand students' thinking ability, and let students understand the flexible application of the ten-point method.
5, from a nursery rhyme to help students answer the key points of the formula, grasp the calculation characteristics, provide students with quick calculation tips, and use the subtraction calculation results to get the results. It can be said that all the teachers in the class have grasped the key content, emphasized the method practice, and explained the details and key content, so that students can understand that they should grasp the key content to calculate.
Comments and suggestions on this lesson:
1. When writing textbook examples, can students talk about how the formulas are listed? Maybe there are 85 or 58, 76 or 67, which can be combined with the previous question and infiltrated for the next class.
2. When waving a stick, students can walk around on the stage or wave a stick, feel the process and check the calculation results.
The teacher's wonderful comment on Class 2, Little Turtle Looking for a Job, is a fairy tale. Through vivid imagination, this paper tells the process and result of the little turtle's job search, vividly depicts the unique characteristics of the little turtle and reveals some truths.
First, let the students say what they know when they see the topic. What do you want to know? Make students know that the protagonist is a little turtle from the topic, mainly to find a job, and grasp the word "find" in the topic, knowing that it is a fairy tale; Where does the little turtle find a job? How did you find a job? Did you find it? Wait a minute. It clearly shows the goal and focus of classroom teaching. There are clear solutions to the problems in each paragraph, but from the perspective of cultivating students' ability, four paragraphs with the same structure should be described in detail, and the other three paragraphs should be studied, so that students can report on their own after summing up their learning methods. I take my students with me and take them as a warning from now on.
Secondly, the activity embodies the training from ideological content to language, such as grasping the number "3" and the number "100", which shows that the little turtle is slow in delivering letters and finds out the reasons why it is not accepted. Grasp the word "circle" and let the students demonstrate, so that students can understand that the little turtle is not because he doesn't work hard, but because he can't climb trees.
Third, give effective guidance to reading aloud. It not only analyzes the tone and intonation, but also guides the reading method of long sentences.
Insufficient:
Show the last paragraph of the text and let the students talk about their own advantages and disadvantages at will, as well as what they will do in the future.
Excellent Comments on Teachers' Class Evaluation 3 Today, I listened to Mr. Gu's class again, captain, and felt a brand-new style. Like the students and passengers on board, we experienced a thrilling event, a great soul and a baptism of personality and spirit. There is much to learn in this class. Now I will focus on a few points and talk about my feelings.
In class, Mr. Gu is like a captain, leading students to learn the text independently, feeling the charm of language and writing, and feeling the charm of the captain's personality spirit.
First, the decentralization of learning initiative.
At the beginning of class, the teacher asked the blackboard to write "Captain" and asked the students to choose a color of chalk to write on the blackboard. Students have their own ideas. Choosing different colors reflects students' unique understanding of the text and captain's spirit, and embodies personalized reading teaching.
Second, the reading guidance is in place and delicate.
The second and fifth paragraphs of the text describe the thrilling and terrible collision at that time. In teaching, teachers do not deliberately say how to read, but stimulate students' interest in reading through language rendering and description. Teacher: This is a thrilling picture. Who can reproduce the scene by reading aloud? When students don't read well, the teacher commented on the guidance in time: Did the ship hit? I don't think it's enough to cause disaster. Is it loud? The incision is not big enough. For example, read the captain's words and guide the students to read the feeling of roar. When the student can't read normally, the teacher asks: What do you think of his yelling? "Roar" should be powerful. In repeated questioning and model essay reading, students not only understand how to read, but also understand the subtlety of the text language and the great spirit of the captain. Students are completely immersed in the situation created by teachers and texts, and actively read, experience and feel.
Third, the writing silently guides the embellishment of things.
This passage is taken from Hugo's masterpiece. In teaching, Mr. Gu always pays attention to guiding students to experience the style of famous works and absorb the essence of language. For example, in the second paragraph, students can experience the feeling of tension and fear brought by short sentences through model essay reading. For example, if we rewrite the dialogue between Halwei Captain and the first mate, we can understand the refinement of the dialogue description in the text and understand that the description of the language should be in line with the situation at that time.
Fourth, the cultivation of students' moral emotion is just right.
In this paper, the protagonist Halway became a hero. It's actually very simple for him to be a hero, just "taking advantage of his captain's rights". As a captain, Halway must choose death. So, what spirit does he have that deserves our respect? I think it should be those words: be loyal to your duties and fulfill your life.
Being loyal to one's duties and being a man seem ordinary, but how difficult it is to really do it. In the face of interests, especially in the face of death, it can test a person's professionalism and life style. What our society needs most is this spirit. I think this is what we need to dig and learn in this text.
But how can it be convincing if it is instilled directly into students? Teacher Gu grasped the captain's two orders to study, and realized the captain's great qualities of courage, decisiveness, composure, fearlessness, composure and self-sacrifice.
At this time, with the help of music and pictures, a strong atmosphere is created, and students' admiration for Halwei Captain arises spontaneously. At this time, the teacher designed an oral practice: staring at the black statue slowly sinking into the sea through the gloomy and horrible mist, I want to say:-The students' emotions have reached the boiling point and there is a touching conversation. Such as: Halwei Captain, you have set up an eternal monument in our hearts; Your majesty is unparalleled and immortal; You wrote a great word "person" with your spirit and built a great Great Wall of personality.
I believe that in the passionate conversation, Halwei Captain's great personality will surely take root in the hearts of the students. In the near future, how can there be no surprises of flowers?
In a word, this class is worth learning, pondering and thinking about.
Teacher Weng xx reviewed several transformations of graphics in this class, and then showed the teacher's concrete graphics to make students feel different and summarize the concepts. The transition is simple and natural, which accords with students' cognitive law. Then, students observe three kinds of figures in the book, and guide them to further interpret the concepts of figurative figures and figurative centers, so that students can experience the process of mathematization and have mathematical thinking content, which is in line with the concept of the new curriculum. Then, Mr. Weng made students realize the use of figuration through painting. Deepen the understanding of concepts and properties in practice. The whole class is full of lectures and exercises, and students' enthusiasm for participation is very high. Teacher Weng also showed the students' exercises to let them experience the fun of success. There is some interaction between teachers and students in the classroom, the blackboard writing is well designed, teachers have strong ability to control teaching materials, teachers are skilled in teaching basic skills and the teaching effect is good.
Suggestion:
1. Students' questions should be solved in time.
2. Finally, it is best to pay attention to the horizontal comparison of relevant knowledge (such as comparing the similarity with translation, rotation, axial symmetry and other transformations).
Excellent comments on teachers' lectures 5. First, scenario design, import the text
This is a scientific poem, and the focus of the text is to introduce profound scientific knowledge through poetic language. For the seventh-grade students, it is hard to understand that Gao Ruibo's scene design is ingenious. Teacher Gao said, students, now listen to me tell you a story: hundreds of millions of years ago, I was a mammoth, and our family desperately looked for food because there was less and less food. At this time, I sneaked away while everyone was not looking, thinking that I could find something delicious. Unexpectedly, when the butlers gradually lost sight, my danger came and my foot stepped on it. And I got deeper and deeper. By the time I called for "help", my family had already gone away, and I could never walk out of this swamp again. I don't know how many years passed. Today, what you see of me is this fossil. The students were fascinated and the teachers were deeply attracted by this wonderful story.
Teacher Gao Ruibo's story brought everyone to a wonderful realm. Then, Miss Gao said, Today, let's learn the Story of the Stone.
The story is novel and the introduction is clever.
Second, the goal is clear and the focus is prominent.
Teacher Gao Ruibo skillfully put knowledge points and key points through every link of classroom teaching. When listening to the recording and reading the text, let the students pay attention to the recording, then find out the wrong pronunciation in the recording and correct it. Dictation of words, timely correction of composition, students' independent display, timely and appropriate classroom evaluation. The teachers had a good time, and the students all took an active part in the class, with strong interest.
Third, the evaluation is timely, the guidance is moderate and the atmosphere is strong.
In Mr. Gao Ruibo's class, the group cooperated to explore nervously and orderly, the discussion was positive and enthusiastic, the teacher evaluated in time, the teaching was in place moderately, and the students were encouraged and praised. The teacher's evaluation enhanced their confidence in autonomous learning. With the help of multimedia visual effects and sound effects, the multi-angle of classroom teaching has been greatly broadened. Through vivid pictures, the diversity of classroom teaching methods is increased, and classroom culture is enriched to a certain extent, integrating knowledge and interest.
Fourth, love permeates the whole classroom.
In this class, the sound of reading, discussion and applause continued. Teacher Gao Ruibo reads the text for the students. Students read the text together and in groups. Applause encourages students and groups to show their learning results independently. The teacher encouraged the students with applause. Students use their own language to edit the scenes described in each chapter of the poem into beautiful stories, and stand up and tell them to everyone. The legendary story caused bursts of laughter.
Love is a silent language, a kind look, a kind encouragement and a trivial gesture. They are all notes of love. Teacher Gao Ruibo always praises students' performance in class with her unique motherly voice. With her innocent eyes, she always pays attention to every student's reaction, reminds and encourages them in time, and the teacher loves the whole classroom.
Wonderful comments on the teacher's lectures. 6 experts and math colleagues:
Good morning! Today, we gathered in Shuitou No.4 Primary School to participate in the teaching and research activities centered on "project evaluation" and listened to the teaching activities carried out by Dong xx and Chen xx around the principle of "everyone can be admitted, be good at learning, be willing to learn and form habits" 16. You must have your own ideas and gain a lot. Next, according to the lesson "Collocation II" taught by Teacher Dong, I would like to share some superficial ideas with you. If there is anything immature, I hope you can give me more advice.
The content presented in Collocation II by Professor Dong is the first time to appear in the classroom in the form of a new class. When we taught last year, it didn't appear until after the new class. This problem is not difficult for most students to solve, so Mr. Dong's key point is to let the whole class actively participate and cultivate students' habit of solving problems and paying attention to strategies. Teacher Dong said from the beginning of the class, "Today we are going to the math park to challenge the collocation of numbers. Are you confident to accept the challenge? " "Are you confident?" This encouraging language makes all students enter the classroom with high enthusiasm, which deeply arouses students' learning and fighting spirit. In all the links that Mr. Dong is in close contact with, there are traces of all students' participation everywhere. He asked students to carefully examine the questions, think independently, write down double-digit figures, and not repeat the figures, as if they were passing by each child casually, but actually paying attention to each child's learning situation. In every feedback link, he also actively encourages students to participate in evaluation and thinking, pays attention to other students' ideas while carefully expounding his own problem-solving methods, and can effectively absorb more advantageous practices. In the whole class, we can always see the cheerful scene of active interaction between Mr. Dong and his classmates. Students are willing to learn, and teachers are smart.
At the same time, in this class, we can clearly see that Mr. Dong attaches great importance to driving students to use transfer methods to solve new problems and learn new knowledge. In the challenge 1, he used simple and clear guiding words to ask students to review various methods to form two-digit numbers without repeating the numbers. Students naturally solved the connection of 0,/kloc-0, 3, 5 with the superior methods summarized. At this time, the teacher did not say much, and naturally came. In the future similar study, students will inevitably use this orderly way of thinking to solve problems.
In this class, we also saw the presentation of the teaching materials carefully prepared by Teacher Dong. "How about one more number?" "How about one more number?" "How about these four numbers and one more question?" This lesson is strung together to make students feel interesting, and the teacher can give them strategies to solve problems. It seems simple, but it contains a lot of simple wisdom.
Although this class is based on challenges, students are willing to learn and the scene is cheerful, it is not difficult to see that Mr. Dong has always firmly grasped the scale of "everyone passes the test". In many problem-solving methods, he consciously or unconsciously guides students to discover the superiority of determining the top ten. He consolidates this way of thinking in various forms, or thinks or speaks or listens or writes independently, so that each child can master the order and integrity of thinking as much as possible.
From this lesson, we can see Mr. Dong's careful design and the wonderful performance of Class 3 (3) students, but we also know that there must be regrets in the real class, so there are still many places worth thinking about in this lesson. For example, let Mr. Dong, who has been teaching junior high school mathematics, standardize a class in the third grade of primary school. How can we give a lighter rhythm? How to make a more effective evaluation that can motivate students in our classroom? In a classroom with a great difference in students' level, how can we not only kill the interest of top students, but also pay attention to the learning of underachievers? Wait a minute. I hope that experts and leaders will give me some advice and help me solve my doubts.
These are some immature ideas after listening to this lesson. I hope you can give me more advice. Thank you!
Teacher's wonderful comments on the lecture 7. The lesson "God of the Army" is a model of praising the soul of the army and the strong will of General Liu Bocheng. The writing is simple and delicate. The article is about 88 years ago, which is too far away from the reality of students' life, and it is for third-grade children, so it is difficult for students to understand. Teacher Lu knows this well, so through his careful design and ingenious conception, the article is closer to the students, and the students' thinking is developed under the inspiration of the teacher.
Teacher Lu pays great attention to emotion and attitude in the teaching of this class, and follows the laws of students' physical and mental development and Chinese learning everywhere, making Chinese learning a matter for students to explore independently. From the design of the whole teaching link to guiding students to read, think, discuss and communicate, the idea of people-oriented and text-oriented is fully embodied. Teachers respect students' individuality, originality, fully affirm students' answers and practices, respect students and give them room to play, which makes the communication between teachers and students smooth, positive and effective. In the process of teaching, Teacher Lu tightly buckled "Why are you called General Liu Bocheng?" And the change of Dr. Walker's attitude before and after, allowing students to read, ask questions and discuss freely, which not only embodies democracy, but also embodies the role of "guidance". Let the students read and think with questions, and guide them to experience the heroism and unyielding spirit of General Liu Bocheng in teaching. Although students' thinking is free and learning content is independent, classroom teaching is vivid and not chaotic because it is closely related to the theme.
In the teaching of the whole class, Mr. Lu adopted the method of "reading with lectures, replacing lectures with dialogues" to introduce doubts and gain enlightenment from reading. Reading is not aimless, but gradual, so that students can master language and words step by step, even as small as punctuation marks. One of them impressed me deeply: "Great! You are a real man, talking steel plate! You are a military god! " When Mr. Lu explained this sentence, he didn't directly tell the students what they could read, but let the students realize the tone of reading and the perseverance of the characters from the three exclamation points. The whole process attaches great importance to students' self-reading and since the enlightenment, so that students can deepen their experience and understanding in active thinking and emotion, thus gaining some insights, which are reflected in reading aloud. There is another bright spot in this class. In the classroom, Mr. Lu always treats every student with a leisurely teaching attitude, so that students can face difficult problems calmly, which is not only conducive to cultivating students' self-confidence, but also conducive to establishing a good teacher-student relationship.
Excellent comments on teachers' evaluation of classes 8. First, the teaching design ideas are clear, and the knowledge is from shallow to deep:
Instilling and creating scenes: stimulating students' thinking, promoting teacher-student interaction and activating classroom atmosphere; Guide students to summarize, reflect teachers' leading position and students' dominant position, cultivate students' ability of giving examples and solving problems, and better reflect the "three-dimensional goal" of the new curriculum; The logic of the teaching process is rigorous and the teaching ideas are rigorous. As a new teacher, the basic teaching skills are solid.
Suggestion:
1, which can give students more time to discuss and control the teaching rhythm appropriately;
2. Creating examples can increase some difficulties and better train students' thinking;
3. Many factors should be considered in preparing lessons, and the class should be flexible (students can discuss cases).
Second, classroom lead-in can be combined with real life, which can arouse students' discussion, stimulate students' interest in learning and cultivate students.
Cooperation spirit; Examples can be created to arouse students' thinking and discussion and promote the interaction between teachers and students, but students should be given enough time to practice and think, train their basic skills and cultivate their thinking ability; The idea of teaching design is clear, and the teaching goal can reflect the "three-dimensional goal" of curriculum standard.
This is an integrated course. Teachers should make full use of the advantages of the network to realize the interaction between teachers and students, share the results and cultivate students' data ability, and teachers should also strengthen this point. A more successful class.
Teacher's Comments on Excellent Comments 12 On March 9th, I listened to Teacher Gu's lesson My Teacher, and thought that the teachers' language intonation was cadenced, their Mandarin was excellent, their blackboard writing was beautiful, their basic skills were solid, they were eloquent, and they gradually guided students to think about problems, analyze events and people, and effectively solved discussion points. And pay attention to the cultivation of students' reading ability and oral expression ability, and students have good study habits.
Handle the relationship between intelligence training and emotional education, and pay attention to the implementation of all-round quality. The way out to improve the efficiency of classroom teaching, in a sense, lies in giving full play to students' subjective initiative. Because students not only accept knowledge in class, but also bring their own emotions. Motives, needs, etc. They are put into the classroom together. They are living individuals. In class, they not only commented on the interaction with teachers, but also interacted with their peers. Therefore, students' classroom learning is far more than just learning knowledge, but also improving their ability, learning aesthetic sentiment and cultivating their personality. They devote their whole lives to the classroom, which requires teachers to look at classroom teaching from the height of life, take the cultivation of students' good will, teamwork ability, behavior habits, communication awareness and ability as the teaching goal, and run through the whole teaching process, handle the relationship between intelligence cultivation and emotional education, and pay attention to the cultivation and improvement of all-round quality.
On March 8, I listened to Li Chuntao's score addition and subtraction, and thought that the language of the course was humorous and vivid, paying attention to arousing students' enthusiasm, guiding students to give lectures, correcting feedback and paying attention to double-base training.
On March 13, I listened to the lesson "Birds (Special Topics)" by Mr. Di Wei Yong, and thought that the special topics were rich and colorful, which accumulated students' literary literacy to some extent. The courseware is beautifully made, involving a wide range of knowledge, broadening students' horizons, combining point with surface, practicing writing freely and achieving good results.
Handle the relationship between respecting teaching materials and handling them flexibly, so as to come from teaching materials and not stick to them. Textbooks are an important carrier to implement the syllabus and realize the teaching plan, and also the main basis for teachers to carry out classroom teaching. However, the content of teaching materials and teaching content are not the same. Because the teaching content comes from the comprehensive processing of course content, textbook content and teaching practice by teachers and students, it includes not only the textbook content, but also all the practical activities of teachers and students in the teaching process, and the textbook content is only an important part of the teaching content. And the textbook itself has a process of continuous improvement. Therefore, in dealing with textbooks, the teacher's task is to teach with textbooks, not just to teach textbooks. We must give full play to our creativity and combine respect for teaching materials with flexible handling of teaching materials.