1, from the analysis of teaching objectives
Teaching goal is the starting point and destination of teaching, and its correct formulation and realization is the main measure to measure the quality of a class. Therefore, when evaluating classes, we must first analyze the teaching objectives. Judging from the formulation of teaching objectives, whether it is comprehensive, specific and appropriate. Comprehensive reference can be determined from knowledge, ability, thoughts and feelings; The formulation of each goal should be guided by the outline, reflect the characteristics of stage, grade and unit teaching materials, conform to the actual age and cognitive law of students, and have moderate difficulty. Secondly, from the perspective of achieving the goal, it depends on whether the teaching goal is clearly reflected in every teaching link and whether the teaching means closely focus on and serve the goal. It is also necessary to see whether the key and difficult contents are contacted as soon as possible, whether the teaching time of key contents is guaranteed, and whether the key knowledge and skills are consolidated and strengthened.
2. From teaching material analysis.
The evaluation of a teacher's class depends not only on the formulation and implementation of teaching objectives, but also on the organization and treatment of teaching materials by teachers. To evaluate a teacher's class, we should not only look at the accuracy and scientificity of the teacher's knowledge transfer, but also pay attention to analyzing whether the teacher's handling of teaching materials and the choice of teaching methods are novel, whether to highlight key points, break through difficulties, grasp key points, attract students and interact with students.
3. Analysis from the teaching process.
Teaching objectives should be completed in the teaching process, and whether the teaching objectives can be achieved depends on the design and operation of the teacher's teaching process. Therefore, an important part of class evaluation is to evaluate the teaching process. Teaching process evaluation includes the following main aspects:
① Look at the design of teaching ideas: Teaching ideas are designed according to the actual situation of teaching content and students' level. It embodies a series of teaching measures, such as how to arrange the combination, how to connect the transition, how to arrange the details, how to arrange the lectures and exercises, etc. The design of teachers' classroom teaching ideas is varied. When we evaluate the teaching concept, firstly, we should see that the design symbols of the teaching concept do not conform to the teaching content and the students' reality; Second, it depends on whether the design of teaching ideas is original and extraordinary, giving students a sense of freshness; The third is to see the level of teaching ideas and whether the context is clear; The fourth is to see the effect of teachers' teaching ideas in the classroom.
② Look at the arrangement of classroom structure: There are differences and connections between teaching ideas and classroom structure. Teaching ideas focus on the treatment of teaching materials, reflecting the vertical teaching context of teachers' classroom teaching, while classroom structure focuses on the design of teaching methods, reflecting the horizontal levels and links of teaching. It refers to the establishment of each part of a class teaching process, as well as their connection, order and time allocation. Classroom structure is also called teaching link or step. Different classroom structures will also produce different classroom effects. It can be seen that the design of classroom structure is very important. Usually, a good class has a rigorous structure, interlocking, natural transition, reasonable time allocation, moderate density and high efficiency. Calculating the teaching time design of the lecturer can better understand the teaching focus and structural arrangement of the lecturer. Teaching time design includes: whether the time allocation and connection of teaching links are appropriate.
4. Analyze from the teaching methods and means.
Teaching methods refer to the activities taken by teachers to complete teaching goals and tasks in the teaching process. It is not an isolated single activity mode of teachers, including both the way of teachers' teaching and the way of students' learning under the guidance of teachers, and it is the unity of the methods of teaching and learning. The evaluation of teaching methods and means includes the following main contents:
(1) It is better to see if it is tailored to your own situation and used flexibly: we know that there are methods in teaching, but there is no fixed method. What is important is that the methods are appropriate. Teaching is a complex and changeable system engineering, and there can be no fixed universal method. A good teaching method is always relative, and it always changes with the characteristics of courses, students and teachers themselves. In other words, the choice of teaching methods should be tailored and applied flexibly.
2 Look at the diversity of teaching methods. Teaching methods should be monotonous and rigid. No matter how good the method is, it will be boring. The complexity of teaching activities determines the diversity of teaching methods. Therefore, classroom evaluation depends not only on whether teachers can properly choose teaching methods according to the actual situation, but also on whether teachers can make efforts on the diversity of teaching methods, so that classroom teaching is always innovative, inspiring and artistic.
③ Look at the reform and innovation of teaching methods. To evaluate teachers' teaching methods, we should not only look at the routine, but also look at the reform and innovation, the design of classroom thinking training, the cultivation of innovative ability, the play of main activities, the construction of new classroom teaching mode and the formation of teaching art style.
④ Look at the application of modern teaching methods. Modern teaching calls for modern educational means. The use of teachers' teaching methods and means depends on whether teachers use modern teaching methods such as multimedia computers in a timely, appropriate and efficient manner.
5. From the analysis of teachers' basic teaching skills.
Teaching basic skills are an important aspect for teachers to teach well, so the evaluation of classes depends on teachers' teaching basic skills. Usually, teachers' basic teaching skills include the following aspects.
① Look at language: Teaching is also the art of language. Teachers' language is sometimes related to the success or failure of a class. Teachers' classroom language should first articulate clearly, cadently, vividly and passionately; Secondly, pitch should be high and low, fast and slow, and varied.
② Reading blackboard writing: blackboard writing is an essential link (now many teachers use multimedia, and blackboard writing disappears without a trace). A good blackboard writing, first of all, the design is scientific and reasonable, in line with the outline requirements; Secondly, the key points are prominent and clear at a glance; Third, the organization is clear and the handwriting is neat and beautiful.
According to psychological research, human expression depends on 55% facial expression +38% voice +7% words. Teachers' teaching attitude in the classroom should be generous, solemn and infectious. A dignified appearance, calm manner, warm attitude.
④ Look at the operation: Look at the teacher's proficiency in using modern teaching instruments.
6. Analyze the teaching effect.
Seeing the effect of classroom teaching is an important basis for evaluating classroom teaching. Babanski said: "To analyze a class, we should not only analyze the teaching process and teaching methods, but also analyze the teaching results." The evaluation of classroom effect mainly includes the following aspects. First, whether the teaching efficiency is high, whether the students' thinking is active and whether the atmosphere is warm; Second, whether students have benefited a lot, and whether students of different degrees have made progress on the original basis. Whether the knowledge, ability and emotional goals have been achieved; Third, whether the time utilization rate is efficient, whether the students are relaxed and happy, whether the enthusiasm is high, whether the problems in the classroom are solved in the classroom, and whether the students' homework arrangements are reasonable.
7. From the concept analysis of science curriculum.
The understanding of "process" and "result" in the new curriculum: "process" is the process of guiding students to explore and discover knowledge; In school teaching, this process is usually carried out with the organization and support of teachers. "Achievement" refers to the knowledge, skills and attitudes acquired by guiding students in the learning process.
The core of science class is to let students fully experience the process of scientific inquiry and discovery-asking questions, predicting situations, doing experiments, recording information and drawing conclusions, and developing children's ability to explore and solve problems. Science class focuses on students' experience of science and the process of exploring like a scientist. It is meaningless to focus only on the results and not on the results of the process. This is the criterion and principle of science teaching. We should not only pay attention to the results of children's inquiry activities, but also pay attention to the inquiry process. We should pay attention to whether children have gained new knowledge and experience at the original level, and more importantly, whether children actively participate, respect facts, have original opinions, try to solve problems, accept peers' views, and be good at cooperating and communicating with peers in the process of inquiry. Special attention should be paid to whether to let children explore and observe independently, so that children can learn to observe independently and explore scientifically. See whether to train children to try, learn, learn and sum up themselves.
② Accurately grasp the evaluation content.
The traditional evaluation is simply that teachers rank and queue students' academic achievements. Standards strengthen the regulatory role of educational evaluation in the teaching process, emphasizing the mutual combination and infiltration of evaluation and teaching process. Due to the change of evaluation function, its form and method need to be changed accordingly. The standard not only provides evaluation methods, but also provides samples of teachers' imitation learning through examples, which is convenient for teachers to realize the combination of evaluation and teaching process.
Scientific inquiry: whether participation in scientific learning activities is active, lasting and realistic; Whether the observation is comprehensive, whether the questions are appropriate, whether the measurement is accurate, whether the design is reasonable, whether the expression is clear, and whether the communication is two-way or multi-directional; How about the ability to collect, sort out information and make reasonable explanations, how about the hands-on ability, and how about the communication and cooperation ability between peers.
Emotional attitude and values: whether there is a strong interest in learning and whether there is a strong motivation for learning; Whether you can respect facts and evidence, whether you can boldly imagine and innovate; Are you willing to cooperate and communicate, adopt other people's opinions and improve your study or research? Can you care about science and technology, enthusiastically participate in related activities, and cultivate care and responsibility for nature and society?
Scientific knowledge: ① Life science ② Material science ③ Earth and universe science.
③ The presentation of teaching materials is different.
Compared with other disciplines, science textbooks are characterized by fewer concepts, more activities, less lectures by teachers and more internalization and absorption by students. A large number of inquiry activities are not only the main content of teaching, but also an important teaching form. This is because science textbooks can be presented from the perspectives of students' observing the world, autonomous learning, students' cognition and students' activities, rather than following the adult-centered view, teacher-centered view and receptive learning view. Teaching design does not start with conclusion and verification, but designs corresponding activities as far as possible to guide students to explore and draw conclusions themselves, leaving enough space for students to study independently.