?
After listening to the lectures of two teachers, I have some feelings.
Let's talk about the first class first. After listening for a long time, I didn't understand what the teacher was going to say in this class. Prepare well before class and make reasonable arrangements in all aspects. However, I think the fly in the ointment is that the subject of the teacher's class is not prominent enough, too complicated and chaotic, counting numbers at once, using words at once, counting from left to right and from top to bottom at once. Then there is poor discipline in class.
I think teachers have many ways to manage classroom discipline. If you say this in class, "Look which child has received the teacher's magic?" ? "If there are too many classes, this sentence requires children to sit down and listen carefully. I don't think it's appropriate. Perhaps this class taught by the teacher is the characteristic of many comprehensive textbooks, and many aspects of knowledge can be accommodated in this class, but I don't quite agree that it is a very successful class! Let's talk about the second class first. The class teacher dressed as a bear immediately attracted the children's attention and aroused their strong interest. At the same time, let children participate in the dialogue between birds, squirrels and bears, creating a free language environment for children.
Then let the children read the atlas and recite nursery rhymes, which is really novel. It can make children learn nursery rhymes easily, make them feel interesting and interesting, and deepen their impression of characters and symbols.
If the head teacher's expression is richer, I believe this class will be more vivid and the supporting head teacher will be very lively!
All in all, they are all very good, learn from them!
Two advantages of kindergarten class comment model essay;
1, sufficient teaching AIDS, strong operability, and high enthusiasm for children's participation.
2. Understand the words used by salespeople. Can communicate in polite language. When setting the difficulty, the teacher designed it properly.
3. Ask questions in friendly language.
4. The activity flow is clear.
Disadvantages:
1 The teacher put forward many requirements, but the children can't fully meet them.
2 The children are short of materials and monotonous in practice.
Three advantages of model essay in kindergarten classroom criticism;
1, can fully mobilize the enthusiasm of children.
2, the child is highly motivated and can explain the precautions in advance before the gift.
3. The display of teaching AIDS has aroused the children's enthusiasm.
4. The selected content conforms to the age characteristics of children, and the teaching attitude is natural and generous.
5, strong operability, which is conducive to improving hands-on ability.
6. The children are highly motivated.
Disadvantages:
1, fewer children, more activity areas, and the game process is too quiet.
2. Some children's initiative is not reflected.
The fourth part of the kindergarten lecture comments, "Triangle Variation", is a mathematical activity in a large class, which is mainly to let children spell out geometric figures such as squares, parallelograms and triangles with two or four isosceles right triangles.
At the beginning of the activity, the teacher asked, "Do you want to play games with the graphic baby?"? Import activities. Then show the isosceles right triangle and ask, "What kind of graphic treasure is this?" "What's on the triangle?" According to the children's answers, the teacher introduced "this is an isosceles triangle." Mathematics is a very rigorous course, and teachers' language should be more standardized. The isosceles right triangle was emphasized in the introduction, because only isosceles right triangle can spell out the geometric figures such as squares that the teacher asked the children to evaluate. )
The second part is to spell out geometric figures with two isosceles right triangles. The teacher used "What can two isosceles triangles become when they touch?" In this process, the teacher explained it very clearly and carefully. Teachers use two isosceles right triangles to demonstrate on the blackboard, so that children can clearly understand that geometric figures can only be spelled out if the short sides of the two triangles touch the short sides or the long sides touch the long sides. Then, children can take out two triangles at a time in the basket (all isosceles right triangles of the same size are prepared in the basket) and explore spelling freely (they can try many kinds of spelling). Finally, the teacher asked some children to go on stage and spell with two triangles and make a summary.
The third part is to spell out geometric figures with four isosceles right triangles. The question asked by the teacher is "Is the triangle powerful?" "Do you want to do magic with them?" "There are many graphic babies in our class." The teacher showed the geometric figures and asked the children to say their names. Then he said, "Baby Triangle will use them to do magic. If there are two more triangles, how many triangles are there? " "What kind of graphic baby can you turn four triangles into by magic?" In this process, the teacher accidentally used squares, rectangles, trapezoids, parallelograms and large triangles to let the children say their names. Then let the children spell with four isosceles right-angled triangles, and freely explore what geometric figures can be spelled out. After the children tried to spell, the teacher asked in a childlike tone, "The box said, who spelled me?" Please ask some children to come up and spell. (In this process, it is best for children to spell the square under the original square figure presented by the teacher, which is conducive to children's comparison. When the child spelled out the square, the teacher asked again, "The rectangle and the trapezoid say, who spelled out us?" Ask one or two children to come up and spell out the rectangle and trapezoid respectively. (ditto, in this process, it's best to keep the spelled graphics and the original graphics made by the teacher clean and tidy. Then the teacher asked the children to spell out the big triangle and parallelogram with four isosceles right triangles. "Let the children spell out triangles and parallelograms with triangles again." In this process, in fact, children have already spelled out triangles and parallelograms before, so the teacher's design in this link is somewhat repetitive with the previous exploration link, which has no practical significance. )
I think there are some doubts about the activity design of the third part. If possible, teachers should not show five kinds of geometric figures such as squares and rectangles at the beginning, so that children can explore and try to spell freely. Finally, show these figures, and then tell the children that four isosceles right triangles can spell out these five geometric figures. How much did you spell? Try to spell the geometry you didn't spell.
The last part is to show several large geometric figures, so that children can intuitively see how many triangles can live in these large geometric figures. I think this is a very controversial issue. First, it is too difficult for children to visually inspect. Second, triangles are different in size. It's hard to say how many triangles a big rectangle or trapezoid can hold.
I learned a lot through this activity. Math activities don't have to be taught step by step, but they can also be taught very openly. Many times, it is much better for teachers to let children explore freely than for teachers to instill the results into children.
How should kindergarten teachers attend and evaluate classes?
Class evaluation is a regular and indispensable teaching and research activity for teachers in their daily teaching activities. It is an important way and main means to promote the renewal of teaching concepts, the exchange of teaching experience, the discussion of teaching methods, the display of teaching art, the report of research results and the improvement of teaching level. The process of attending lectures and evaluating classes is a process in which teachers gain experience and improve themselves through interaction. Therefore, attending classes and evaluating classes are the most effective ways for teachers to study classroom teaching and improve their professional ability.
The first question: How should teachers attend classes?
First, what should I prepare before class?
Blindness is the enemy of efficiency, and so is attending classes. It is very different for a teacher to attend classes blindly and come to class prepared. Therefore, the following preparations should be made before attending classes.
(1) Be familiar with the textbook, understand the intention of the editor of this lesson, find out the internal relationship between old and new knowledge, and be familiar with the important and difficult points of the teaching content.
(2) Make clear the three-dimensional teaching objectives of this lesson. Only when the teaching objectives are clear can we see the completion of teachers' teaching.
(3) Design a preliminary classroom teaching plan for this class. Outline the general teaching framework and provide a reference system for class evaluation.
(4) Before class, remember whether you have taught the content of this class, and what are the puzzles and problems. Think back to whether you have heard this lesson.
Second, what should I remember in class?
Lecture notes are important teaching discussion materials and the basis of teaching guidance and evaluation. It should reflect the original appearance of classroom teaching, so that participants can reproduce the teaching reality in their minds through reasonable imagination and compensation. Attention should be paid to the following aspects:
(1) Pay attention to the design of teaching links. That is, situation creation → introduction of new lessons → exploration of new knowledge → consolidation, application and expansion of new knowledge. Be able to improvise and flexibly control the classroom to achieve the purpose of activating the classroom. How to control the time of each link and complete the process and transition of each link; When listening to the class, we should also pay attention to thinking about why teachers should arrange classroom teaching links in this way, how to arrange small links in large links, how to make the classroom structure conform to the teaching purpose of this class, the characteristics of teaching materials and the reality of children, and how to arrange each step or link in an orderly way. When is the teacher's guidance, when is the child's independent inquiry, when is the child's cooperation and exchange, when is the child's practice and presentation, when is the feedback comment, when is the question discussion, when is the summary, whether it is reasonable arrangement, scientific deployment and full play.
Performance per minute.
(2) Focus on key points and highlight difficult breakthroughs. When listening to the class, we should pay attention to how the teacher can make full, flexible, simple and effective use of the children's existing knowledge and reproduce the vertical and horizontal connections. Whether to use examples, guidance and comparison, intuitive demonstration and other means. How to use logical thinking methods such as comparison, analysis and synthesis to help children break through key and difficult points and understand and master new knowledge. To solve the problem, we should pay attention to how to turn book knowledge into children's spiritual wealth. How to organize children to explore, experience and learn new knowledge independently? This requires our young teachers to seriously ponder.
(3) Pay attention to teaching methods and learning methods. When listening to the class, we should pay attention to how the teacher actively interacts with the children in the teaching process and develops together. How to deal with the relationship between imparting knowledge and cultivating ability from teachers' "teaching" as the center to children's "learning" How to create a teaching environment in which children actively participate, stimulate their enthusiasm for learning and cultivate their learning ability.
(4) Pay attention to the application of auxiliary means. Teachers should seriously think about how to integrate information technology with subject teaching, give full play to the role of information technology, and provide colorful teaching situations for children's learning, thus stimulating children's interest in learning and improving the effectiveness of classroom teaching.
(5) Pay attention to practice design and knowledge expansion. Practice whether the design is targeted, hierarchical and extensible, so as to consolidate new knowledge and cultivate ability. At the same time, we should pay attention to whether there are various forms of practice, whether to apply what we have learned to solve practical problems in daily life, and improve children's ability to solve practical problems.
In addition, the classroom teaching process progresses with the flow of time. In a class, the past can no longer be "played back"; Some details are fleeting. If some details are ignored, the perception will be broken, thus affecting the overall cognition of the whole teaching process. Therefore, we should devote ourselves wholeheartedly, think positively and analyze carefully in class. We should intervene from three roles: one is to enter the role of "teacher". Put yourself in the other's shoes and think about how to take this class if you come by yourself. Comparing the teacher's teaching methods with his own ideas can avoid being an outsider to find fault, fail to see the advantages and fail to understand the teacher's good intentions; You can also avoid unprincipled sympathy and understanding, and you can't see shortcomings and deficiencies. Second, we must enter the role of "children". We should put ourselves in the situation of "learning" and reflect on how teachers teach or deal with teaching content, how to guide and how to organize, so that children can understand, explore, apply and master. Third, we should enter the role of "learning". Learn more about teachers' strengths, highlights of classroom teaching and things that inspire you, so as to learn from each other's strengths and strive to improve their professional level.
Third, what to do after class?
(1) Organize lecture records. Record the content of the lecture and record it into an outline in order. Record the time allocation, that is, the time spent in each link, the time spent by teachers, and the time spent by children on learning. The selection and application of recording teaching method, the creation of recording situation, interlanguage, guiding skills, incentive methods and ways of organizing activities. Record the teacher's excavation and utilization of classroom-generated resources, and record the flexible handling of accidental events. Record the practice status, content, form, etc.
(2) Do a good job of after-class analysis. After listening to a lesson, we should make a comprehensive analysis in time, find out the characteristics and highlights of this lesson, and sum up some regular understandings. Know what you can learn from yourself. According to the actual situation of this class, this paper puts forward some suggestions for revision and rationalization, and communicates with teachers to achieve the purpose of mutual learning.
The second question: How should teachers evaluate classes?
First, the concept of classroom evaluation
1. Evaluation content: Evaluation is an evaluation of classroom teaching effect, as well as an analysis and evaluation of the functions of various elements (teachers, students, teaching content, teaching methods, teaching environment, etc.). ) namely the interaction between teachers and students, the interaction between teachers and teaching methods, and the interaction between teaching methods and students. , including teaching and learning, speaking and practicing, introducing and receiving, and learning knowledge in class. Not only how the teacher teaches, but also how the teaching effect is. The most important thing is to evaluate students' learning style and learning effect, and to see the level of achieving the goal, that is, how students learn and feel about the teaching content, and whether students can re-express the teaching content in their own words.
2. The function of class evaluation can be summarized in four aspects: first, to promote the improvement of kindergarten teaching quality; The second is to promote the improvement of teachers' professional quality; The third is to promote the improvement of teaching and scientific research level in kindergartens; The fourth is to improve the quality of students. Finally, eight optimizations are realized in educational thoughts and concepts, teaching objectives, teaching contents, teaching methods and means, teaching process, homework design, teaching management and teaching basic skills.
3. Principles of classroom evaluation
(1) Telling the truth principle: class evaluation is an opportunity for tutors to learn. Only with a strong sense of responsibility and in the spirit of objectivity, justice and seeking truth from facts can the evaluation of classes have real significance. However, we should also avoid the situation that "emphasizing words" affects the effect, so we should also pay attention to methods, strategies and the art of evaluating classes.
(2) the principle of "psychological zero distance": the evaluator should consider the problem from the perspective of help and promotion, put forward pertinent guidance, and especially create a harmonious atmosphere of "psychological zero distance" with sincere attitude. Let the instructor feel goodwill and accept opinions easily, which is helpful for the instructor to reflect on his teaching and improve his teaching level.
(3) Highlighting the principle of key points: where to improve and where to have characteristics, we can grasp the key points, integrate theory with practice, and let the coach enter the realm of "suddenly realizing".
(4) Incentive principle: The language of teaching evaluation is warm and sincere, which can motivate teachers to reflect on themselves, establish self-confidence and improve teaching level as soon as possible.
(5) The principle of different people: according to different instructors, different teaching forms and different evaluation focuses, there should be corresponding differences and characteristics in class evaluation. For example, the requirements for backbone teachers can be higher, grasp personal characteristics, tap teaching expertise, and stimulate the formation of personal teaching style.
(6) Artistic principle: pay attention to artistry, master psychological theory, consider language skills, pay attention to evaluation criteria, consider from the perspective of help and promotion, evaluate classes fully, and talk less about people.
4. The form of classroom evaluation
(1) Personal interview: face-to-face communication and two-way communication between trainees and tutors. It can not only protect the coach's self-esteem, but also explore the problem easily. Of course, only when the number of participants is only 1-2.
(2) Group evaluation: When there are a large number of participants, the general procedure is: lecturer lectures → listener evaluation → leader or expert general evaluation.
(3) Written materials: Due to the influence of time, space, personnel, place and other factors, you can express your opinions in written form or fill in the evaluation form designed by the organizer for issues that are inconvenient to talk about in public places.
(4) Questionnaires: There are three forms, one is the students' learning effect questionnaire, the other is the participants' evaluation form of classroom teaching, and the third is the teachers' self-evaluation form. It depends on the needs of the judges or organizers.
(5) Statement and defense: The instructor first states his own ideas, teaching ideas, teaching methods, teaching ideas, teaching characteristics, teaching success or failure, etc., which can be discussed emphatically. Then reply, the judges ask questions, the two sides explain their views, then summarize, and finally comment by authoritative experts.
(6) roll call evaluation: the evaluation organizer invites the reviewers to conduct on-site evaluation by roll call.
(7) Expert consultation: Invite experts to consult the tutorial class to help young teachers develop their strengths and avoid weaknesses and grow up as soon as possible. Experts see the problem more accurately, profoundly, reasonably and convincingly.
(8) Self-analysis: After listening to the evaluation, the instructor will reflect, modify and optimize the teaching plan in time and carry out the secondary design. In particular, we should explore the causes of errors and record them in time to prevent similar problems from happening again.
Evaluation of classes should be a routine activity in kindergartens to promote teachers to learn from each other and discuss with each other; It is helpful for school leaders to better diagnose and check the teaching quality. The key point is not to evaluate teachers' level, nor to identify the teaching effect of a certain class, but to diagnose the problems and shortcomings of teachers' classroom teaching, create team spirit in teaching research, promote the improvement of teachers' teaching level and students' comprehensive quality.
Second, the evaluation criteria of a class
(A) the purpose of teaching (reflecting the goal consciousness)
1, the teaching goal is comprehensive, specific and clear, which is in line with the syllabus, teaching materials and children's reality.
2. The key points and difficulties are put forward and handled properly, and the key points are grasped, and the knowledge imparted is accurate.
3. A strong sense of achieving teaching objectives runs through the teaching process.
(B) Teaching procedures (reflecting the subjective consciousness)
1, clear teaching ideas, rigorous classroom structure and reasonable teaching density.
2, for all, reflect the differences, teach students in accordance with their aptitude, and comprehensively improve the quality of children.
3. Moderate knowledge and training ability, highlighting key points and grasping key points.
4, create opportunities for children, let them take the initiative to participate and take the initiative to develop.
5. Reflecting the process of knowledge formation, the conclusion was discovered by since the enlightenment.
Teaching methods (reflecting training awareness)
1, finely crafted, focusing on thinking training.
2. The teaching methods are flexible and diverse, which are in line with the reality of textbooks, children and teachers.
3. Exchange teaching information for many times, give timely feedback and correct it effectively.
4. Proceed from reality and use modern teaching methods.
(D) Emotional education (reflecting emotional awareness)
1, teaching democracy, equality between teachers and children, harmonious classroom atmosphere and cultivation of innovative ability.
2. Pay attention to the cultivation of children's non-intellectual factors such as motivation, interest, habits and confidence.
Basic teaching skills (reflecting skill awareness)
1, Putonghua teaching, language specification is concise and vivid.
2. The teaching attitude is cordial and natural, dignified and generous.
3. Skillful use of modern teaching methods.
4. Strong ability to control the classroom.
(VI) Teaching effect (reflecting efficiency consciousness)
1, the teaching goal is achieved and the teaching effect is good.
2, children will learn, take the initiative to learn, and the classroom atmosphere is active.
3. The amount of information is moderate, the burden on children is reasonable, and the efficiency is high in a short time.
(7) Teaching characteristics (reflecting the consciousness of characteristics)
1, teaching has its own characteristics.
2. Teachers form teaching style.
Third, how to evaluate classes.
1, evaluation 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, the analysis class should first analyze the teaching objectives.
First of all, from the perspective of teaching objectives, it depends on whether it is comprehensive, specific and appropriate. Comprehensiveness: it means that the formulation of general teaching objectives includes three dimensions (emotional attitude, ability and knowledge) to determine; Concreteness: 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 this teaching activity (that is, the operability is obvious when expressing); Suitability: refers to the determined teaching objectives, which can be guided by the new syllabus, conform to children's age characteristics and cognitive laws, and pay attention to children's interests at this age, with moderate difficulty.
Secondly, from the perspective of achieving the goal, it depends on whether the teaching goal is clearly reflected in every activity link and whether the teaching means closely focus on and serve the goal.
2. Selection of materials
Judging the quality of a class depends not only on the formulation and implementation of teaching objectives, but also on whether the teacher chooses the activity content properly and understands the teaching materials thoroughly. More importantly, we should pay attention to analyze whether teachers highlight key points, break through difficulties and grasp key points in teaching material processing and teaching method selection.
Specific can start from the following points:
1) Whether the material selection conforms to children's life experience level, cognitive law and psychological characteristics.
2) Whether the teacher's handling of teaching materials is accurate. (Processing refers to: reasonably adjusting and enriching teaching materials, reorganizing and scientifically arranging teaching procedures, and choosing reasonable teaching methods. )
3) Whether to highlight key points, break through difficulties and grasp key points.
3. Evaluation of teaching process
1) See if the teaching ideas, context and main line are clear.
Thinking is the same as doing things, writing articles and designing teaching activities. This is teaching thinking. Teaching thinking is the main thread of teachers' class, which is designed according to the actual situation of teaching content and children's level. It embodies a series of teaching measures, such as how to arrange the combination, how to connect excessively, how to arrange the details and how to arrange the operation exercises.
Teachers' teaching ideas in activities are varied, such as link design, question design and operation link design. To this end, we evaluate the teaching process. First, it depends on the design of teaching ideas, whether it conforms to the reality of teaching content, whether it conforms to the reality of children, whether it stimulates interest and whether it meets the learning needs of children; Second, it depends on the design of teaching ideas, whether it is original or not, and whether it can give children a fresh and exciting feeling; The third is the level of teaching. Whether the context is clear, from easy to difficult, from shallow to deep, step by step (this is also the most important point).
2) Whether the design idea is consistent with the actual teaching operation.
Sometimes, when designing teaching ideas, teachers don't presuppose enough activities, don't know enough about children, or don't have clear teaching ideas, which leads to poor handling of situations encountered in activities.
3) See if the teaching structure is reasonable.
Whether the allocation and connection of teaching time is appropriate depends on whether there is a phenomenon of "loosening first and then tightening" or "loosening first and then tightening" and whether the combination of guidance and practice time is reasonable.
See whether the time allocation of children's personal activities, group activities and group activities is reasonable, whether there are too many group activities, and whether there is too little personal time.
4. Evaluate teaching methods and means.
Evaluating the selection and application of teachers' teaching methods and means is another important content of classroom evaluation. The so-called teaching method refers to the general name of the activities taken by teachers in order to complete the teaching objectives and tasks in the teaching process. However, it is not an isolated single teacher's activity mode, it includes the teacher's "teaching activity mode" and the student's "learning" mode under the guidance of teachers, and it is the unity of "teaching" and "learning" methods. Comment on teaching methods and means, including the following main contents.
1) to see if it is tailored to suit your needs and used flexibly.
We know that teaching is regular, but there is no fixed law. The key is to get the correct law. A good teaching method is always relative, and it always changes according to the characteristics of the content, 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.
Don't be monotonous and rigid in teaching methods. It will be boring to copy the best methods every day. The complexity of teaching activities determines the diversity of teaching methods. Therefore, when evaluating classes, we should not only see whether teachers can face the reality and properly choose teaching methods, but also see whether teachers can work hard on diversified teaching methods to make classroom teaching extraordinary, innovative and artistic. Pay attention to the randomness.
3) Look at the reform and innovation of teaching methods.
To evaluate teachers' teaching methods, we should not only evaluate the routine, but also look at the reform and innovation, especially the lessons of some key teachers with better quality. We should not only look at convention, but also look at reform and innovation. It depends on the design of thinking training in activities, the cultivation of innovative ability, the exertion of children's subjectivity, new teaching concepts, unique teaching styles and teachers' personality charm.
4) Look at the application of modern teaching methods.
5. Evaluate the relationship between teachers and children
1) See if children can fully establish their dominant position in learning activities.
2) See if we can create a relaxed and democratic teaching atmosphere so that teachers and children can be integrated. (For example, some teachers have a very harmonious relationship with their children, while others are superior, especially in small class teaching activities, which requires such a sense of closeness between teachers and students. )
6. Evaluate teachers' basic teaching skills
1) Look at the teaching status: According to psychological research, human expression depends on 55% facial expression +38% voice +7% words. The teaching attitude in teachers' activities should be bright, cheerful and infectious. Dignified appearance, calm manner, enthusiastic attitude, love for children, harmonious feelings between teachers and students.
2) Look at the language: Teaching is also the art of language. First of all, be accurate and clear, speak Mandarin accurately, concisely and vividly, and ask enlightening questions. Secondly, the intonation of the teaching language should be appropriate, with moderate speech speed, cadence and variety.
3) Look at the operation: Look at the teacher's proficiency in using teaching AIDS and multimedia gymnastics (piano playing and singing).
7. Comment on the teaching features (where are the highlights of the whole activity).
In a word, a class should be evaluated from two aspects: whether the teacher is good at guiding. Whether to create a good teaching environment, whether to organize children to carry out activities, whether to leave quiet time and time, not to see what the teacher says. See if the child takes the initiative. See if children are actively involved, how much they are involved, and whether they actively explore cooperation.
People who read the comments on kindergarten lectures also read:
1.
2. Comment on the record of junior high school attendance and evaluation.
3. Teachers' evaluation of students' math class
4.20 16 school year teachers' comments
5. Teachers' professional and technical evaluation
6. Chinese teachers in junior high schools comment on students' lectures.
7. Junior high school mathematics lectures record students' comments
8. Tutor comments.
9. Comments on the first grade mathematics classroom records