How to make lectures and evaluation more effective? How should teachers attend classes?

Of the two, attending class is the premise and foundation of class evaluation, and class evaluation is the continuation and sublimation of attending class. The author tries to discuss some matters needing attention in class based on personal experience. First, what should I prepare before class? Blindness is the enemy of efficiency, and so is attending classes. The effect of teachers attending classes blindly is very different from that of attending classes prepared. Make the following preparations before class. (1) Be familiar with the textbook, understand the intention of the editor of this lesson, find out the internal relationship between old and new knowledge, and be familiar with the important and difficult points of the teaching content. (2) Make clear the three-dimensional teaching objectives of this lesson. Only when the teaching objectives are clear can we see the completion of teachers' teaching. (3) For this class, according to your own experience or understanding, design a preliminary plan for classroom teaching in your mind. Outline the general teaching framework and provide a reference system for class evaluation. Second, the content to be recorded in class is an important teaching discussion material, which is the basis of teaching discussion and evaluation. It should reflect the original appearance of classroom teaching, so that listeners can reproduce the teaching reality in their minds through reasonable imagination and "filling in the blanks" according to the lecture records. Pay attention to the following aspects: (1) Pay attention to the design of teaching links. That is, situation creation → introduction of new lessons → exploration of new knowledge → consolidation, application and expansion of new knowledge. Whether it is possible to adjust and control the classroom flexibly to achieve the purpose of activating the classroom. How to control the time of each link and complete the process and transition of each link. When listening to the class, we should also pay attention to thinking: why do teachers arrange classroom teaching links in this way, how to arrange small links in large links, and how to make the classroom structure conform to the teaching purpose, the characteristics of teaching materials and the reality of students. Are steps or links arranged in an orderly way? Pay attention to when teachers guide, when students explore independently, when students cooperate and communicate, when students practice showing, when students feedback comments, when students ask questions and discuss, and when students summarize. Whether reasonable arrangement, scientific deployment, give full play to the efficiency of every minute. (2) Highlight key points and difficulties. When listening to the class, we should pay attention to how the teacher makes use of the students' existing knowledge and whether the method is sufficient, flexible, simple and effective. Whether to use examples, guidance and comparison, intuitive demonstration and other means. How to use logical thinking modes such as comparison, analogy, analysis and induction to help students break through key and difficult points and master new knowledge. To solve problems, we should pay attention to how to turn book knowledge into students' spiritual wealth. Also pay attention to how teachers organize students to explore independently and experience for themselves. (3) Pay attention to teaching methods and learning methods. Attention should be paid to how teachers actively interact with students and develop together in the teaching process. How to deal with the relationship between imparting knowledge and cultivating ability? How to create a teaching environment for students' active participation, stimulate students' learning enthusiasm and cultivate students' learning ability. How to train students to observe, question and compare, analyze, judge and reason, generalize, induce and summarize, operate and demonstrate, discuss and debate, investigate and explore. (4) Pay attention to the application of assistive devices and the design of blackboard writing. Teachers should carefully consider how to integrate information technology with subject teaching, give full play to the role of information technology, and provide effective help for students' learning, thus stimulating students' interest in learning and improving the effectiveness of classroom teaching. Also pay attention to how the teacher designs the blackboard to see if it is detailed, clear, organized, focused, concise and beautiful. (5) Pay attention to practice design and knowledge expansion. Practice whether the design is targeted, hierarchical and extensible, so as to consolidate new knowledge and cultivate ability. At the same time, we should pay attention to whether there are various forms of practice, whether to apply what we have learned to solve practical problems in daily life, and improve students' ability to solve practical problems. In addition, we should pay attention to the fact that the classroom teaching process keeps pace with the times. In a class, some details are fleeting. If some details are ignored, the perception will be broken, which will affect the overall cognition of the whole teaching process. Therefore, we should devote ourselves to the classroom, think positively and analyze carefully. We should intervene from three roles: one is to enter the role of "teacher". Put yourself in the position of thinking, if you come to this class, how to attend it, so as not to be picky by outsiders, not to see the strengths, and not to understand the good intentions of the tutor; You can also avoid unprincipled sympathy and understanding, and you can't see shortcomings and deficiencies. Second, we should enter the role of "student". We should put ourselves in the situation of "learning" and reflect on how teachers teach or deal with teaching content, how to guide and how to organize, so that students can understand, explore and apply. Third, we should enter the role of "learning and being taught". Learn more about teachers' strengths, highlights of classroom teaching and things that inspire you, so as to learn from each other's strengths and strive to improve their professional level. 3. What should I do after class? Lecture notes should record the contents of lectures and record them in the outline in order. Record the time allocation, that is, the time spent in each link, the time spent by teachers and the time spent by students. The choice and application of record teaching method, such as situation creation, interlanguage, guiding skills, incentive methods, ways of organizing activities, etc. Record teachers' excavation and utilization of classroom-generated resources. Record the handling of accidents. Record the practice status, content, form, etc. Do a good job of after-class analysis. After listening to a class, we should make a comprehensive analysis in time, find out the characteristics and highlights of this class, and sum up some regular understandings. Know what you can learn from yourself. And according to the actual situation of this class, prepare some constructive opinions and reasonable suggestions for revision, so as to communicate with teachers and learn from each other. Of course, in class, although our eyes often follow the teacher, it depends on whether the teacher is good at guiding, creating a good teaching environment, organizing students to carry out activities, and leaving students room and time for meditation. However, our consciousness and thoughts must fall on the students' side. The focus of lectures is to see how students "learn", whether they actively participate, how much they participate, whether they actively explore, cooperate and exchange, whether they dare to question and ask valuable questions, and the key depends on how students learn, how much they have learned and what they have gained. How to Evaluate a Class as "Praise" —— A Brief Talk on Several Principles of Evaluating a Class. No matter school leaders, teaching researchers or ordinary teachers, they often need to go to class to evaluate a class. Then, in the process of improving teachers' teaching level by attending lectures and evaluating classes, what principles should the reviewers grasp to continuously improve their teaching level? Although we often say that "the authorities are confused, the bystanders are clear", in the course evaluation, the evaluators themselves are prone to mistakes or even mistakes. In addition to technical and scientific problems, there are many problems that belong to the way of curriculum evaluation. As far as I can see, there are probably the following kinds that often appear: First, "coax" comments: hello, I am good, everyone is good, perfunctory. There are two kinds of classroom evaluation of "Everyone is happy": one is because the evaluator is not fully prepared or has limited ability (such as listening to a class that is not his major), so it is difficult to deeply analyze the gains and losses of classroom teaching because of insufficient preparation. When attending a cross-disciplinary class, the evaluator sometimes doesn't know what the teacher said, so how to effectively evaluate the classroom? Therefore, commentators have to cope with it, exaggerating more and commenting less, and it is inevitable to analyze or make suggestions regardless of praise or criticism. Another kind of "coax" evaluation is even worse, mainly for the sake of human face and various interests. "The class is not finished, and the evaluation has been decided." In fact, this kind of "class evaluation" can hardly be regarded as a teaching and research activity. Responsible and enterprising teachers don't like to "coax" comments. Although "face" is safe, it is difficult to get real gains. Second, the evaluation of "set": teaching with theory, concept and ideal. Classroom teaching practice certainly needs theoretical guidance, but it may not be practical to expect a class to "fully and thoroughly" reflect the requirements of theory, thought and ideal. Needless to say, even a carefully packaged "open class" is difficult to do. Some evaluators are not familiar with the teaching itself and have limited knowledge of the lessons they have heard, so they have to sacrifice the word "reason" and "set up" in the evaluation. Some evaluators have a strong idealistic color, and always think that a class can only be considered as good if it is "armed to the teeth" with the concept of curriculum reform and educational ideals. As a result, the evaluated teachers have to agree with their ideas and ideals, but at the same time they are at a loss about how to teach this course well. Third, "substitute class" evaluation: use your own teaching ideas to evaluate classes. Undeniably, the important frame of reference in the mind of the reviewers is their own teaching ideas for this class when listening to lectures and making judgments. However, some reviewers like to intervene in teaching teachers how to teach when evaluating classes, which may not be appropriate. This phenomenon generally appears in some reviewers who know both teaching and listening classes. In fact, the purpose of class evaluation is very similar to that of teaching. In teaching, the effect of "telling" students what to do is far less than helping students explore for themselves. Similarly, the teacher's "subrogation design" can not really improve the teacher's teaching level. To say the least, in actual teaching, can the teacher's design be "replaced" by the teacher's teaching ideas? I'm afraid not, not to mention that the former is not much better than the latter. More importantly, the reviewers generally have limited knowledge of the learning situation, and their ideas are easy to "look beautiful" and difficult to implement. Fourth, "harsh" evaluation: paying too much attention to details and pursuing perfection. Daoguang in the Qing Dynasty had a unique skill, that is, picking wrong words in the memorials of ministers, which made them feel that the emperor was as bright as lightning, so they were afraid. Some of our class reviewers have similar methods. In class evaluation, they prefer the part rather than the whole, and are good at picking details without looking at the overall situation (details are of course important). When they find a little problem, they will give full play to it and go online. Although teaching should strive for perfection, teaching is also an "art of regret". It is normal to have problems. Just point it out, there is no need to hold on to it. Qian Daxin, a famous scholar in Qing Dynasty, once said, "The loss of one thing, like the goodness of all people, is not as effective as what Song said. If there is a difference, there will be no obvious loss. " In his Criticism (a reply to Wang Xizhi's book), he advocated "removing one mistake and making it all good", which I think is exactly the attitude that the reviewers should have in evaluating classes. Several principles of classroom evaluation As for the principles of classroom evaluation, I think we can learn from the requirements of academic criticism, because classroom evaluation is actually academic criticism in a certain sense, and we should try our best to avoid bias and omissions. First, change your attitude and be modest and prudent. Comrade Deng Xiaoping once asked people who attended classes in schools to "go down as' students' like soldiers in the next company". This sentence deserves our deep thought. Instructors should not walk into the classroom with the attitude of being "smarter than the teacher". The critic's main job is to "criticize constructively", but he must listen and think modestly before criticizing, and be modest and cautious when criticizing. Mr. Qi Rongshi, a famous scholar, said: "Even if the critic's opinion is correct, it is only correct at one point or several points, and it does not necessarily surpass the criticized person on the overall level." (On the Style of Study and Academic Criticism) This is very correct. Compared with critics, critics are in a very favorable position. Yu Jiaxi, a famous scholar, corrected many mistakes in Ji Yun (Ji Xiaolan)' s Summary of Sikuquanshu in Qing Dynasty. Yu Xiansheng thinks that Ji Yun needs to sum up the voluminous classics, but only criticizes what he is interested in and has learned. Therefore, "the summary of the discipline is also." Because of this, commentators should be more modest and prudent, which is not only a matter of style and manners, but also makes it difficult for commentators to make mistakes and problems. Second, study hard and don't talk empty words. Reviewers must not "go shirtless", but should study the teaching content in depth. Compared with some other teaching and research methods, class evaluation is "everyday", but "everyday" does not mean "casual". Some commentators have an idea that they can "evaluate the content if they are familiar with it, and evaluate the teaching methods if they are unfamiliar with it". As we all know, the same content can be very different in different schools, different classes and different teachers. If the so-called "teaching methods" are divorced from the content, they will become passive water. If you don't study what you are listening to and really analyze the classroom content from the perspective of teachers and primary and secondary school teaching, it will be difficult to get to the point and even make jokes. Third, put yourself in the position of "understanding sympathy". A class (even a deliberately prepared class) is not isolated, it is closely related to the overall teaching continuity of teachers and the situation of schools and teaching and research groups. A class does not appear out of thin air, it is rooted in the various situations of students in this class. These are often unknown or poorly understood by reviewers, and the selection of teaching content and methods, the standardization of teaching process and the achievement of teaching effect are closely related to these situations. Therefore, we should fully understand the situation (especially the academic situation) and put ourselves in the position of evaluating the class. Mr. Chen Yinque paid special attention to "understanding sympathy" when studying history. In a sense, he should fully consider the various conditions of historical events and the environmental background of historical figures' behavior, and put himself in the position of doing research. We should imitate this idea when evaluating classes. Professor Gu Lingyuan pointed out that education and teaching research should be "back to nature", and so should class evaluation (school-based teaching research: from system construction to focusing on classroom). The "rough ground" of classroom teaching is very complex, which exists in many aspects such as teachers, students and environment, and has great uncertainty and randomness. Ignore this inevitable "rough ground", it is easy to lose directionality and objectivity in class evaluation, easy to take for granted, easy to simplify, mechanize and blur, and difficult to evaluate ideas. Fourth, discuss the difficulties repeatedly and strive for rigor. Many famous scholars, while making academic criticism, also hope that others will criticize themselves again, so as to deepen their understanding and promote their research. Some of our reviewers think what they say is reasonable, and teachers often refuse to refute or discuss because of their status, face and interests, which also encourages some people to accept the argument unprepared. This is not good for class evaluation and teaching and research. In my opinion, critics should be ready to be criticized at any time. Therefore, before expressing their opinions, the assessors need to weigh the difficulties repeatedly and discuss them carefully, so as to "enough is enough". At the same time, be prepared to be criticized and refuted. In a word, class evaluation is regarded as a completely open and rigorous "oral academic discussion", rather than a centralized "expert guidance" or a casual "talk about opinions". In the current teaching and research work, we pay special attention to communication and dialogue, and there are at least two conditions to form an effective dialogue: first, everyone has equal opportunities to speak and an open listening attitude; Second, everyone's speech is (as far as possible) carefully thought out by himself, thus producing high-quality views and ideas. As an important form of teaching and research work, classroom evaluation is also the most basic form, and its vividness, timeliness, interactivity and pertinence are irreplaceable by other teaching and research methods. We have the responsibility to make it more scientific and reasonable, and let it play a greater role in the growth of teachers.