Excellent comments from teachers on listening to classes and evaluating classes

In daily life or work and study, everyone must be familiar with comments. Comments can help the person being evaluated continue to get closer to the goal and achieve the goal, so that the goal-oriented behavior can be strengthened. Behavior that deviates from the goal is weakened. So the question is, what kind of reviews are good reviews? The following is a list of teachers’ excellent lecture comments that I have carefully compiled. It is for reference only. I hope it can help everyone. Excellent comments from teachers on listening to and evaluating lessons 1

I had the honor to listen to Teacher Shi’s lecture this morning, and he taught a lesson about “adding the number of 6, 7, and 8” in the first volume of first-grade mathematics. From listening to the lesson, we can summarize Here are a few points:

1. The teacher has fully reviewed the knowledge and learned that the addition calculation of 9 plus a few uses the ten method to calculate. The review consolidates the principles and methods of the algorithm, allowing students to understand 9 How to make ten, how to decompose two numbers, this is a good preparation for calculating the addition of 6, 7, and 8 in this lesson, and students can quickly understand the calculation principles.

2. Another very outstanding feature is that Teacher Shi trains students' language expression well. The students are very proficient in the process of making up the ten methods from what is said in class, and they also practice continuously in class. , fully allow students to speak repeatedly, speak accurately, and speak fluently.

3. Fully explore the teaching pictures in the textbook, discover mathematical problems from the examples, let students understand the meaning of the questions, know the mathematical information given, and guide students to use the information to discover and solve problems, Know how to solve problems from different directions, add the number of people before and after, add the number of people with different colors of clothes, and exercise students' thinking ability.

4. Pay attention to the practice of calculation methods. For example, when calculating 85=, emphasize that you can look at 8 points and 5, or you can look at 5 points and 8. Solve the problem from two aspects and expand students' thinking ability. Let students understand the flexible application of the Ten Methods.

5. Help students solve the key points of the formula for making up ten from a children's song, grasp the characteristics of the calculation, provide students with tips for rapid calculation, and use subtraction to calculate the results to get the results easily. It can be said that the teacher grasped the key content throughout the class, emphasized method exercises, explained key details in detail, and allowed students to understand and grasp the key content for calculations.

Comments and suggestions for this lesson:

1. When writing textbook examples, can you ask students to talk about how the formulas can be listed, maybe 85 or 58, 76 or 67 Different listing methods can be combined into the last question and penetrated into the next class.

2. When swinging the stick, students can go on stage to circle or swing it to feel the process, and the calculation results can also be checked. Teacher’s Excellent Comments on Class Listening and Evaluation 2

"Little Turtle Looking for a Job" is a fairy tale. Through vivid imagination, it tells the process and results of the little turtle looking for a job, and vividly depicts the distinctive characteristics of the little turtle. , also reveals a certain truth.

First, ask students to tell what they know when they see the question? Want to know? The students understood from the title that the protagonist is the little turtle, and the main thing is to find a job. They grasped the word "find" in the title and understood that it is a fairy tale; where can the little turtle find a job? How did you find a job? Found it without waiting for problems. Clearly indicate the goals and focus of classroom teaching. The problems in each paragraph are also solved very clearly, but from the perspective of cultivating students' ability, four paragraphs with the same structure should be explained in detail, and the other three paragraphs should be studied by students after summarizing the learning methods. Self-report. I led the students away, and I will take this as a lesson in the future.

Secondly, the training of the process from ideological content to language is reflected in the activity, such as grasping the number "3" and the number "100", reflecting the slow speed of the little turtle in sending letters, and finding that he was not admitted reason. Grasp the word "turning in circles" and let the students demonstrate it. They understand that the reason for the little turtle is not that it doesn't work hard, but that it can't climb trees.

Once again, effective guidance is given on reading aloud. Not only did the tone and intonation be analyzed, but the reading of long sentences was also provided.

Disadvantages:

Show the last paragraph of the text and randomly ask students to talk about their strengths and weaknesses and what they should do in the future. Teacher's excellent comments on class listening and evaluation 3

Today, I listened to Teacher Gu's class - "The Captain" again, and I felt a brand new style. Like the students, we were like passengers on the ship. We experienced a thrilling event together, felt a great soul, and experienced a baptism of personality and spirit. There are many things worth remembering and learning in this class. Let’s focus on a few points to talk about our feelings.

In class, Teacher Gu is like a captain, leading students to study the texts independently, comprehend the charm of language and characters, and feel the charm of the captain’s personality.

1. Decentralization of learning initiative.

At the beginning of the class, the teacher asked the students to write on the blackboard the topic "Captain" and asked the students to choose a color of chalk to write on the blackboard. Students each have their own ideas. By choosing different colors, they express their unique understanding of the text and the spirit of the captain, which reflects personalized reading teaching.

2. The reading guidance is in place and detailed.

The second and fifth paragraphs of the text describe the thrill and horror of the ship collision. When teaching, the teacher did not deliberately tell how to read, but used language rendering and description to stimulate students' reading. interest. Teacher: This is a set of thrilling pictures. Who can reproduce the scene at that time by reading it aloud? When the students failed to read aloud well, the teacher promptly evaluated and provided guidance: Did the ship collide? I don't think it's enough to cause a disaster. Is it loud? The opening is not big enough. Another example is when reading the words of the captain, instruct students to read the feeling of roaring. The student couldn't read well, and the teacher asked: What do you think of his yelling? "Roar" should be shocking. Through repeated questioning and model reading, students not only understood how to read, but also understood the exquisite language of the text and the greatness of the captain's spirit. Students are completely immersed in the situations created by teachers and texts, taking the initiative to read, experience and feel.

3. The guidance of writing methods is gentle and silent.

This text is an excerpt from Hugo’s masterpiece. During teaching, Teacher Gu always pays attention to guiding students to experience the style of the masterpiece and absorb the essence of the language. For example, in the second paragraph, through model reading, students can experience the feeling of nervousness and fear that short sentences bring to people. For example, by rewriting the conversation between Captain Halway and the first mate, I can appreciate the refinement of the conversation description in the article and understand that the description of the language must be consistent with the situation at that time.

4. The cultivation of students’ moral emotions is just right.

The protagonist Halvey in the article became a hero. He became a hero in fact very simply, he just "used his captain's rights". As captain, Halway must choose death. So, what is it about his spirit that deserves our awe? I think it should be in just a few words: being loyal to one's duties and performing one's duties as a human being.

Being loyal to one's duties and being a good person may seem ordinary, but how difficult it is to actually do it. In the face of interests, especially in the face of death, it can test a person's professionalism and conduct as a human being. What our society needs to promote most is this spirit. I think this is what we need to explore and learn in this text.

But if such words are directly instilled into students, how will they be convincing? Teacher Gu grasped the captain's second order and studied it, and realized the captain's great soul: bravery and decisiveness, calmness, fearlessness in the face of danger, calmness, self-sacrifice and other excellent qualities.

At this time, music and pictures were added to create a strong atmosphere, and the students' admiration for Captain Halway spontaneously arose in their hearts. At this time, the teacher designed a speaking exercise: through the eerie mist, staring at the black statue slowly sinking into the sea, I want to say: - The student's emotions have reached the boiling point, and the love comes from the heart. A touching dialogue.

For example: Captain Halway, you have set up an eternal monument in our hearts; your majesty is unmatched, and your spirit is immortal; you used your spirit to write a great "human" character and build a A great wall of personality.

I believe that in the passionate dialogue, Captain Halway’s great personality must have quietly taken root in the hearts of the students. How come there won’t be flowers blooming in the near future? What about the surprise?

In short, this lesson is worth learning, recalling and thinking about. Excellent comments from teachers on class listening and evaluation 4

In this class, Teacher Weng xx first reviewed several transformations of graphics, and then showed the position-like graphics made by the teacher, so that students can feel the differences and summarize the concepts. During the transition Simplicity and nature are in line with students' cognitive rules, and then let students observe the three figures in the book to guide students to further interpret the concepts of position-like shapes and position-like centers, allowing students to experience a mathematical process with mathematical thinking content. In line with the concept of the new curriculum, Teacher Weng then asked students to draw to let students experience how to use position to enlarge or reduce a figure. Deepen your understanding of concepts and properties during the exercises. The whole class was full of lectures and exercises, and students were highly motivated to participate. Teacher Weng also showed students their exercises to let them experience the joy of success. There is a certain amount of teacher-student interaction and student-student interaction in the classroom, the blackboard design is good, the teacher has strong ability to control teaching materials, the teacher is proficient in basic teaching skills, and the teaching effect is good.

Suggestions:

1. Questions raised by students must be resolved in a timely manner.

2. It is best to pay attention to the horizontal comparison of relevant knowledge at the end (such as comparing position with transformations such as translation, rotation, axial symmetry, etc.). Excellent comments from teachers on listening to classes and evaluating classes 5

1. Scenario design, introduction to the text

This is a scientific poem. The focus of the text is to introduce profound scientific knowledge through poetic language. ,. For seventh-grade students, it is difficult to understand, but Gao Ruibo's scenario design is ingenious. Teacher Gao said, classmates, let me tell you a story now: I am a mammoth hundreds of millions of years ago. Our family is desperately looking for food, because there are less and less things to eat. At this time , I sneaked aside quietly while everyone was not paying attention, thinking I could find delicious food. Unexpectedly, when the family gradually lost sight of me, my danger came, and my feet stepped on a soft field. On the ground, I couldn't pull out my hoof, and it got deeper and deeper. When I shouted "help", my family had already gone far away. I could never get out of this swamp again. I don't know how many years have passed. Today, the me you see is this fossil. The students were fascinated, and the teachers were also deeply attracted by this wonderful story.

Teacher Gao Ruibo’s story brought everyone to a wonderful realm. Then, Teacher Gao said, today, let’s learn "Fossil Song" together.

The story is novel and cleverly introduced.

2. Clear goals and highlighted key points

Teacher Gao Ruibo skillfully integrates knowledge points and key points into every aspect of classroom teaching. When listening to the recording and reading the text, let the students pay attention Listen to the recording, then find out the mispronunciations in the recording and correct them. Dictate words, correct writing in a timely manner, students demonstrate independently, and classroom evaluations are timely and appropriate. The teacher is well-organized and the students are actively participating and showing strong interest in the entire class session.

3. Timely evaluation, appropriate guidance, and a strong atmosphere.

In Teacher Gao Ruibo’s class, group cooperation and inquiry are intense and orderly, discussions are active and enthusiastic, and the teacher’s evaluation is timely and appropriate guidance. When in place, students are encouraged and praised, and the teacher's evaluation enhances students' confidence in independent learning. With the help of the visual and audio effects of multimedia, it greatly broadens the multiple perspectives of classroom teaching. Through vivid images, it adds to the diversity of classroom teaching methods. To a certain extent, it enriches the classroom culture and integrates knowledge and Fun all in one.

4. Love permeates the entire classroom

In this class, there were constant sounds of books, discussions, and applause. Teacher Gao Ruibo demonstrated how to read the text for the students in a clear and eloquent manner. The students read the text together and read the text in groups. The students were encouraged by applause. The groups independently demonstrated their learning results. The teacher encouraged the students with applause. The students described the meanings depicted in each chapter of the poem. The scenes were all edited into beautiful little stories in their own language, and they took the initiative to stand up and tell them to everyone. Each of the legendary stories aroused bursts of laughter.

Love is a silent language, a kind look, a kind encouragement, a trivial gesture. They are all notes of love. Teacher Gao Ruibo uses her unique motherly voice to always praise the students' performance in the classroom; and uses her Madonna-like eyes to always pay attention to each student's reaction, remind and encourage them in time, and the teacher's love envelopes the entire classroom. Teachers’ Excellent Comments on Class Listening and Evaluation 6

Dear experts and fellow mathematics colleagues:

Good morning! Today we gathered at No. 4 Primary School in Shuitou to participate in teaching and research activities with "project evaluation" as the core. We listened together to teachers Dong xx and Chen xx focusing on "everyone passes the test, is good at learning and enjoys learning, academic orientation, and habit development". "The teaching activities based on these 16-character principles must have their own thoughts, and there must be many gains. Next, I would like to share some superficial thoughts with you based on the lesson "Collocation 2" taught by Teacher Dong. If there is anything immature, I hope you can give me some advice.

The content presented in "Collocation 2" taught by Mr. Dong this time is the first time it has appeared in the classroom in the form of a new lesson. When we taught last year, it was only the "doing" after the new lesson. Once "do" appears, it is not difficult for most students to solve this problem, so Teacher Dong focuses on getting all students to actively participate in the entire class, and cultivate students' habit of focusing on problem-solving strategies, both overt and covert. From the beginning of the class, Teacher Dong used encouraging language such as "Today we go to the Math Paradise to challenge the matching of numbers. Are you confident to accept the challenge?" "Are you confident?" This encouraged all the students to enter with enthusiasm. The classroom deeply stimulates students' learning and fighting spirit. In every link that Teacher Dong worked closely on, there are also traces of the participation of all students. He asked students to carefully review the questions, think independently and write down the composed two-digit numbers without repeated numbers, as if they were passing by each child casually, but in fact Pay attention to each child's learning status. In every feedback session, he also actively encourages students to participate in evaluation and thinking. While carefully explaining his own problem-solving methods, he pays attention to the ideas of other students and can effectively absorb better practices. Throughout the class, we can always see the cheerful scenes of Teacher Dong actively interacting with the students. The students learn happily and the teacher leads them cleverly.

At the same time, in this class, we can also clearly see that Teacher Dong attaches great importance to driving students to use the transfer of methods to solve new problems and learn new knowledge. In Challenge 1, he uses simple and simple methods to solve new problems and learn new knowledge. The introduction allowed the students to review various methods of forming two-digit numbers without repeated numbers. The students naturally used the superior methods summarized to solve the link of 0, 1, 3, and 5. At this time, the teacher did not say too much, and it was a matter of course. . In similar studies in the future, students will inevitably use this orderly way of thinking to solve problems

In this class, we also saw the presentation of teaching materials carefully prepared by Teacher Dong, " "What about one more number?" "What about another number?" "It's still these four numbers, but what about another problem?" This lesson is strung together. Students find it interesting, and the teacher can give students strategies to solve problems. It seems that It is simple, but contains a lot of simple wisdom.

Although this class is based on challenges, the students are happy to learn, and the scene is cheerful, it is not difficult to see that Teacher Dong has always firmly grasped the standard of "everyone passes the test". Among the many ways to solve problems, he intentionally or unintentionally guided students to discover the advantages of determining the tenth place first. He also used various forms, such as independent thinking, speaking, listening or writing, to consolidate this way of thinking and make it as easy as possible. Every child has the order and completeness to think about problems.

From this class, we saw Teacher Dong’s careful design and the wonderful performance of the students in Class 3 (3), but we also know that there must be regrets in the real classroom, so this class still has a lot to offer. Where we think. For example, if Mr. Dong, who has been teaching junior high school mathematics, is allowed to regulate a third-grade primary school classroom, how can we provide a more brisk pace? How can we add more effective evaluations that are motivating to students in our classrooms? In a classroom with very different levels of students, how can we pay attention to the learning of underachievers without extinguishing the interests of top students? etc. I hope that experts and leaders can provide guidance and help resolve doubts.

The above are some of my immature thoughts after listening to this class. I hope you can give me some advice, thank you! Teacher's Excellent Comments on Class Listening and Evaluation 7

The lesson "God of War" is a model work that praises the spirit of the military and praises General Liu Bocheng's superhuman strong will. The writing is simple, delicate and touching. The article tells about things before 1988, which is too far away from the reality of students' lives. Moreover, it is taught by third-grade children, so it will be difficult for students to understand it. Teacher Lu also knows this, so he uses his careful design and clever ideas to bring the article closer to the students, allowing the students' thinking to develop under the teacher's inspiration.

Teacher Lu pays great attention to emotions and attitudes in the teaching of this class, and follows the rules of students' physical and mental development and Chinese learning rules, making Chinese learning a matter of independent inquiry by students. From the design of the entire teaching process to guiding students to read, think, discuss and communicate, it fully embodies the people-oriented and text-oriented thinking. The teacher respects the students' personality, respects the students' originality, fully affirms the students' answers and practices, and respects the students' answers and practices. It also gives students space to play, making the communication between teachers and students smooth, active and effective. During the teaching process, Teacher Lu closely focused on the two main lines of "Why do you call General Liu Bocheng the God of War?" and the changes in Dr. Walker's attitude before and after. He allowed students to read, ask and discuss freely, which not only reflected democracy, but also was very good. It embodies the role of "guidance". Let students think while reading with questions, and guide students to experience the heroic spirit and unyielding spirit of General Liu Bocheng during teaching. Although students' thinking is free and the content of learning is independent, the classroom teaching activities are closely related to the theme. Rather than messy.

In the whole class teaching, Teacher Lu used the method of "reading to teach, and dialogue to teach" to lead from doubts and gain enlightenment while reading. Reading is not aimless, but progressive, step by step, allowing students to grasp the language and words for comprehension, even down to the punctuation. One of them impressed me deeply: "Amazing! You are a real man. Talking Steel Plate! You are a military god!" When explaining this sentence, Teacher Lu did not directly tell the students what kind of emotions they could read aloud, but let the students experience the tone of the reading and the characters themselves from the three exclamation marks. of perseverance. The whole process attaches great importance to students' self-reading and self-understanding, allowing students to deepen their experience and understanding in active thinking and emotions, thereby gaining insights, and this insight can be reflected in reading aloud. There is another shining point in this class. In class, Teacher Lu always treats every student with a teaching attitude that is neither impatient nor impatient, so that students can face it calmly even when they encounter difficult-to-answer questions. This is not only important for cultivating It is beneficial for students to gain self-confidence and build a good teacher-student relationship. 8 Excellent Comments from Teachers on Listening to Classes and Evaluating Classes

1. The teaching design has clear ideas, and the knowledge proceeds from simple to deep:

Inducing and creating situations: triggering students’ thinking, promoting teacher-student interaction, and improving the classroom atmosphere Active; guide students to summarize, reflect the teacher's leadership, the student's dominant position, cultivate students' examples and problem-solving abilities, and better reflect the "three-dimensional goals" of the new curriculum; the teaching process is highly logical and the teaching ideas are rigorous. As a new student For teachers, basic teaching skills are relatively solid.

Suggestions:

1. Students can be given more time to discuss and the teaching rhythm can be appropriately controlled;

2. The examples created can be more difficult and more It is good to train students' thinking;

3. Various factors should be considered when preparing lessons, and the class should be flexible (when encountering examples, students can discuss them).

2. Leading lessons can be combined with real life, triggering students’ discussions, stimulating students’ interest in learning, and cultivating students’ spirit of cooperation; it can create example scenarios, trigger students’ thinking and discussion, and promote Teachers and students interact, but sufficient time should be left for students to use their hands and brains to train basic skills and develop students' thinking abilities; the teaching design ideas are clear, and the teaching goals can reflect the "three-dimensional goals" of the curriculum standards.

This is an integrated class, which should make full use of the advantages of the Internet to achieve teacher-student interaction, share results, and cultivate students' data capabilities. Teachers should also strengthen this point; a more successful class. Excellent comments from teachers on listening to and evaluating lessons 9

On March 12, I listened to the lesson "My Teacher" by Teacher Gu Huifang. I thought that the teacher's language was mellow and intonation, his Mandarin was excellent, his writing on the blackboard was beautiful, his basic skills were solid, he could follow the instructions, and gradually It is effective to guide students to think about problems, analyze events and characters, and solve discussion points. It also pays attention to the cultivation of students' reading ability and oral expression ability, and students have better study habits.

Handle the relationship between intelligence cultivation and emotional education, and focus on the implementation of comprehensive quality. The way to improve the efficiency of classroom teaching, in a sense, lies in truly giving full play to students' subjective initiative. Because students not only receive knowledge in the classroom, but also bring their own emotions with them. Motivations, needs, etc. are all put into the classroom. They are living individuals. In class, in addition to interacting with teachers, they also interacted with peers. Therefore, students' classroom learning is not only about learning knowledge, but also about improving their abilities, learning aesthetic sentiments, cultivating personality, etc. They invest their entire lives in the classroom, which requires teachers to view classroom teaching from the perspective of life, and to cultivate students' good will and character, group work cooperation ability, behavioral habits, and communication awareness and ability as part of teaching goals, and throughout the entire teaching process, properly handle the relationship between intelligence cultivation and emotional education, and focus on the cultivation and improvement of overall quality.

On March 8, I listened to Teacher Li Chuntao’s "Addition and Subtraction of Fractions" and thought that the language of the course was humorous, interesting, and vivid. It focused on mobilizing students’ enthusiasm and guided students to use their hands and words to Pay attention to corrective feedback and double-base training.

On March 13, I listened to the lesson "Birds (Topic)" by Teacher Di Yongwei. I thought that the topic was rich and colorful, and it accumulated students' literary literacy to a certain extent. There were many students participating and the courseware was exquisite. , involving a wide range of knowledge, broadening students' horizons, combining point-based and face-to-face exercises with pen practice, so that students can gradually deepen their understanding of birds, and the effect is better.

Handle the relationship between respecting the teaching materials and handling the teaching materials flexibly, so as to be derived from the teaching materials without being rigidly bound to the teaching materials. Teaching materials are an important carrier for implementing the teaching syllabus and realizing the teaching plan, and are also the main basis for teachers to conduct classroom teaching. However, the content of textbooks and teaching content are not equivalent. Because the teaching content comes from the comprehensive processing of course content, teaching material content and teaching practice by teachers and students, it includes not only the teaching material content, but also all the actual activities of teachers and students in the teaching process. The teaching material content is only the important part of the teaching content. Element. Moreover, the teaching materials themselves are in a process of continuous improvement. Therefore, when dealing with teaching materials, the teacher's task is to teach with the teaching materials, not just to teach the teaching materials. You must give full play to your own creativity and combine respect for teaching materials with flexible handling of teaching materials.