So how do we evaluate a good class?
1. First of all, listen carefully. If you are not fully prepared before class and do not understand the syllabus and teaching materials, analyze the teaching objectives and students' intelligence. In the process of attending classes, students' classroom activities are ignored, and students' classroom feedback information is not taken seriously. This kind of class evaluation obviously does not conform to the spirit of curriculum reform and cannot play its due role in teaching and research. Listening to lectures is the basis and premise of evaluating a good class, so how to listen to a good class? First of all, there should be some preparation before class, observation and recording during class, and thinking and sorting after class. Secondly, we should not only pay attention to teachers' teaching, but also pay attention to students' learning. Thirdly, we should be well prepared to attend lectures, participate in teaching activities, participate in the organization of classroom teaching activities with teachers, and participate in learning activities to obtain information, thus laying the foundation for an objective and fair evaluation of a class. Finally, we should focus on students' classroom participation, because this is the theme of the classroom, so the result of students' learning activities is the key factor to evaluate the success of classroom teaching.
If we make enough preparations. Then the premise of evaluating a class is ready. Next, I will talk about how to evaluate a class. We don't need to cover everything, we need to focus on it.
First of all, look at the formulation and implementation of teaching objectives.
Teaching goal is the direction and expected result of teaching activities, and it is the starting point and final destination of all teaching activities. Its correct formulation and realization is the main measure to measure the quality of a class. Therefore, the evaluation of classes should first look at the teaching objectives. First of all, whether the teaching objectives are comprehensive, specific and appropriate. The teaching objectives should have clear requirements, reflect the characteristics of primary school mathematics, be guided by the syllabus, and conform to the students' age reality and cognitive law. The difficulty should be moderate. Secondly, it depends on whether the teacher's teaching goal has been achieved. See whether the teaching objectives are reflected in the teaching process and whether the teaching methods revolve around the teaching objectives, so that I can serve to achieve the teaching objectives. For example, the content of the first volume of the first grade in Mr. Wu's class is "Compared with Height". This is the content of the lower grades of primary school, and comparison is a practical activity, which requires teachers to experience the method of comparison through a series of specific activities and infiltrate moral education in teaching. Mr. Wu teaches closely around the teaching objectives.
Second, look at the teacher's handling of teaching materials.
Evaluating the quality of a class depends not only on the formulation and implementation of teaching objectives, but also on the organization and handling of teaching materials by teachers. When evaluating a class, we should pay attention to the analysis of teachers' handling of teaching materials and the choice of teaching methods, and whether this teaching method highlights key points, breaks through difficulties and grasps the key. For example, comparing height and length is the second lesson of Unit 2 in the textbook of Beijing Normal University. The situation presented in the textbook consists of two activities. The content of the first situational picture is to compare heights through observation; The second situation diagram leads to the method of research and comparison by comparing it with laughter and pranks. In the process of dealing with the teaching materials, the teacher changed the order of the two situational pictures and invited two students to replace laughter and naughty in the form of games. The enthusiasm of the children is very high. Comparing students' experience is a key and difficult point in this course. In teaching, teachers make good use of students' existing life experience, grasp key points, break through difficulties, and feel the connection between mathematics and life through group activities. In particular, the teacher took a relatively thick and small dictionary and a relatively thin and large notebook for students to observe and compare, talk about how to compare the thickness, point out the comparison places and touch them with their hands. In addition, when comparing the lengths of two ropes, the teacher demonstrated with visual teaching AIDS, straightened the curved rope, and let the students feel the comparison according to certain standards.
Third, look at the design of classroom teaching structure.
First of all, it depends on whether the teaching ideas are clear and the structure is rigorous. When designing a teaching structure, we should consider what to do first and then what to do, and form a training scheme from low to high with distinct levels. Every step should be carefully arranged, interlocking, impeccable and complete.
Secondly, mathematics classroom should embody the teaching principle of "student-centered, teacher-led". We have always advocated heuristic teaching and opposed injection teaching. Therefore, the design of classroom teaching structure should implement the teaching principle of "student-centered, teacher-led". Taking students as the main body is to regard students as the masters of learning, fully mobilize their enthusiasm and initiative in learning, and make them happy and eager to learn. Teacher-oriented means taking teachers as guides. Teachers should give full play to the role of guides and try their best to inspire students' learning.
Thirdly, the mathematics classroom should have strong operability, and the teaching structure should be finally applied to practical teaching. Therefore, it should be scientific and reasonable, in line with students' learning rules and habits, suitable for teachers' specific operations, scientific and reasonable, and to some extent, it should be able to sum up a teaching model with universal significance.
Fourth, classroom teaching methods and means.
Teaching should be personalized, teaching methods should be diversified, and modern teaching methods should be used properly. Only in this way can we better transfer knowledge to students. In the teaching of lower grades, we should also grasp the characteristics of children-curiosity, strengthen students' interest through interesting games, and make them like these digital classes and games. Interest is the best teacher. Therefore, we should pay attention to cultivating children's interest.
Moreover, we should constantly strengthen training and constantly strengthen basic formulas such as multiplication table and addition table.
Finally, through the competition between classmates and children's performance, set some difficult questions to raise the height and train children to do mental arithmetic and oral arithmetic.
Fifth, it depends on the teacher's basic teaching skills.
Teaching basic skills include teachers' writing on the blackboard in class, teachers' teaching attitude and teachers' language. The blackboard books in the classroom should be neat and beautiful and arranged reasonably. Teachers' teaching attitude should be natural and unpretentious, dignified in appearance and calm in manner. It is also important for language. We should use Mandarin, especially in math class. The language should be scientific and accurate, the voice should be appropriate and the speech speed should be moderate.
Sixth, look at the classroom teaching effect.
Primary school mathematics is a basic subject. In teaching, it is very important for teachers to get the best classroom teaching effect with the least time and energy. Because this is an important indicator to measure the effectiveness of classroom teaching, and it is the goal that every teacher has been paying attention to and persistently pursuing in order to achieve results in the classroom. Then we should establish a good relationship between teachers and students, create a relaxed learning environment and create a harmonious and pleasant classroom atmosphere. For example, at the beginning of class, the teacher attracts students' attention by "winning the red flag" and whether to play games with the teacher, which fully mobilizes students' learning enthusiasm. After a class, the teacher can control the classroom discipline well, make the teacher teach easily, make the students learn happily and form a good classroom atmosphere. Greatly improved the efficiency of classroom learning. In addition, we should form our own teaching characteristics, have our own characteristics and styles, and give you a refreshing feeling in teaching design.
In short, the quality of a class should be reflected in the students. If the teaching goal is achieved and the students really increase their knowledge and ability, it should be regarded as a successful class. It is necessary to break the traditional way of class evaluation, not stick to the form, fully let students participate in the classroom and give full play to their subjective initiative. It is necessary to make class evaluation an interesting activity for everyone to learn knowledge and improve teaching level, and form a good atmosphere for learning and discussion.