What are the evaluation techniques for evaluating primary school Chinese classroom teaching?

Enthusiastic netizens

1. Is the teaching structure clear

2. Is the teaching focus highlighted

3. Is student participation active

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4. Whether the teacher teaches freely

5. Whether the teaching tasks are completed

Example:

Pay attention to the timely evaluation role of teachers, Through teachers' timely evaluation, students' enthusiasm for learning Chinese is mobilized and students' thinking is guided to develop in depth. Teachers' classroom teaching evaluation language is highly inspiring, eager to encourage and precise in guiding. At the same time, it also implements students' dominant position in learning in the classroom, teaches for learning, focuses on guiding students' learning methods, improves students' ability to learn Chinese independently, encourages students to interpret texts by themselves, and allows students to express their own unique insights.

From the perspective of classroom teaching practice, both teachers have solid Chinese teaching skills and can control the classroom well. Their teaching style is solemn and naturally contagious, the teachers and students are very emotionally harmonious, and the teaching language is vivid The image is concise and inspiring. Be able to skillfully use multimedia auxiliary teaching methods, use multimedia without fear of multimedia, and the capacity and timing of demonstrations closely follow the actual needs of classroom teaching. For example, in teaching "Suzhou Gardens", actual illustrations are shown to make students understand "separate" There is a clear understanding and understanding of "no separation, no boundary but no boundary". The design of teaching ideas can closely follow the actual teaching content, have a certain degree of originality, and give students a fresh feeling; in terms of structural arrangement, the time allocation is reasonable, the density is moderate, and the transition between modules is natural and interlocking. For example, after the teacher finished talking about the importance of four layouts in Suzhou gardens, he asked the students what the meaning of "perfect" in "perfect pictures" is. Is it perfect if they "pay attention to four layouts"? Thus, the transition to the local parts of the garden such as corners, doors, windows, colors, etc. is smooth and perfect.

From the perspective of teaching effect, the teaching efficiency of the two classes is high, the classroom teaching capacity is large, students’ thinking is always active, and the discussion atmosphere is also lively. The teachers not only pay attention to the students’ basic knowledge of Chinese The implementation also focuses on the achievement and cultivation of students' knowledge, skills, emotions, attitudes and values. For example, after the instructor of "Urban Elf" discussed the text with the students and the students understood that humans should live in harmony with nature, they assigned the following homework: After class, students went to observe how our environment has changed with the development of the western part of the new district. Please draw up some slogans to protect the environment. Overall, I feel that students learn happily and easily.

I would like to put forward some thoughts and discuss them with my colleagues here:

1. I feel that there are too many presets by teachers in the classroom and too little dynamically generated by students. The students' thinking has always been imprisoned in the rules and regulations designed by the teacher in advance. The teacher did not grasp the cremation of the students' thinking in the classroom in time and allow it to be fully burned.

2. There is not enough time left for students to think about problems and interpret texts in class. Teachers sometimes urge students many times, which will inevitably affect students' thinking results.

3. There is more than enough excitement in the classroom but not enough tranquility. Like all open classes, teachers blindly pursue the noise of the classroom. What fills the Chinese class is the sound of students reading, buzzing discussions, and passionate speeches, while ignoring the tranquility of students when they think about problems. Beautiful, contemplative beauty. In fact, students need tranquility when they study independently and tranquility when listening. I personally think that a Chinese class that lacks listening and contemplation cannot be said to be a perfect class.

4. Although some questions designed by the teacher can closely follow the text, they appear scattered and none of them can It serves as a good question to connect the whole text, but it lacks a certain level of openness and innovation.

5. Teachers assign too many educational functions to a Chinese class. It seems that most of the current open Chinese classes have a non-Chinese class phenomenon.

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