(1) Look at the blackboard (2) Look at the teaching state (3) Look at the language (4) Look at the operation (6). From the analysis of teaching effect, the content of classroom evaluation can also be divided into the following items: (1) Evaluation of teaching ideas Classroom teaching is a comprehensive embodiment of teachers' teaching ideas, teaching attitudes, teaching ability and teaching art, and whether the teaching ideas are correct or not is the most critical, because teachers' teaching ideas guide teachers' teaching. The formulation of teaching plan, the determination of teaching content, the selection of teaching methods, the application of teaching means and the implementation of teaching process are usually determined by teachers' teaching ideas. Traditional and outdated teaching ideas are mainly manifested in "four stresses" and "four neglects", that is, paying attention to a few top students and ignoring most students; Attach importance to knowledge infusion and ignore students' all-round development; Pay attention to test scores, but ignore the cultivation of students' ability and the display of students' specialties; Emphasize the leading role of teachers, ignoring the main position of students. The correct teaching idea is to set up the idea of facing all students and being responsible for every student according to the requirements of quality education; Establish the concept of all-round and harmonious development of students; Establish the idea of letting students develop actively and vividly. (2), evaluation of teaching materials 1, whether the teaching purpose is clear, comprehensive, targeted and oriented; 2, whether the teaching focus is accurate, whether the teaching process is focused; 3, whether the teaching difficulties are accurate, and whether the teaching process has broken through the difficulties? 4. Are the textbooks carefully organized and processed? 3. Does the teaching method choose 1, and does the teaching method conform to the direction of educational reform? 2. Is the basis for choosing teaching methods scientific and reasonable? 4. Is the purpose of learning the law clear? 2. Is the content of the guidance on learning the law implemented? 3. Is it feasible to learn the method of instruction? 5.