How can the evaluation after class be put in place as far as possible?

It should be common for teachers to ask for class evaluation. In particular, it is worth emphasizing that the immediate evaluation after class is extremely important and necessary for consolidating the learning effect of the lecturer and guiding the lecturer to reflect in place. However, some teachers are not very clear about the requirements of classroom evaluation after class, which affects the normal quality of activities. This paper makes a brief analysis on how to listen to and evaluate classes carefully. -Pay attention to the basic purpose of classroom evaluation. That is to fully affirm the advantages of teachers' teaching design and teaching process, which are worth carrying forward and learning from in the future, point out the shortcomings in the form of constructive opinions, and put forward relevant suggestions and work together with them. At the same time, we should also pay attention to the premise of protecting and mobilizing teachers' enthusiasm, so that they can understand their grades, clarify problems and know what to do in the future, and the evaluation of classes will be effective. For example, I once listened to two teachers at the same time. One of them is just telling a straightforward story, basically reading according to the textbook, saying according to the textbook, with few scenes and in-depth explanation. The other noticed the connection between teaching content and related content, and demonstrated the viewpoint of textbooks by combining real life and using the latest information. The gap is obvious. I fully affirm that the former has just joined the work for one year, and can be familiar with the advantages of mastering teaching materials and paying attention to the implementation of teaching materials. At the same time, I pointed out that it is better to jump out of the textbook and control the classroom, and the effect will be better. If there is no obvious difference between the two in teaching experience, we should also dilute the feeling that one is not as good as the other in other aspects. -carefully record the basic process of teaching. In order to evaluate the class immediately after class, we must pay close attention, carefully observe and record the teacher's teaching process in time, including teaching steps, key points of teacher-student dialogue, possible highlights or problems in related teaching links, as well as the overall structural arrangement of the teaching process, the use of teaching AIDS, information capacity, language expression, teaching blackboard and so on. For example, there are some defects in today's two classes, such as not showing situational materials and teaching knowledge structure map with the help of projector, which affects the amount of teaching information and teaching effect; The second teacher pays attention to the analysis of practical problems in most links to derive new ideas, but there are also some turning points between viewpoints that are stiff and reluctant, and some knowledge is not accurately expressed. Most of the materials listed are just what the teacher said, and there is no arrangement of intuitive display and front and back care, and the arrangement of blackboard writing is not well thought out. If these problems are not recorded in time, especially if the transition between specific views and specific expressions is not handled properly, it will be difficult to make it clear afterwards. -think about the process of thinking in time. Take notes at will during class, and never write or draw at will. We must pay attention to the orderly arrangement of recording content, and at the same time consider the specific ideas of class evaluation. In order to ensure that this requirement is put in place, it is necessary to clearly distinguish the different contents of lecture notes afterwards: the process of teaching subjects, the record of feelings and impressions, and the content of blackboard writing. While taking notes at will, pay attention to sorting out the relevant ideas in your mind, such as the basic impression of the advantages and disadvantages of this class, the advantages worth carrying forward and learning from in the future, the shortcomings that need to be pointed out, the relevant suggestions and the direction of efforts, and you need to think about the way to arrange the expression of evaluation content. There are no certain rules for the specific arrangements, which can vary from time to time and from place to place. They can also focus on the basic requirements of teaching or an outstanding problem in the teaching process according to the characteristics of the times, ideology, science, methodology and subjectivity embodied in classroom teaching, or emphasize matters needing attention, or sum up first, or divide first and then combine. Which one can explain the problem. At the same time, it is also necessary to roughly plan the logical order between specific evaluation points and mark the corresponding serial numbers. For example, when commenting on the second teacher's class today, I first said that expression is not allowed to be blunt and so on. Speaking of the last point (the promotion of the essence of development and the rise and fall of old and new things), how to deal with the turning point naturally, I found that it would be more convenient to list examples of development views first, indicating that the requirements of this turning point can be handled with the previous display content, and it would be more beneficial to emphasize the care before and after the teaching content is processed. -Fully familiar with the basic content of teaching. Let's take the second teacher's after-class evaluation today as an example. I should say that I am familiar with the connotation and essential requirements of the two viewpoints of "universality of development" and "essence of development" and their relationship with "materiality of the world", so I can easily point out that if the natural phenomena, social phenomena and thinking phenomena that can prove the materiality of the world are listed separately and displayed by projection method, it will be convenient to quote and guide students to refer to and list almost all the main viewpoints in the teaching process. In dealing with the turning point of view, we can simply point out the turning point from the point of view of connection to the point of view of development, and the phrase "the interaction of things shows that everything exists in a certain process" can provide convenience; By referring to "the infinity of knowledge (truth)" and saying that "the content of knowledge (truth) always comes from the objective world", we can explain the source of infinity and avoid the formation of idealistic understanding; When "being admitted to the college entrance examination" and "being expelled for problems" indicate that "development is a trend", the phrase "what kind of result people always hope for" can lead to the truth that things change in two trends and develop in one direction. -accurately understand the updated teaching concept. In order to fully realize the established purpose and task of attending lectures and evaluating classes, all teachers should insist on demanding themselves with lifelong development consciousness, and the evaluators should pay more attention to arming themselves with advanced teaching concepts to avoid misleading and various jokes in practice. As far as the reality of the present era is concerned, it is necessary to master the necessary education and teaching theories, the requirements of basic education curriculum reform, the new curriculum standards and corresponding new textbooks of related disciplines, the latest college entrance examination scheme and its teaching orientation in recent years, and the information and scientific and technological achievements of the times related to subject teaching. Combined with the actual teaching in this city, we will earnestly study and creatively implement the Code of Teaching Practice in Primary and Secondary Schools in this city. The viewpoints I paid attention to in the recent class evaluation are generally nothing more than the following contents: the research-oriented teaching concept required by the new curriculum reform and the requirements of the times for talents, the concept that teachers and students are the main body of teaching, the teaching design of teaching materials combined with students' reality in a broad social background, and the ideal classroom standards of participation, integration, affinity, freedom, practice and extension. The specific expression content is arbitrary and can be discretionary. If we pay attention to the above requirements, it may not be difficult to achieve in-place evaluation. Of course, this is not to say how capable I am. In fact, in practice, I have many examples of jokes caused by unfamiliar teaching materials, unclear on-site memory and improper handling. The above reason is explained here, but I hope to give you encouragement, and I don't mean to be a good teacher. For reference only!