First, the basic requirements for mastering the lecture records include two main aspects: first, teaching records; The second is teaching evaluation. 1, teaching records include: (1) class time, subjects, classes, teachers, topics, class hours, etc. (2) Teaching process. Including teaching links and teaching contents, as well as the methods used in teaching (mainly blackboard writing); (3) Time arrangement of each teaching link; (4) student activities; (5) Teaching effect. The extent to which teaching records are recorded depends on the purpose and teaching content of each lecture. There are usually three forms: one is a brief record, which briefly records teaching steps, methods, blackboard writing and so on. The second is to record the teaching steps in detail; The third is to record the teacher's lectures and teacher-student activities until the class is over. 2. Teaching comments: a preliminary analysis and evaluation of the advantages and disadvantages of this class, as well as suggestions made by the students. Including: (1) teaching material processing and teaching ideas and objectives; (2) Emphasis, difficulty and key of teaching; (3) the design of classroom structure; (4) the choice of teaching methods; (5) the application of teaching methods; (6) Basic teaching skills; (7) teaching philosophy; (8) others. Writing teaching comments can take two forms: one is indirect evaluation, which records the feedback generated by bilateral activities between teachers and students at any time; The second is the general evaluation, that is, the opinions or suggestions formed after the comprehensive analysis of the evaluation are recorded in the record book. (Some notebooks have special comment columns) Communicate with teachers after class to learn from each other. It is worth mentioning that many people tend to record class notes rather than express their opinions when taking class notes. Even quite a few people, most of the recorded contents are written by the teacher on the blackboard, which has become the "blackboard book" of the lecturer, and there is nothing else to remember. Obviously, this lecture record is of little value. A good lecture record should take both records and comments into account, especially making comments in class is often more important than recording. Second, enter the lecture site and record the key participants entering the classroom and sitting in the back or corner of the classroom before class. This can not only clearly see the activities of students and teachers, but also avoid the sight of teachers, reduce the pressure of teachers and interfere with students' sight as much as possible, and eliminate the negative effects brought by classroom lectures. At the beginning of class, recording is started, and the time of language, behavior and activity conversion between teachers and students is recorded from time to time. Try to avoid eye contact with teachers and students when recording, so as not to interfere with the teaching process. There are many things that can be observed in the course of listening to lectures, including teaching contents, teaching methods, teaching effects, classroom environment and teaching conditions, classroom atmosphere, students' learning, teacher-student interaction and so on. It is impossible to completely record the words and deeds of teachers and students. The contents of the lecture record must be focused and selected according to the focus of the lecture. Experiential listening pays more attention to teachers' introduction and interlanguage, teachers' questions, teachers' unique opinions, teachers' feedback on students' answers or completion, students' questions, students' unique opinions, students' typical mistakes, students' performance in class, students' performance in group activities and time spent in various teaching activities. By recording these contents, the teaching design, teaching methods and teaching effects of teachers are analyzed. For example, the teacher's introduction and interlanguage reflect the teacher's design and conception of teaching. Experienced teachers attach great importance to the introduction of the classroom and the transition and connection between different teaching activities, and strive to be smooth and natural, attracting students' attention and interest. For another example, recording teachers' feedback on students' answering questions or completion can show whether teachers have implemented some principles of effective teaching: adopting a positive attitude to affirm students, understanding and paying attention to students' learning and what they have learned. Recording students' answers and performances can improve students' learning effect. Recording the start time of class and the actual time occupied by various activities is helpful to understand the teaching structure and time allocation. In some cases, all the records are recorded, and the results are not profound. Therefore, some lectures need to be comprehensive, and sometimes one aspect needs to be highlighted. When recording, sometimes it is too late to record everything you want to write. You can leave a space and make an addendum when you are free. Records should focus on key points and select content. It is not advisable to "record what you have to say". The words on the paper should be concise and clear. In order to be simple and quick, symbols are sometimes used for comments. Third, there are two main tasks in sorting out the lecture records: one is to clarify the structure and ideas of classroom teaching. Sorting out the lecture notes is also a process of collecting teachers' design ideas and teaching activities. After the lecture, as a listener, although it is not a problem to talk about the basic structure and ideas of classroom teaching, it is still necessary to review the classroom records and reorganize the process and ideas of classroom teaching, which is conducive to the overall consideration and evaluation of teachers' teaching design and structural arrangement. The second is to complete important details. Because of the history and record details, I only remember one or two key words to erase the fog, so I should sort them out in time after class. If I can't remember them for a long time, I will lose a lot of meaningful content. Fourthly, it is difficult to make a quantitative evaluation without relying on video equipment and only relying on the information of eyes, ears and notes, so the evaluation of classroom lectures is mainly a qualitative description. This paper expounds the gains and losses of this course from the aspects of teaching objectives, teaching contents, teaching methods and means, teaching structure, students' participation and learning effect. , which should have both views and basis, to reflect the "quality" of this class. In order to highlight the key points, it is generally not to make an all-round evaluation, but to choose more meaningful and typical aspects to comment. The evaluation should also point out alternative improvement practices from the perspective of recommendations.