Brief report on primary school Chinese evaluation activities

With the continuous progress of society, briefing is becoming more and more important to people. Briefing is not a publication. Because some briefings can be bound into a book, just like a general "publication", and more often there are only one or two pages, just like a newspaper. So, how to write a briefing? The following is a brief report on the evaluation activities of primary school Chinese compiled by me. Welcome everyone to refer to it, I hope it will help you.

Brief article on primary school Chinese evaluation activities 1 1. Focus on classroom teaching

1. Be fully prepared and pay attention to routine.

Preparing lessons is the foundation of a good class. Although this is a normal class, most teachers in China are fully prepared. Prepare lessons in place, and all have produced exquisite teaching courseware. Good routine is the guarantee of a successful class. In the classroom, teachers pay attention to students' routine training, from the standing posture of students answering questions to the sitting posture, reading posture and writing posture of lectures, which are reflected in different classrooms. Teachers and Pan's classes are orderly, and teachers and students cooperate tacitly, which shows that they are well trained.

2. "Reading" shows the charm of Chinese.

The core of Chinese teaching is to cultivate students' sense of language. Reading is the most active and effective stimulus to cultivate language sense. In this activity, most Chinese teachers can reflect the idea of understanding in reading the new curriculum standard, and pay attention to promoting understanding through reading in teaching, so that students can experience the thoughts and feelings of characters through reading aloud. Teacher Ma combined with pictures, let students understand the softness, lightness and delicacy of spring rain in the immersive environment, and understand the different perspectives of birds. Children are very attractive to read. Teachers Tang Xia and Susanna pay attention to the key words (keywords) that reflect the characteristics of people or scenery, and do a good job. In reading aloud, several teachers have fully embodied the Chinese teaching concept of "promoting enlightenment by reading, and realizing while reading", and they can lead students to fully read the text and realize the text and life from different reading forms and levels. Show the charm of Chinese classroom in "reading".

3. Pay attention to the guidance of learning methods, and the effect is obvious.

It is better to teach people to fish than to teach them to fish. When students master the learning methods, they will draw inferences from others and form the ability of Chinese learning. In Chinese class, teachers have the awareness of learning methods, such as emphasizing "eyes, heart and mouth" in reading, guiding students to mark books, and "don't read without moving pen and ink", reminding students to answer questions through teachers' evaluation, and teaching students the methods of literacy and copybook reading in literacy and writing teaching.

4. In terms of teaching methods, all teachers can tailor activities, optimize activities, diversify teaching methods, carry out appropriate reforms and innovations, and make full use of modern information and multimedia technology to reflect the requirements of the times in teaching development. For example, Mr. Ma, Mr. Tang and Mr. Fei teach naturally, speak Mandarin well and have strong affinity. Through teaching courseware, creating scenes to introduce lively classroom can arouse students' enthusiasm.

5. The blackboard design is concise and vivid, which is very general, organized and appreciative. For example, the fish swam to the paper, Susanna's The Day of Winning the Lottery, and Pan's Sun Moon Lake.

6. Listening and evaluating classes strengthen the quality and improve the professional level of teachers.

In order to make the teaching concept and teaching practice better integrated, to promote teaching by evaluation and learn from each other's strengths. After the lecture, the Chinese teaching and research group also arranged interactive class evaluation activities. All the teachers spoke freely, which not only affirmed the highlights of the teachers, but also sincerely put forward the main points of discussion, so that the activities of listening to lectures and evaluating classes achieved the expected results.

Second, the existing problems

1. Teachers talk too much in class, leaving less time for students, unnecessary words and unnecessary teaching links too much.

2. The unique teaching style is not obvious, and the teacher's personal charm is lost. Because every step of classroom teaching is like this, which leads to the recognition of the classroom. Can't show personal charm well.

3. Too much or insufficient classroom design, single teaching and evaluation, and untimely. In the process of classroom teaching, some teachers design too much content, which leads to the phenomenon of delay and endless lectures. Most teachers have only one evaluation (good, great, etc.). ), and finally implement different evaluation languages for different students. It is necessary to strengthen the design of lesson preparation, not too much content, accurate time setting, and learn more different types of evaluation words.

In short, no matter what kind of class, the growth of students will always be put in the first place; No matter what kind of class, we always remember our responsibility as a teacher, which is our common goal.

A brief introduction to the activities of evaluating Chinese classes in primary schools II. What is worthy of recognition?

1, "reading" highlights the charm of China.

The core of Chinese teaching is to cultivate students' sense of language. Reading is the most active and effective stimulus to cultivate language sense. Professor Zhu Zuoren pointed out: "Only by cultivating a good sense of language can we fully embody the characteristics of Chinese class." In this activity, most Chinese teachers can promote enlightenment through reading and experience the thoughts and feelings of characters through reading aloud; Or catch key words to reflect the characteristics of people or scenery, which is very good. Cao Lihua, Zheng, Li Zengxia and other teachers fully embody the Chinese teaching concept of "promoting understanding through reading and understanding through reading". Every teacher can lead students to fully read the text and feel the text and life from different forms and levels of reading. Show the charm of Chinese classroom in "reading".

2. Pay attention to the guidance of learning methods. Most teachers attach importance to teaching students learning methods in teaching. In Chinese teaching of middle and senior grades, we should pay attention to guiding students to read, so as to promote understanding through reading. Understand the content of the characters by grasping the key sentences. For example, when Cao Lihua taught fish to swim to paper, she repeatedly read and understood several key sentences, which made students realize how fish swam to the hearts of young people.

3. Teachers are conscious of curriculum resources, and can tap the educational resources in life by combining teaching materials. Guiding students from textbooks to life and developing curriculum resources from broad social life have broadened students' horizons and enriched learning content. When Li Zengxia was teaching ships in Venice, she introduced the Oriental Venice-Suzhou after class, which extended from the text content to real life, allowing students to appreciate the beautiful scenery and deepen their understanding of the text content.

Second, the existing problems

1. Teachers talk too much in class, leaving less time for students, unnecessary words and unnecessary teaching links too much.

2. The unique teaching style is not obvious, and the teacher's personal charm is lost. Because every step of classroom teaching is like this, which leads to the recognition of the classroom. How to show teachers' personal charm is a problem that we should think about.

3. Too much or insufficient classroom design, single teaching and evaluation, and untimely. In the process of classroom teaching, some teachers design too much content, which leads to the phenomenon of delay and endless lectures. Most teachers have only one evaluation (good, great, etc.). ), so they can't implement different evaluation terms for different students.

In short, no matter what kind of class, we should put the growth of students first; No matter what kind of class we are in, we must not forget our responsibility as a teacher, which is our common goal. The road ahead is long, so we should persevere, constantly reflect and sum up, and keep making progress.

A Brief Report on Primary School Chinese Class Evaluation Activities (III) I. Analysis of Teachers' Lectures

1, showing good psychological quality.

The teachers who are lucky enough to teach have shown good psychological quality. They are gentle, natural and graceful, and free and easy. Maybe it's because I'm arrogant and I only have students in my heart, so I can play normally or supernormally.

2. Be able to teach and control educational emotions.

Because the object of education is lively and naughty children, it is common for educators to get emotional, but the teachers in this lecture can adjust well. Napoleon once said: "The man who can control his own interests is greater than the general who can win the ideal city." I sincerely hope that teachers can be so passionate and steady in every normal class. In this way, students can relax their initiative, be peaceful and happy and kill two birds with one stone. Why not?

3. It embodies the idea of the new Chinese curriculum in primary schools.

1) strives to embody students' subjectivity, and initially embodies students' status as masters of the classroom. Students are the masters of learning, and all teaching activities must be internalized by students into knowledge and ability, emotional attitude and values, thoughts and personality. All activities in classroom teaching are for the development of students. Teachers have made many efforts and attempts in these areas, and achieved certain results. All these show that teachers are beginning to pay attention to students' needs, interests and personalities, and strive to help students develop on the original basis. This awareness is more and more obvious, which shows that the curriculum reform has caused changes in teachers' concepts and classroom teaching behaviors, and students are gradually becoming the masters of the classroom.

2) The relationship between teachers and students has been improved. Teachers' friendly language and relaxed and active classroom atmosphere have narrowed the distance with students and greatly promoted two-way communication and teacher-student interaction in the classroom. In equal communication, it also embodies a certain guiding and organizational role. For example, when teachers guide students to read, teachers demonstrate, teachers and students evaluate each other, and then correct their shortcomings and learn what they read well. Teachers and students discuss, discuss and communicate on the basis of equality. Students have no psychological burden, but they are often influenced by teachers' knowledge, experience and personality charm. In addition, when it is difficult for students to discuss deeply, teachers can ask some meaningful questions to guide students to think deeply.

3) Pay more attention to the study of a solid Chinese foundation.

Chinese curriculum standards emphasize the need to lay a solid foundation for Chinese. This is the advantage of our teaching tradition in China, and we must never give it up. Chinese curriculum reform can only lay a solid foundation first and then pursue innovation. We must never give up our fine traditions and pursue "innovation" unilaterally. In this class, the teachers basically attach importance to the foundation of Chinese learning and carry out solid basic Chinese learning. For example, literacy teaching has achieved good results by adopting various methods, which not only embodies the foundation, but also embodies the innovation. Reading teaching pays attention to a certain amount of reading training and pays more attention to the guidance of reading methods. Teachers can accurately grasp the content of teaching materials, there is no phenomenon of overstepping the text, and pay attention to the excavation and application of teaching materials and student resources.

Second, the existing problems

1, students' learning initiative is not enough.

In Chinese teaching, although students' subjectivity has been reflected to a certain extent, some teachers' classrooms have not been fully reflected, so they can't really take students as the center and learn as the teaching. Some teachers are still dominated by teaching plans, and the formulation and implementation of teaching objectives cannot be formulated and adjusted according to the students' situation, and the teaching materials are not deep; The reading time left for students is not enough, and the teaching link is not as deep as the lantern; The spiritual strength passed on to students is not enough, and the humanity and initiative of Chinese teaching are not harmonious and unified. Therefore, in the future teaching, we should also guide students, reduce the difficulty of teaching, stimulate children's self-confidence and satisfaction, tap students' interest and fun in learning, and spare no effort to protect children's initiative in learning. This requires teachers to dare to let go of themselves, dare to be stupid, treat children as teachers, turn their roles into "stick figure" and light up the light in their hearts; Be a lawyer and defend children; Be a cheerleader and cheer for it.

2. The collective evaluation is not positive enough.

In order to better integrate teaching ideas with teaching practice, after the lecture, the teaching and research group also arranged for Chinese teachers to conduct interactive evaluation. Before the mutual evaluation, the teachers gave a self-lecture on this class, and then all the participants spoke freely according to the content of the lecture, which not only affirmed the teaching highlights of the teachers, but also sincerely put forward the main points of discussion, so that the Chinese teaching and research activities achieved the expected results. If teachers are no longer too modest and low-key, the atmosphere of collective evaluation will be more active.

In a word, this listening and evaluation activity is effective and successful, but any successful classroom or excellent teacher's experience may not be suitable and effective if it is used in their own teaching. Real learning is learning without using it. After learning it, you forget it, and then you realize that you consciously internalize it into your own educational accomplishment and state. After you get a high level, your natural mentality is the best education. Finally, I wish all teachers, and also encourage themselves: endure impetuousness, control the spirit of calmness, stay calm and flow deeply, and take a solid road of Chinese teaching reform, so as to improve the level of Chinese teaching and research in schools.

Brief introduction of primary school Chinese class evaluation activity 4 This activity can be regarded as the epitome of this semester's work. This semester, our Chinese teaching and research group has made some efforts in two aspects: classroom evaluation. Classroom teaching is the main channel and top priority of teaching and research work, and the main position of curriculum reform is classroom teaching, so we attach great importance to the research of classroom teaching. Carrying out classroom teaching solidly and effectively not only provides a stage for teachers to display their talents, but also a learning practice base for cultivating and improving students' comprehensive quality.

September is the first teaching month of this semester. First of all, we welcome the teachers in the teaching and research section to visit our school. Three teachers from the Chinese language group took part in the class, and the rest of the teachers took part in the class of this grade. After class, the teachers listened to the evaluation and guidance of the teaching and research staff. The teacher reported many benefits. 10 The first-line teachers' seminar in our school was also the first round of seminar in our Chinese teaching and research group. All Chinese teachers, including director Yu, attended. Before starting the class, a teaching and research meeting was held for this round of classes, requiring teachers to correct problems, give full play to their specialties, carefully prepare lessons, consolidate training and reflect Chinese taste in combination with the remedial activities in September and according to the guidance of teaching and research staff. Taking Mr. Zhang's tutorial class as an example, this paper guides teachers how to build an efficient classroom and improve students' Chinese literacy. At the end of this round of courses, the Chinese lessons in Class Two and Grade Six of Grade Three have achieved remarkable results, but there are still many problems in the other four classes that need to be improved. Therefore, the teaching and research classes in 1 1 month are determined to be completed by the teachers of these four classes, with the main purpose of rectifying the problems that occurred in1month. Teachers accept opinions with an open mind and strengthen research between classmates and teachers. Therefore, all four classes have made progress to varying degrees. Sun Jing and Zhang's wonderful classes appeared frequently, which was well received by the lecturers. Liu Hua's class has also been greatly improved. Although teacher Yan Jun's classroom design remains to be discussed, he boldly conceived and practiced it. After a period of training, he finally presented the form of group cooperation in the classroom. 1On February 23rd, Mr. Jia Yong and my teacher Yu Hongbo presented a third-grade text of Jiangsu Education Edition for all teachers, which reflected the elegance of the Chinese language group, fully embodied the school-running philosophy of our school, laid a foundation for the growth of students and guided the development of teachers.

In our opinion, it is not enough to have a good class, and classroom evaluation is also the basic quality of a teacher. Therefore, my teaching and research group also regards how to evaluate classes as a key work this semester. The so-called class evaluation refers to the fair analysis and evaluation of the success or failure of classroom teaching and its reasons, and can correctly explain the educational behavior in the classroom from the height of educational theory. Specifically, it refers to the evaluator's value judgment on the teacher-student activities and the changes caused by them in classroom teaching according to the classroom teaching objectives. Under the background of the current new curriculum reform, it is of great significance to evaluate classroom teaching objectively, fairly and scientifically for exploring classroom teaching rules, improving classroom teaching efficiency, promoting students' all-round development, promoting teachers' professional growth and deepening curriculum reform. Class evaluation is conducive to promoting teachers to change their educational ideas, update their educational concepts and establish a new concept of curriculum reform; It is helpful to help and guide teachers to constantly sum up teaching experience, form teaching style and improve education and teaching level; It is conducive to timely feedback, evaluation and regulation of information, and arouses the enthusiasm and initiative of teachers in education and teaching. However, in the past, teachers' evaluation of classes was chaotic, just like stragglers, lacking norms. Although some adjustments have been made, they are still not satisfactory. To evaluate a class, we should not only evaluate the content of the class, but also clearly evaluate the basis and standards of these aspects, and compare them with the relevant situation of the class, so as to make judgments, analyze the reasons or significance and make suggestions.

In the first round of evaluation of research courses, we put an end to the arbitrariness of teachers' evaluation of courses. On the basis of strict time regulation, teachers are required to evaluate courses according to evaluation criteria or teaching theories, which are guided by practice and then verified by practice, and good results have been achieved. 1 1 month, we further standardized the class evaluation, formulated an operable class evaluation form, and handed it over to the teacher one week before class, clarifying the purpose requirements, so that the teacher can take the task to class with clear directionality. When evaluating a class, we should talk about it on the basis of this table. Then, give these forms to the corresponding teachers, who will study them carefully and communicate with them when in doubt. In this way, the combination of evaluation form and face-to-face evaluation will extend the evaluation activities and make them more timely.

Whether doing or evaluating classes, we string together four months of activities into a line, make changes before doing them, and do not fight unprepared battles or do ineffective work, so we can constantly improve and improve.

"Don't step, Wan Li road. If you don't accumulate small streams, you can't become a big river. " Today, we take every step one step at a time. Tomorrow, we will have a bright future in Wan Li, and other mountains are dwarfed by the sky. ..

A brief introduction to the activities of evaluating Chinese classes in primary schools. 1. Focus on topic discussion and strive to improve the effectiveness of classroom teaching.

How to truly implement the concept of effective teaching and holistic teaching and make good use of 45 minutes of classroom time? In order to solve this problem, we will take "improving classroom efficiency and implementing the overall teaching concept" as the theme of this activity. In this activity, all the teachers in our group showed great enthusiasm for participation and very serious learning spirit. The lecture teacher carefully prepares and strives to do every class well; The teacher listens attentively and listens carefully to every class; The class evaluation is warm and sincere. We know every class like the back of our hand and talk endlessly. The teaching and research atmosphere is harmonious and warm. Everyone feels great in communication.

Second, full participation, classroom teaching highlights new ideas.

1, teachers' participation in activities is highly cumulative. Everyone regards this lecture as a rare learning opportunity. They are not afraid to expose their shortcomings and deficiencies, and they are eager to improve their teaching level. The spirit of active participation is commendable.

2. Teachers can design the teaching process from a humanistic perspective, create an equal, democratic, relaxed and harmonious teaching situation, and make full use of the existing conditions. For example, Mr. Liu Kun skillfully combined music, pop songs and the introduction of the novel "People's Heart" to create a good teaching situation.

3. In the design of teaching concept, teachers can pay full attention to the changes of their own teaching methods and students' learning methods. Teachers set up students to sing operas, cultivate students' study habits of autonomy, cooperation and inquiry, and embody the new concept of taking students as the main body.

4. The purpose is clear and the words are easy to eat. What teaching tasks should be completed in a class, what knowledge students can master from this class, what are the key and difficult points of this class, and what knowledge points students can master by themselves; What questions should be preset in class to arouse students' thinking, etc. The teacher knows all about these things and has a definite aim. Teachers Yang Z and Zhang Z have done a good job in this respect.

5. Clear thinking and compact classroom design. All of them have vivid introduction, rhythmic design and distinct links, and all of them have problem settings, which can arouse students' interest in learning, especially Mr. Yang Z. The classroom teaching links are compact, the problem design is scientific and gradient, and the best teaching effect is achieved. This kind of classroom makes students active, nervous and happy, and the teaching concept of "people-oriented" fully mobilizes students' potential, and students really become the masters of learning.

Third, the shortcomings found:

1. Individual teachers did not pay enough attention to this activity and were not fully prepared. Therefore, the cohesion of classroom content is unnatural and the language is inaccurate.

2. Individual teachers' teaching methods are single, giving and accepting traditional teaching, ignoring the exploration of knowledge and thinking methods, leading students by the nose, lacking respect and care for students' independent spirit and innovative consciousness, and paying insufficient attention to the role of students' group learning and students' cooperation and interaction, which leads to the lack of vitality in teachers' and students' classrooms and poor learning results.

3. Some teachers' language is casual, not concise, and there are many spoken words, which affects the teaching effect.

Fourth, suggestions:

1. Teachers should further strengthen theoretical study, change their concepts, constantly infiltrate new teaching concepts in teaching, change their roles, be organizers and guides of students' learning, participate in students' learning, optimize classroom structure, and teach characteristics and styles.

2, there must be passion in class, students' excitement can be stimulated, the teacher's mood is not high, it is difficult for students to get excited.

3. "Know yourself and know yourself, and you will win every battle." Teachers should know more about students while fully understanding the teaching materials, so as to teach well. Teachers should never use their own level of understanding to infer students' level of understanding, because ten xxx students will not master it well.

4. Don't follow the rules. If the teacher's classroom teaching is only to preach textbook knowledge, then don't talk about it. Students' own interpretation and analysis may be better than listening to the teacher's boring explanation. Then the use of courseware, courseware is an auxiliary tool for teaching, not an obstacle to teaching.

5. Prepare lessons carefully and never make intellectual mistakes in class.

6. Take blackboard writing as an essential part of preparing lessons and design it in advance.

Entrusted by Cai Yuqin, director of the Chinese Pinyin Teaching and Research Center of the National Minority Language Association, and colleagues of the Council, I made a brief comment on the observation activity of Chinese teaching in the lower grades of primary schools in China-Licheng Hotel 12 reading class. It is purely my personal superficial experience of participating in this activity. Some viewpoints are mainly to arouse the research and thinking of peers. If there is anything wrong, please criticize and correct me.

The overall impression of this activity (three sentences): New people come forth in large numbers, famous teachers come forth in large numbers, and each class has encouraging highlights; Grasping the goal and carefully designing, each class embodies the wisdom of teaching and research teams from all over the country; Children's fairy tales are wonderful, and every class shows the lively innocence of Jinan children!

The specific expression is as follows:

(A) accurately grasp the classroom objectives of reading teaching.

According to the basic concept of Chinese curriculum standards and the characteristics of junior middle school students' Chinese learning, most classrooms can make full use of texts, adopt the basic teaching strategies of "reading, speaking and remembering" and "recognizing, remembering and writing", implement language learning, and infiltrate humanistic spirit education, which basically realizes the harmonious unity of humanity and instrumentality. For example, the balloon by the window and Who broke the vase. Reading and literacy are the primary tasks in Chinese teaching in the lower grades of primary schools, and reading comprehension can be slow or shallow. Classroom should focus on reading, on difficult words and phrases, and avoid focusing on analyzing the text content.

(2) Vividly display the research results of the first reading teaching.

In class, teachers make full use of traditional new word cards. There are cards of various shapes that children are interested in, cards that are slightly rough when students preview, and cards for "driving the train" and playing games ... It can be said that the cards are small and have great functions. There are other ways to remember new words, such as finding friends, finding superfine product and solve riddles on the lanterns with pinyin hats, picking apples, playing word games, reading Rubik's Cube, and "floating clouds" organically related to the text content. In the teaching of "Little Bamboo Raft Traveling in Pictorial World", the teacher provided five literacy games for students to choose in group study.

(C) Flexible use of various forms of teaching methods.

Go by yourself first solves the problem of light words in reading, which is simple and effective.

"Sweet Sour" was read aloud and performed, and students' understanding of the word "can't wait" is obviously profound.

Coincidentally, students have a "continuous ups and downs" understanding when learning "the sunset is beautiful", and it is also very effective for teachers to randomly guide the understanding with gestures.

"If" oral fill-in exercise: "Xixi can come with us, together." This is the organic integration of sentence training and connotation understanding.

Similarly, the paragraph reading training of Praise not only reads the badger's self-confidence, but also reads the children's own self-confidence.

"Little Fish in Shallow Water" reads, "This one cares, this one cares! And this, this ... "When the teacher immediately triggered the students to pick up and throw fish repeatedly, it seemed too far-fetched and naive, but in the instantaneous situation at that time, the effect of students' understanding was obvious to all teachers.

(4) Pay active attention to the guidance of learning methods and the cultivation of learning habits.

Learning method is the main factor that constitutes students' learning ability. The lower grade of primary school is the stage of laying the foundation, and the way teachers impart knowledge to students in the classroom can no longer meet the needs of children's development of Chinese literacy, so the guidance of learning methods can not be regarded as the patent of reading teaching in middle and high grades. The teaching of Autumn Doll guides students to try to learn while reading and drawing. Promote the transformation from knowledge to skills.

After listening to the 12 reading class in this venue, my biggest feeling is that the primary school Chinese reading teaching class should be characterized by its surname "Yu", "Xiao" and "Low". Based on this, I would like to make the following three suggestions for your consideration:

Further optimize the reading process of literacy teaching. In reading teaching, we should make full use of the reading text and read it in combination with the text and context as much as possible. Timely and diverse reappearance and consolidation should be arranged in class. According to the characteristics of mother tongue learning, literacy teaching in grade one and grade two of primary school does not start from scratch, so we should cherish this difference between students.

With the continuous advancement of Chinese curriculum experiments in primary schools, traditional literacy methods have injected new life, and new literacy methods have emerged. Many effective literacy teaching methods with local characteristics have been summarized in various places, but they have not been fully demonstrated in this observation activity.

(2) Instructional design should change the linear single structure as much as possible and turn to the massive multidimensional structure, so as to better handle the relationship between presupposition and generation. It is necessary to carefully design classroom questions, avoid being too complicated and meticulous, and reflect the process from helping to letting go.

(3) Teachers should observe and learn on the basis of normal classes in their own classes. The cost of making courseware should not be too high, but it should be less and better. Courseware can't replace the reading comprehension of the text, and too many pictures will lead to the defects of thinking. Writing exercises should be arranged in class.