How do preschool teachers evaluate lessons?

<1> Evaluation of teaching objectives Teaching objectives are the starting point and destination of teaching. Its correct formulation and achievement are the main criteria for measuring the quality of a class. Therefore, when analyzing a lesson, we must first analyze the teaching objectives. First of all, from the perspective of setting teaching objectives, it depends on whether they are comprehensive, specific and appropriate. Comprehensive: refers to the formulation of general teaching goals that include three dimensions (emotional attitudes, abilities, and knowledge); specific: refers to the knowledge goals that must have quantitative requirements, and the ability and ideological and emotional goals must have clear requirements, reflecting the characteristics of this teaching activity ( That is, it is clearly operable when expressed); appropriate: refers to the determined teaching objectives, which can be guided by the new outline, conform to the age characteristics and cognitive rules of children, focus on the interest points of children of this age, and are moderately difficult. Secondly, from the perspective of goal achievement, it depends on whether the teaching goals are clearly reflected in each activity link, and whether the teaching methods closely focus on the goals and serve to achieve the goals.

<2> Selection of materials To evaluate whether a lesson is good or bad, it depends not only on whether the formulation and implementation of teaching objectives are accurate and scientific, but also on whether the teacher’s choice of activity content is appropriate. Whether the teaching materials are thoroughly understood, more attention should be paid to analyzing whether the teachers have highlighted key points, overcome difficulties, and grasped the key in handling the teaching materials and choosing teaching methods. Specifically, we can start from the following points: 1) Whether the selected materials are in line with the children's life experience level, cognitive rules 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 the key points are highlighted, the difficulties are overcome, and the key is grasped.

<3> Evaluation of teaching procedures 1) Check whether the teaching ideas, context, and main lines are clear. You need to have ideas when doing things, you need to have ideas when writing articles, and you need to have ideas when designing teaching activities. This is the teaching idea. The teaching idea is the context and main line of the teacher's class. It is designed based on the actual situation of the teaching content and the level of the children. It reflects how to arrange and combine a series of teaching methods, how to connect them appropriately, how to arrange details, how to arrange operation exercises, etc. Teachers have various teaching ideas in the activities, such as: link design, question design, operation link design, etc. To this end, when we evaluate the teaching process, we must first look at the design of teaching ideas, whether it is consistent with the actual teaching content, whether it is consistent with the actual situation of the children, stimulate interest, and meet the learning needs of the children; second, we must look at the design of the teaching ideas, whether there are certain Whether the originality can give children a fresh and exciting feeling; the third is to look at the level of teaching. Whether the context is clear, from easy to difficult, from shallow to deep, and progressively (this is also the most important point). When we usually attend classes, we sometimes see that some teachers are not good at class and have low efficiency. To a large extent, they have unclear teaching ideas, insufficient presets for activities, and insufficient understanding of the children. As a result, they lack the ability to adapt when encountering situations. Adjust teaching strategies in a timely manner.

2) Whether the design ideas are consistent with the actual teaching operations. Sometimes, when teachers design teaching ideas, they do not presuppose enough activities, do not understand the children well enough, or the teaching ideas are unclear, resulting in problems encountered during the activities. Can't handle it well. 3) Determine whether the teaching structure is reasonable. Determine whether the time allocation and connection of teaching links are appropriate. Depend on whether there is a phenomenon of "loose in front and tighten in the back" or "tight in front and loose in the back." It depends on whether the time allocation between guidance and practice is reasonable, etc. Look at whether the time allocation for children's individual activities, group activities and collective activities is reasonable, and whether there are too many collective activities and too little time for individual attention.

<4> Evaluating teaching methods and means Evaluating and analyzing the selection and application of teachers’ teaching methods and teaching means is another important content of course evaluation. The so-called teaching methods refer to the general term for the activities that teachers adopt to complete teaching purposes and tasks during the teaching process. But it is not a single activity method isolated by the teacher. It includes the teacher's "teaching activity method" and the way students "learn" under the guidance of the teacher. It is the unity of the "teaching" method and the "learning" method. Evaluate and analyze teaching methods and means, including the following main contents. 1) See if it is tailored to suit the needs and use it flexibly. We know that there are methods for teaching, but there is no fixed method. The most important thing is to obtain the method. A good teaching method is always relative, and it always changes accordingly according to the content, the students, and the teacher's own characteristics. In other words, the choice of teaching methods should be tailored to suit the needs and used flexibly. 2) Look at the diversity of teaching methods.

The most important thing to avoid is monotonous and rigid teaching methods. No matter how good the method is, it will be boring if you copy it every day. The complexity of teaching activities determines the diversity of teaching methods. Therefore, when we evaluate classes, we not only see whether the teacher can face reality and choose teaching methods appropriately, but also see whether the teacher can work hard on diversifying teaching methods to make classroom teaching extraordinary, constantly teaching new things, and rich in content. artistry. Pay attention to random generation. 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 reforms and innovations, especially the evaluation of the classes of some well-qualified key teachers. We must look at both routine and reform and innovation. It depends on the design of thinking training in activities, the cultivation of innovative ability, the development of children's subjectivity, new teaching concepts, unique teaching style and teacher's personality charm, etc. 4) Look at the application of modern teaching methods

<5> Evaluate the teacher-student relationship 1) Look at whether the dominant position of children in learning activities can be fully established. 2) See if we can work hard to create a relaxed and democratic teaching atmosphere and integrate teachers and children. (For example: some teachers have a very harmonious relationship with children, while some teachers are aloof. Especially small class teaching activities require such a sense of closeness between teachers and children.) 6. Evaluation of teachers’ basic teaching skills 1) Look at the teaching style: According to psychological Scientific research shows that people's expression depends on 55% facial expressions + 38% voice + 7% words. The teaching style in teachers' activities should be clear, cheerful and contagious. He has a dignified appearance, calm manners, enthusiastic attitude, loves children, and has a harmonious relationship between teachers and students. 2) Look at language: Teaching is also an art of language. First of all, it must be accurate and clear, speak Mandarin, be precise, concise, vivid, and ask enlightening questions. Secondly, the intonation of the teaching language should be appropriate in level, speed, rhythm, and varied. 3) Look at the operation: Look at the teacher’s use of teaching aids and multimedia operation proficiency (piano playing and singing). 7. Evaluate the teaching characteristics (what are the highlights of the entire activity).

<6>. Requirements for class evaluation: Listen carefully to the class, grasp the standards, pay attention to art, and prepare an outline. The content of the outline: the advantages or experiences of this class or the main features or shortcomings of this class or what needs to be discussed. what is the problem? What are the features? What's your suggestion?

<7> Several types of evaluation report writing 1. Embellishment type (grasp the key points and raise it to a theoretical level.) 2. Total score type (one point 2. Outstanding advantages, existing problems, and methods for improvement.) 3. Process-based (evaluation materials, objectives, links, features, etc. can be evaluated according to the evaluation elements in the textbook.)