What teachers should do: talk, attend classes, attend classes and evaluate classes.
First, talk about class.
(1) Requirements of the "Six Theories": namely, stress on curriculum standards, teaching materials, students, teaching methods, training and procedures.
Curriculum standards are the basis of teaching, and the characteristics of teaching materials and students' situation are both the starting point and the end point of teaching.
Teaching methods are chosen according to the characteristics of teaching materials and students' situation, which is a means to achieve teaching objectives; Training, including in-class and out-of-class, is the way to cultivate students' ability; Program is a teaching scheme to optimize the teaching process and classroom structure.
The "six theories" constitute the whole content of the lecture and the whole process of classroom teaching.
(B) the specific requirements of the "Six Theories"
1, speaking of curriculum standards
Mainly say two points:
(1) The position and function of topic selection in undergraduate teaching.
This should be based on the teaching principles and requirements stipulated in the curriculum standards, on the premise of grasping the knowledge system and writing intention of the textbook as a whole, and determine its position in the whole or unit teaching by analyzing the content characteristics of the newly selected topics (chapters, sections and lessons).
By analyzing the relationship between old and new knowledge, the role of old and new knowledge in whole or unit teaching is determined.
(2) According to "status" and "function", the learning objectives of this topic are usually formulated from three aspects:
I. Objectives of Ideological Education ① Ideological and political education-such as "five loves" education, historical materialism education, dialectical materialism education, moral quality education, etc. ② Learning quality education-the cultivation of non-intellectual factors, such as perseverance, attitude, methods and habits. ③ Quality education of thinking-each subject has its own unique way of thinking and characteristics, and it is necessary to cultivate students' good quality of thinking through teaching.
Mathematics-equivalent transformation, combination of numbers and shapes, classified discussion; Chinese-the combination of study and life; English-communicative competence.
B, the goal of knowledge transfer
Mainly refers to the teaching purpose and requirements of basic knowledge, basic theory and basic skills of various disciplines.
C, the ability to form a goal
What to remember, what to understand, what to master, what to use, what to evaluate and what to synthesize should be clearly defined in the curriculum standards.
2. Speaking of textbooks
This paper mainly talks about the understanding, analysis and processing of the content of teaching materials, including theoretical understanding and knowledge point analysis.
Key point.
Determination and solution of difficulties.
The analysis of teaching materials is the focus of regular lesson preparation and the important content of lectures, but lectures should focus on the theoretical basis and the processing methods adopted, rather than giving more explanations and explanations to some specific knowledge.
For example, Chinese explains the meaning of words, induces the meaning of paragraphs, the concepts of mathematics and physics, and explains theorems.
Step 3 talk about students
This paper mainly analyzes the learning situation, such as students' original foundation, the favorable factors and existing problems in learning this topic, the differences between upper and lower students, and the guidance of learning methods.
The situation of students is an important basis for teaching. The determination of difficulty, the choice of teaching methods and the design of classroom training should be based on the learning situation.
But this is the weakest link in regular lesson preparation.
Most teachers are used to elite teaching and like to design from a high point, ignoring the actual acceptance of students.
Giving lectures and guiding students is to strengthen the pertinence of teaching and learning, so that every effort of teachers can be applied to all students and get tangible classroom results.
4. Oral teaching method
It mainly explains the selection and application of teaching methods and teaching means.
The problem no longer lies in which method is the best and which means is the simplest, but in explaining the basis for choosing a certain method and means according to the characteristics of teaching materials, students' reality, teachers' specialty and teaching equipment.
Some teaching methods can't be scientific and reasonable in theory, but the choice depends on the students' reality, so the choice of teaching methods depends on the analysis of learning situation to the greatest extent.
5. Speaking of training
Mainly explain the purpose of training, training methods and training topic design.
Practical training is the main way to cultivate students' ability and an important link in teaching.
The training in classroom teaching should be designed according to the learning objectives and serve them.
Training is generally divided into three types: ① formative, ② consolidation and ③ hierarchical ability training.
① Mainly check students' understanding of concepts, definitions and basic knowledge; (2) help students master knowledge; (3) According to the students' mastery, make the students in the upper, middle and lower classes gain something through this exercise and cultivate their abilities.
6, said the program
Explain the teaching process of the whole class, that is, the implementation process of each teaching link
We often say that id optimizes the classroom structure, which refers to the design of teaching scheme.
The content of the lecture is "Six Theories", and there are two methods.
First of all, according to the "six theories", the materials are divided into six pieces. One by one, the materials are easy to organize and clear, but the artistry is not strong, giving people the impression of fragmentation.
The second is comprehensive organization. According to the teaching procedure, the content of "Six Theories" is distributed in all teaching links, which is artistic and seamless, but the organization of materials is laborious and unclear.
In short, everyone should choose their own teaching methods according to their actual situation.
Second, class.
The new curriculum reform requires teachers to change "teaching middle school" into a student-centered "teaching middle school" learning model.
The new curriculum concept highlights the generative nature of teaching, and advocates humanistic view, curriculum view and teaching view. Generative teaching puts forward new requirements for teachers: teachers should respect students' learning rights and creativity, and teachers should change their roles and teaching behaviors.
The new teaching concept pays attention to students' hands and brains and pursues lively classroom. However, after the excitement, some students' minds were blank, and lively middle school students were carried away, unable to calm down, lacking in-depth thinking about the questions raised by the teachers and having no comprehensive and profound understanding of the knowledge.
This phenomenon is not uncommon, teachers in this case should be like this:
First, grasp the "degree" of excitement, and the "lively" will be "lively".
A class is lively from beginning to end, and vice versa, which is not normal.
A teacher should be the "controller" of a class, and everyone must think deeply about how to be a "controller".
Second, teachers should give students enough time to think about problems, don't let students tell answers quickly, and put an end to students' habit of speaking casually. Students' mastery of knowledge depends on their understanding of knowledge.
Every student's understanding is different, so we must teach students in accordance with their aptitude.
As the "controller" of the classroom, teachers should ask questions from simple to complex, step by step, and let students go step by step. In addition, we should pay attention to cultivate students' habit of reading, thinking and doing exercises carefully.
The new teaching concept pursues generativeness and understandability, but it violates the law of generation and lacks effective guidance, which will also lead to students' disorientation, which is also a pathological condition in the classroom.
To make a class efficient and perfect, teachers should be like this:
1, a correct attitude, a natural and harmonious generation, not illegal, not encouraging.
2. Carefully study the teaching materials, take the generated dynamics as the guide, improve the variability of presupposition, do not mechanically copy, imagine several sets of teaching plans, and change your teaching methods at any time according to the changes in the classroom.
3, design questions targeted, ask valuable questions, ask questions that students are interested in or can stimulate students' interest in learning.
4, according to the students' acceptance, adjust the teaching content, teaching links, teaching process at any time, not scripted, narcissistic, each class should establish:
"Service" consciousness-serving students' study.
"Need" Consciousness —— Serving the needs of students.
"Generate" consciousness-randomly adjust according to what happened in class or some need.
Consciousness of "effect"-trying to make students learn something from a class.
In short, every teacher should achieve: the marriage of teaching and art, efficiency and fun.
Third, attend classes.
Listening to lectures is an effective means of teaching and research.
Today, when we advocate vigorously developing school-based teaching research, it is particularly important to give lectures, study and improve the problems existing in teaching.
However, under the traditional teaching concept, teaching is regarded as a process of imparting knowledge, and the teaching process often becomes a teacher-centered activity. The process of "teachers say, students remember" takes teachers' teaching as the center, thus taking teachers' activities as the focus of teaching evaluation.
Moreover, because participants neither participate in classroom teaching nor directly participate in the learning of teaching content, they are usually considered as people who are not directly related to teaching.
Therefore, there is no adequate preparation before class (no understanding of curriculum standards, teaching materials, analysis of 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 is obviously contrary to the spirit of curriculum reform and cannot play its due role in teaching and research.
Therefore, it is necessary to innovate classroom attendance and evaluation according to modern teaching concepts.
L, teachers should follow the following three steps.
(1) Be prepared before class.
(2) Observe and record carefully in class.
(3) Thinking and organizing after class.
2. Pay attention to both teachers' teaching and students' learning;
For teachers' teaching, the key points should be:
(1) What kind of teaching objectives are determined in classroom teaching (what knowledge do students want to learn? To what extent have you learned? How does it feel? )。
When and how to set goals;
(2) How to import the new curriculum, including what activities to guide students to participate in when importing;
(3) What kind of teaching situation is created and what kind of life reality is combined?
(4) What teaching methods and means are used?
(5) What teaching steps have been designed? Such as: what kind of questions are designed for students to explore and how to explore; What kind of activities are arranged for students to practice, so that what they have learned can be extended, migrated and consolidated; What kind of questions or scenarios are designed to guide students to combine new course content with existing knowledge, etc.
(6) What knowledge should be systematized? Consolidate what knowledge? Add what knowledge?
(7) What skills should students develop? To what extent?
(8) What teaching ideas have been infiltrated?
(9) What is the classroom teaching atmosphere?
For students' learning activities, we should pay attention to:
(1) Whether students actively participate in learning activities under the guidance of teachers;
(2) What kind of emotional reactions do students often make in learning activities;
(3) Whether students are willing to participate in thinking, discussion, argument and hands-on operation;
(4) Whether students often take the initiative to ask questions; Wait a minute.
3. Participants should be positioned as participants and organizers of teaching activities, rather than bystanders.
Participants should be prepared to attend lectures and participate in teaching activities, participate in the organization of classroom teaching activities together with the teaching teachers (mainly referring to the organization, counseling, answering and communication of participants' participation in learning activities), and participate in learning activities as students as much as possible (simulating students' thinking knowledge level and cognitive style) to obtain first-hand materials, thus laying the foundation for an objective, fair and comprehensive evaluation of a class.
4. Take the development of students as the focus of evaluation.
Since the essence of teaching is learning activities, its fundamental purpose is to promote the development of students.
Therefore, the results of learners' learning activities will inevitably become the key factor to evaluate the quality, advantages and disadvantages and success of classroom teaching.
In the process of learning activities, if students' thinking is stimulated, their academic level is fully (or to a greater extent) developed and improved, their interest in learning is fully (or to a greater extent) stimulated, and their desire for learning is sustained, then this can be considered as a good lesson.
Fourth, how do teachers evaluate classes (don't be secretive, but have key points)
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 of course quality.
Therefore, the analysis class should first analyze the teaching objectives.
(1) Judging from the formulation of teaching objectives, it depends on whether it is comprehensive, specific and appropriate.
According to Curriculum Standards, the requirements in teaching objectives refer to the determination of teaching objectives from five aspects: knowledge, ability, thoughts and feelings, learning strategies and cultural strategies. Specifically, it means that the knowledge goal should have quantitative requirements, and the ability, thought and emotional goals should have clear requirements, reflecting the characteristics of the discipline (see curriculum standards); Suitability refers to the determined teaching objectives, which can be guided by the syllabus, reflect the characteristics of the current year, grade and unit teaching materials, conform to the actual age and cognitive law of students, and have moderate difficulty.
(2) 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 methods closely focus on the goal and serve the goal.
It depends on whether the key content is exposed to the classroom as soon as possible, whether the teaching time of the key content is guaranteed, and whether the key knowledge and skills are consolidated and strengthened.
2. From the processing analysis of teaching materials:
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 highlights the key points, breaks through the difficulties and grasps the key.
3, from the teaching process analysis (teaching process evaluation includes the following main aspects):
(1) Design of teaching ideas;
Teaching concept is the main thread and main thread of teachers' classroom.
It is 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.
Therefore, when evaluating teaching ideas, the evaluator should first see that the design symbols of teaching ideas do not conform to the teaching content and students' reality; It depends on whether the design of teaching ideas is original and extraordinary, giving students a sense of freshness; Third, look at the level of teaching ideas and whether the context is clear; Fourth, look at the actual operation effect of teachers' teaching ideas in the classroom.
(2) Look at the classroom structure.
There are differences and connections between teaching philosophy and classroom structure. Teaching thought focuses on the treatment of teaching materials, reflecting the vertical teaching context of teachers' classroom teaching, while classroom structure focuses on teaching skills, 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.
Calculating the lecturer's teaching time design can better understand the lecturer's teaching focus and structure.
The design of arranging teaching time includes: ① calculating the time allocation of teaching links to see whether the time allocation and connection of teaching links are appropriate, whether there is loose before tight or loose before tight, and whether the combination of teaching and practice is reasonable.
(2) Calculate the time allocation between teachers' activities and students or beating people to see whether it meets the teaching objectives and requirements, whether teachers take up too much time and students' activities are too little.
③ Calculate the number of students.
Distribution of individual activity time and students' collective activity time.
See whether the time allocation of students' individual activities, group activities and class activities is reasonable, whether there are too many group activities, and whether students have too little time to study, think independently and finish their homework independently.
④ Calculate the activity time of excellent and poor students.
See if the activity time allocation of excellent students is reasonable.
The phenomenon that top students occupy too much time and poor students occupy too little time.
⑤ Calculate the non-teaching time to see if the teacher is divorced from the teaching content and does other things in class.
The phenomenon of wasting precious classroom teaching time.
4. From the teaching methods and means analysis:
Teaching method: refers to the activities taken by teachers to complete teaching objectives and tasks in the teaching process.
Including the way teachers teach and the way students learn under the guidance of teachers, is the unity of teaching and learning.
The evaluation of teaching methods and means includes the following main contents:
(1) See if it is tailor-made, and it is better to use it flexibly. There are methods in teaching, but there is no fixed method. The key is to find the right method.
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 avoid monotony and rigidity.
The complexity of teaching activities determines the diversity of teaching methods.
Therefore, the evaluation of the classroom depends on whether teachers can choose teaching methods appropriately according to the actual situation, and also depends on whether teachers can make efforts on the diversity of teaching methods, so that classroom teaching is extraordinary, often teaching is always new and artistic.
(3) Look at the reform and innovation of teaching methods.
To evaluate teachers' teaching methods, we should not only evaluate conventions, but also look at reform and innovation.
In particular, comment on the lessons of some backbone teachers with good quality.
Not only depends on the routine, but also depends on it.
Look at reform and innovation.
It depends on the design of classroom thinking training, the cultivation of innovation ability, the display of theme activities, the construction of new classroom teaching mode and the formation of teaching artistic style.
(4) Look at the application of modern teaching methods.
Modern teaching calls for modern educational means.
Teachers should also use modern teaching methods such as projectors, tape recorders, computers, television, movies and computers in a timely and appropriate 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.
(1) blackboard reading: scientific and reasonable design; Concise and clear; Strong organization; Artistry (neat and beautiful handwriting, skillful board painting, etc. )
(2) Look at the teaching attitude: the teaching attitude of teachers in class should be clear, cheerful, solemn and infectious.
Dignified appearance, calm manner, enthusiastic attitude, love for students, emotional integration between teachers and students.
(3) 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 be accurate and clear, precise and concise, vivid and inspiring.
The intonation of the teaching language should be appropriate, the speech speed should be moderate, and the cadence should be varied.
(4) Look at the operation: Look at the proficiency of teachers in using teaching AIDS and operating projectors, tape recorders and microcomputers.
6, from the teaching effect analysis:
"To analyze a class, we should not only analyze the teaching process and teaching methods, but also analyze the teaching results.
"Looking at the effect of classroom teaching is an important basis for evaluating classroom teaching.
The evaluation of classroom effect includes the following aspects:
First, the teaching efficiency is high, students' thinking is active and the atmosphere is warm.
Second, students have benefited a lot, and students of different degrees have made progress on the original basis.
Knowledge, ability, thinking and emotional goals have been achieved.
Three, the effective use of 45 minutes, students learn easily and happily, with high enthusiasm, solve problems in class, and students have a reasonable burden.
The evaluation of classroom effect can sometimes be carried out through tests.
In other words, after a class, the teacher will test the students' knowledge on the spot, and then evaluate the classroom effect through statistical analysis.
What teachers should do: talk, attend classes, attend classes and evaluate classes.