How to evaluate the art of teachers’ teaching

How to evaluate the art of teachers' teaching

Eighteen points of teachers' teaching art

1. Teaching attitude and mental outlook

Positive teaching attitude , have a strong sense of time (arrive early for class, don’t be late, don’t leave early, don’t delay class), and be well prepared before class. Comply with teachers' professional ethics, have charisma and a high level of knowledge; have appropriate appearance, posture, etiquette, etc. in working conditions, and be enthusiastic and passionate during teaching.

2. Teaching design and implementation effects

Have the awareness and level of independent innovation, the lesson plan reflects the integrity and connection, and the connection transition, head-to-tail care, etc. reflect the internal logical relationship, in line with The principle of step-by-step, clear goals, highlighted points, and accurate difficulties.

3. Knowledge integration and reorganization skills

Highlight the teaching of the most critical, most valuable, and latest development zone knowledge; reflect the transfer of knowledge combinations and vertical and horizontal connections within and across disciplines , leading students to independently construct new knowledge, connect it with practice, form new understanding, connect it with practice, and generate new knowledge. Refining the main knowledge and clearly constructing the knowledge structure.

4. Learning methods and ability development

Pay attention to the use of the three main learning methods of autonomy, cooperation, and inquiry in the classroom, as well as sustainable development, lifelong learning, independent development, and self-development. Choice of methods and ability development.

5. Emotional education and cultivation of students

The relationship between teachers and students during the teaching process is good, and the emotional goals are appropriately designed, implemented properly and at a high level, which is conducive to the growth of students' lives.

6. Characteristics and art of classroom language

Instructive, instructive, transitional language, as well as opening words and closing words, etc., accurate and appropriate, humanistic, vivid, graceful and interesting , humorous, poetic, witty and passionate, infectious and charisma, full of sense of the times, etc.; the subject's professional language features are outstanding; the use of body language, facial expression language, symbolic language, etc. is appropriate and appropriate.

7. Classroom organizational skills and management art

The activities and organizational forms in group cooperative learning are effectively standardized, and the classroom rules and procedures are effectively implemented, reflecting better classroom teaching control and management. Mechanics and teaching tact.

8. Incorporation content selection and situation design

The incorporation form in teaching is novel, interesting and original; the teaching situation design can activate excitement points, stimulate points of interest, and inspire self-confidence heart, arousing the desire for knowledge.

9. Selection and use of teaching methods

Traditional teaching methods should be combined with modern teaching technology. Audio-visual teaching methods should be used when they are needed, and should not be used for the purpose. Avoid formal and single-dimensional multimedia courseware, and prevent "human teaching" from becoming "electronic teaching".

10. Teaching methods, time and efficiency

In principle, "intensive teaching" and "multiple activities" should be reflected. Implement the "Three Lectures and Three Don't Tells", that is, it is easy to be confused, easy to make mistakes, and easy to miss points; do not teach what the students themselves have learned, do not teach what the students themselves can learn, and do not teach what the students cannot learn even after the teacher has taught it. speak. Give students sufficient time for independent, cooperative, and exploratory learning.

11. Question design and processing skills

In teaching, classroom questions should be designed with appropriate memorability, comprehension, application or evaluation, and reflect the questioning spirit , questioning, questioning, asking questions and other problem-solving skills.

12. Classroom summary, extended design and processing

Classroom summary and extended design and processing should be completed by teachers and students together or guided students to complete independently, and can be concise and to the point , outline and lead, connect the previous and the following, and refine and sublimate.

13. The design and display level of blackboard writing during class hours

The blackboard writing during teaching class is rich in pictures and texts, combines dynamic and static, is pleasing to the eye, and is neat and standardized.

14. Feedback correction skills and effects

Teaching feedback is timely and appropriate, diverse in form, accurate and comprehensive, correction draws inferences from one example, inspiration and induction, teaching in accordance with aptitude, classification and guidance, and strong personalization.

15. *** Implementation of simultaneous completion and individualized teaching

Facing all students, respecting their individual differences and reflecting teaching fairness. The relationship between gender and personality, general and special, the handling of special problems of special students and the satisfaction of special needs, etc.

16. Diversified and accurate evaluation*

Focus on motivational evaluation, the evaluation subjects should be diverse, and pay attention to the appropriateness of evaluation terms (gestures such as nodding, smiling, etc.) and methods sex, diversity and implicitness.

17. Design and achievement of three-dimensional teaching objectives

The preset teaching objectives and the achievement of classroom teaching are high. Knowledge and skills, processes and methods, emotional attitudes and values, these three-dimensional teaching goals are integrated and fully reflected.

18. Classroom self-reflection and teaching tact

Be able to reflect and adapt immediately during classroom teaching, be able to properly handle unexpected behaviors that occur during classroom procedures, and be able to make full and effective use of ideas generated during classroom teaching. teaching resources. How to evaluate the quality of a teacher's lectures

You have to look at his teaching style, whether he is friendly and natural, his language is fluent and easy to understand, and whether he can explain difficult problems thoroughly, simplify them, and grasp the key points of knowledge. Whether it is accurate;

Can you control the classroom during class, handle emergencies well, whether the classroom atmosphere created is harmonious and harmonious, and whether the class is open to all students;

The teaching methods used are easy for classmates acceptance.

See how serious he is in grading homework

How much he cares about you in private

Do you single out those students when asking questions

Did you answer the phone in class?

Are you strict in class?

Did you say any hurtful words?

For example, who answered? Hitting him or insulting him if you can't solve the problem

It should be enough from these aspects. How to evaluate the teacher's lectures

Let's evaluate based on the content and teaching methods. I don't know what you want to evaluate. Who

I think the evaluation should be done by comparing at least two or more teachers

Another important point is whether his class is popular with students. How to improve the quality of primary school Chinese teachers? The Art of Classroom Evaluation

In primary school Chinese classes, students speak very enthusiastically. They like to express and show themselves. It would be better if you can get praise from the teacher through your speech, because this is the teacher's affirmation of himself. But in the past, people often focused on students' answers in class, while teachers' evaluation of the answers was ignored. Therefore, it is very valuable for teachers to appropriately evaluate students' answers. Teachers' evaluations in class often have a very important impact on students. A decent sentence of praise contains a lot of content, which will not only help students understand their mastery of the text content, deepen their understanding of the knowledge they have learned, and encourage students to Moving forward on the road will also activate the learning atmosphere in the classroom and enhance students' self-confidence. It can be seen that teachers’ evaluation of students’ problems is really an art. The author will talk about it from several aspects below.

1. Types of echoing

There is often a phenomenon in primary school classrooms. Students have answered the teacher’s questions accurately and clearly, but the teacher often just repeats them when evaluating. Student speeches. Some teachers may want to further confirm the answer, while others may just repeat it unconsciously. In fact, students' speeches are a test for teachers. How should we mobilize our various knowledge reserves and eloquence abilities to face the various speeches of students. Student learning will not improve by repeating students' answers. A solemn and silent classroom will scare teachers. Only a dynamic and lively classroom can show that students are actively learning. A successful classroom should be one in which all students’ minds are jumping.

In a silent classroom, teachers only have teaching steps in mind, so when asking students, they just expect students to answer how to understand the artistry of primary school teachers' evaluations

1. The most profound question Care - an evaluation that comes from a clear and timely understanding

The former Soviet educator Suhomlinsky also attached great importance to the art of teaching language. He profoundly pointed out: "The teacher's language is a kind of language. An irreplaceable tool that affects students' minds. "In daily classroom teaching, evaluation language is to evaluate, inspire, motivate, and evaluate students' learning attitudes, learning methods, learning effects, thinking levels, moral behaviors, and cognitive levels. Guidance is an expression that runs throughout teaching and plays an important role in promoting the learning process. With the rise of quality education and appreciation education, we often see situations like this in the classroom: as long as students answer a question or complete a learning activity, the teacher will say: "Very good!" "Not bad!" One lesson , there are endless performances like this. It is undeniable that appreciation education is established under certain conditions, and appropriate experience is not a bad idea. However, in everything, "too much is not enough" and should be "appropriate at the right time." Psychologist Skinner's reinforcement theory believes that praising correct behavior every time will only lead to worse and worse reinforcement effects. Praise without thinking will not only fail to play its intended role, but sometimes it will be counterproductive.

Lesson Example 1: "Nine-Colored Deer" by Teacher Xue Fagen.

During the Chinese language teaching demonstration event at Ye Shengtao Primary School in Suzhou, a famous teacher in Jiangsu Province, teacher Xue Fagen asked a nearby little boy to read the crow's words - "Nine-colored deer, nine-colored deer, wake up quickly, The king's army is here to capture you!" The little boy's temper was really slow, and he hummed every word, right, right, and his singing was weak from beginning to end. Teacher Xue reminded him that calling Jiuselu like this would not wake him up at all. He had to shout loudly and the little boy read it again. The decibels increased, but the drawl remained the same. Teacher Xue said: "Oh, the king's army came to capture you, not to see you coming." The teacher laughed loudly. The child was very calm, and when he read again, he was still in the same unhurried tone. How can the word "urgent" be used! In desperation, Teacher Xue had no choice but to ask another student to read and let the little boy evaluate it. At the same time, he also asked other students to talk about whether this little boy has improved compared with before.

In this situation, how to guide children to read better under the eyes of a packed class of teachers and many experts and scholars cannot be accomplished step by step and with blind praise. We need teachers to have a pair of discerning eyes and to enlighten and inspire students through timely and measured evaluation language.

Lesson Example 2: Word formation in lower grades.

In a lower-grade Chinese class, a student said when composing a word for "stop": "Tingtai" means "ting". The students were in an uproar. But the teacher smiled and signaled the students to calm down: "Don't worry, he was right, he just didn't finish what he said!" Then he turned to the student and said, "You are right, it is the 'Ting' of 'Ting Tai'..." The student had an epiphany under the guidance and said quickly: "It's the 'pavilion' of 'pavilion' plus a single person next to it, which is the 'stop' of 'parking'."

The teacher remained calm. Under his clever guidance, students avoid making a fool of themselves. Any student will admire such a teacher from the bottom of his heart.

Some people say: "Teachers' words are like keys, which can open the windows of students' hearts, like torches, which can illuminate students' futures, and like seeds, which can be buried deep in students' hearts." Therefore, we oppose teacher evaluation. The language is rude, indifferent and eager for quick success, such as "the answer is wrong", "you are so stupid", "this idea is completely ridiculous", etc., because those languages ????can really hurt students and reduce children's interest in Chinese. At the same time, we also reject evaluations that have a single form and thin language, because evaluations are not just simple judgments or praises, they are a bridge to communicate the emotions, wisdom, interests, and attitudes of teachers and students, and have a subtle influence on the effectiveness of the classroom and the improvement of students' quality. influence. The teacher's charming evaluation language will make the classroom full of vitality and exude a humanistic atmosphere, which can make a Chinese class the icing on the cake and take it to a higher level.

2. The Art on the Tip of the Tongue—Evaluations derived from correct guidance and enlightenment

Accuracy is the soul of evaluations. There is no "soul", and the teacher's The evaluation language has no vitality. But the Chinese subject has its particularity, that is, it is rich in knowledge content. This places high demands on teachers, so the evaluation language must not be vague or ambiguous, let alone intellectual errors. If we encounter questions in class that are beyond the scope of our knowledge or that we are not sure about, we are obliged to treat students with a true attitude: "This is the first time the teacher has heard of this question. When I go to check the information after class, you will also go there." If others ask for advice, can we discuss it in the next class?" In this way, while saving ourselves from the fire and water, we convey this message to the students: knowledge needs to be constantly updated, and everyone is in the process of learning. But the level and degree are different.

Lesson Example 3: "The Five-Pointed Star in the Apple".

The teacher was talking about "The Five-Pointed Star in the Apple". At the end of the class, he asked: "What other fruits can you find five-pointed stars in?" The student replied: "I cut the pear crosswise and found it. The five-pointed star. "I cut the banana crosswise and found the five-pointed star." "I cut the pomegranate crosswise and found the five-pointed star."... The teacher said again. There is probably not a five-pointed star in the pomegranate."

This question at the end of the class itself is debatable, and the students' answers were even worse. It can be seen that the students did not actually do it in advance, but just let their imagination run wild in class. Just fluttering around. It was originally a text that promoted creativity, but it was interpreted as ineffective teaching by "drawing inferences from one example." The teacher's subsequent statement, "There's probably not a five-pointed star in a pomegranate," not only failed to correctly guide the students' wrong views, but instead nodded to express presupposition and agreement.

For this lesson example, the teacher needs to try it himself before cutting other fruits to see what is inside. If it cannot be verified for the time being, you might as well leave a tail and throw the question to the students: "Are bananas and oranges cut crosswise really a five-pointed star? Facts speak louder than words. Let's go back and try it ourselves before making a conclusion." The teacher's Evaluation words are not simply affirmation or negation, but should lead correctly and give clues.

Lesson 4: "Underwater World".

When a teacher was teaching "The World Under the Sea", the teacher asked the students to read the text about the "whispering" of small underwater animals in the text. A student read it aloud in a very straight and loud voice, and the teacher smiled. Quietly said: "Oh, if you read like that, the little animals will be scared away. Just read it again and attract them all back."

This is an appropriate and appropriate evaluation objectively The students' shortcomings were pointed out, and complicated, lengthy, boring explanations and sample readings were avoided, making the students' second reading aloud very accurate and exciting. It can be seen that as a teacher, when he discovers deviations in students' understanding, if he can promptly grasp the students' misunderstandings, take advantage of the situation, and give appropriate evaluations, he can enable them to obtain the correct value orientation under inspiration and guidance.

How do teachers make their voices heard when giving lectures?

The easiest thing is to buy a small bee, which is the kind of loudspeaker that hangs on your body. You are guaranteed to have a good time using it. How to evaluate the teacher's lesson preparation

I have long heard that a certain A teacher in the school never handed over his lesson preparation notes, and sometimes he could not get special bonuses. But parents are willing to send students to his class because his students' grades are always outstanding. Weird thing? Can you get good grades in teaching without writing lesson preparation notes? Do you think so too? It was with this question that I came to his school. He is in his forties. School leaders and colleagues highly recognize his teaching achievements and sense of responsibility. A teacher told me that this teacher often comes to school early in the winter to take students for runs, and in the afternoon he always makes students pass their homework before going home. As he spoke, many teachers showed respect to him. At my sincere invitation, the two of us chatted alone in a room. He is very sincere and candid. He: It takes 4 or 5 hours to carefully write down a lesson plan, and it takes more than an hour to copy a Chinese lesson plan. That is a waste of life and money. It can be said that I don’t have time to write lesson plans.

He: Maybe some people have time to write, but I think most of the time teachers spend in school should not be used here; maybe some people just copy and do it as a last resort. Him: It won’t be less than 4 or 5 hours. Him: I don’t think it’s worth the time. He: Teachers must have a high sense of responsibility and be self-conscious, because the way I prepare lessons is "invisible"; I think even inexperienced teachers may not be able to do this. He: I have gained more time than others to revise the notebook, make comments, and make corrections. But when you do this, there are always people who have opinions. I can’t get the bonus, I can’t get the merit review, forget it. He: Now we use computers to prepare lessons collectively, just make a copy. The superiors often come for inspections, so why embarrass the leaders? But I almost never read that lesson plan. Hey, I still prepare my lessons like this! I took it and took a look. His textbook was densely filled with notes, questions, and some information attachments. The different pen colors might not have been written at the same time. When it was over, he was silent for a moment! How do teachers teach and how do they teach a class well?

Haha, there is a video of a foreigner learning the Cambridge English playway. Do you want to watch it? It's the last link in the upper right corner of my Baidu space. How to evaluate Danmaku art

1. Find a sense of identity on Danmaku websites.

Danmaku art is an emerging art form that takes barrage content/changes as the main form, uses barrage video as the carrier, and relies on major barrage video websites.

Danmaku is completely dependent on the Danmaku website. One characteristic of these barrage video websites is that they have user loyalty and website cohesion that other video websites cannot match. Therefore, to a certain extent, releasing a barrage work can help you find a sense of identity in relevant interest circles, and you can also get positive feedback in the process of mutual communication.

This is a very important reason why most producers continue to do it.

2. Convey the emotional theme of the underlying music.

Judging from the existing barrage art works, basically most of the producers’ selections are their favorite themes/favorite songs (such as Touhou Project, Vocaloid and some ACG repertoire).

Their interest and love for the theme of the song itself is what drives them to spend a lot of time making barrage works.

3. Find fun and self-satisfaction in the process of making barrage works.

This should be the main reason why every pure craftsman Danmaku creates Danmaku.

The fun of most producers generally originates from novelty and curiosity, and then varies from person to person. I'm just talking about what kind of barrage I can find fun in.

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A kind of barrage (Acfun/Nico/Bili's positioning barrage), which mainly relies on the changes and combinations of different characters .

For example:

Relying on the combination of black characters "■" and fixed barrage, relying on the concept of "the longer the barrage, the faster the barrage scrolls" is different. visual senses. Such as naked-eye 3D, even rolling transformation