How to evaluate a Chinese class and what aspects should be evaluated?

1. Analysis from the perspective of teaching objectives

Teaching objectives are the starting point and destination of teaching. Its correct formulation and achievement are the main criteria for measuring the quality of a lesson. Therefore, when analyzing a class, we must first analyze the teaching objectives. The teaching goal system is composed of three dimensions: "knowledge and skills, process and methods, emotions, attitudes and values", which embodies the value pursuit of the new curriculum of "student development-oriented".

How to correctly understand the relationship between these three goals has become the key to how to accurately grasp the teaching objectives and how to correctly evaluate classroom teaching.

Some people compare classroom teaching to an equilateral triangle, and knowledge and skills, processes and methods, as well as emotions, attitudes, and values ??are exactly the three vertices of this triangle, and any vertex cannot be obtained. If you take it seriously, then the triangle will be unbalanced.

This is undoubtedly a very appropriate metaphor, vividly showing the interdependence of these three goals. It reflects the inseparability of these three goals. Without the achievement of any one goal, a lesson will obviously be incomplete.

2. Analysis from the processing of teaching materials

Evaluating the quality of a teacher's class depends not only on the formulation and implementation of teaching objectives, but also on the teacher's understanding of the teaching materials. organization and processing. When we evaluate a teacher's class, we must not only look at the accuracy and science of the teacher's knowledge teaching, but also pay attention to analyze whether the teacher's handling of teaching materials and selection of teaching methods have highlighted key points, broken through difficulties, and grasped the key.

3. Analysis from the perspective of teaching procedures

Teaching objectives must be completed in the teaching procedures. Whether the teaching objectives can be achieved depends on the design and operation of the teacher's teaching procedures. For this reason, course evaluation must evaluate the teaching procedures. The evaluation of teaching procedures includes the following main aspects.

1. Look at the design of teaching ideas

You need to have ideas in writing, you need to have ideas in writing articles, you also need to have ideas in class, this is the teaching idea. The teaching idea is the context and main line of the teacher's class. It is designed based on the actual situation of the teaching content and student level. It reflects how to arrange and combine a series of teaching methods, how to connect and transition, how to arrange details, how to arrange lectures and practice, etc.

The teaching ideas designed by teachers in the classroom are diverse. For this reason, when evaluators evaluate teaching ideas, firstly, they must see whether the design of the teaching ideas conforms to the actual teaching content and the students' actual conditions; secondly, they must see whether the design of the teaching ideas has a certain degree of originality and is extraordinary and unique to the students. With fresh feelings; the third is to see the level of teaching ideas and whether the context is clear; the fourth is to see whether the teacher's teaching ideas are actually effective in the classroom.

When we usually watch classes, we see that some teachers are not good at class and have low efficiency. To a large extent, this is caused by unclear teaching ideas, or the teaching ideas do not conform to the actual teaching content and the actual situation of the students. Therefore, when evaluating lessons, we must pay attention to the evaluation of teaching ideas.

2. Look at the classroom structure arrangement

Teaching ideas and classroom structure are both different and related. Teaching ideas focus on the processing of teaching materials and reflect the vertical teaching context of teachers’ classroom teaching, while classroom structure focuses on The design of teaching methods reflects the horizontal levels and links of teaching. It refers to the establishment of each part of the teaching process of a lesson, as well as the connection, sequence and time allocation between them.

Classroom structure is also called teaching links or steps. Different classroom structures will also produce different classroom effects. It can be seen that classroom structure design is very important. Usually the structure of a good lesson is rigorous, interlocking, natural transitions, reasonable time allocation, moderate density, and high efficiency.

Calculating the instructor’s teaching time design can better understand the instructor’s teaching focus and structural arrangements. The teaching time design includes: whether the time allocation and connection of teaching links are appropriate.

1. Calculate the time allocation of teaching links and see whether the time allocation and connection of teaching links are appropriate. Check to see if there is a phenomenon of loosening in the front and tightening in the back (more time in the front, loose content, less time in the back, and high density of content) or tightness in the front and loosening in the back (short time in the front, dense teaching, but more time in the back, and loose content). Watch the lectures and practice Whether the time matching is reasonable, etc.

2. Calculate the time allocation between teacher activities and student activities to see whether it is consistent with the teaching purposes and requirements, and whether teachers take up too much time and students have too little activity time.

3. Calculate the allocation of students’ individual activity time and students’ collective activity time.

Look at whether the time allocation for students' individual activities, group activities and whole-class activities is reasonable, whether there are too many group activities, and whether students have too much time for self-study, independent thinking, and independent completion of homework.

4. Calculate the activity time of outstanding students. See whether the activity time allocation of excellent, medium and poor students is reasonable. Are there any phenomena where top students take up too much time and low-achieving students take up too little time?

5. Calculate non-teaching time to see if the teacher is away from the teaching content and doing other things in class. A waste of valuable classroom teaching time.

Extended information

Significance

In the context of the current new curriculum reform, objective, fair and scientific evaluation of classroom teaching is important for exploring the rules of classroom teaching and improving It is of great significance to improve the efficiency of classroom teaching, promote the all-round development of students, promote the professional growth of teachers, and deepen curriculum reform. The main aspects are as follows:

(1) It is conducive to promoting teachers to change their educational ideas, update their educational concepts, and establish new concepts of curriculum reform.

Educational thought, in popular terms, is the concept of education, understanding of education, or opinions on education. Everyone has educational ideas. Educational thoughts are divided into levels: educational understanding, educational concepts, and educational concepts. Educational philosophy is the highest state of educational thought. Educational philosophy is also called educational ideal, educational belief, educational creed, etc.

Educational philosophy is a thought, a concept, an ideal, a pursuit, and a belief. Therefore, it can be said that the educational concept is an idealized and belief-based educational concept. Teachers must establish their own educational philosophy, which is the backbone of teachers. Advanced educational ideas are not only the soul of classroom teaching, but also the prerequisite for good class evaluation.

Therefore, if a course evaluator wants to evaluate a good course, he must first study educational ideas. In class evaluation, only by using advanced educational ideas and advanced awareness of curriculum reform to analyze and see through each class can the evaluators make objective, correct and scientific judgments on the quality of the class, and provide the instructor with Correct guidance can help instructors change their educational ideas, update educational concepts, reveal educational laws, and promote student development. If you use traditional, outdated and rigid educational ideas to evaluate lessons, it will not only fail to help the lecturers, but may also be misleading.

(2) It is helpful to help and guide teachers to continuously summarize teaching experience, form teaching styles, and improve education and teaching levels.

We can often see the same subject, the same lesson or the same teaching content. Different teachers exhibit different teaching styles. Some teachers have a meticulous teaching style.

The class was taught flawlessly; some teachers’ teaching style is bold and decisive, firmly grasping the key points and difficulties, and solving difficult problems; some teachers’ teaching style is good at inductive reasoning and using logical thinking itself. Charm attracts students; some teachers’ teaching style uses the advantages of intuition, image, and humor to make students feel relaxed and happy in class, full of fun of learning.

At the same time, we can also see. Students in the same class behave differently when facing different teachers. Classes that were usually extremely active were taciturn when faced with new teachers; classes that were usually unwilling to participate in classroom teaching were actively and proactively learning under the guidance of new teachers.

The above facts tell us that during course evaluation, the evaluators must pay great attention to discover and summarize the teaching experience and teaching personality of the lecturer, and encourage the teaching characteristics displayed by the teacher. Help summary. Let the teacher's teaching personality grow from weak to strong, from immature to mature, so that he can gradually form his own teaching style.

(3) It is conducive to timely feedback, evaluation and regulation of information, and mobilizes the enthusiasm and initiative of teachers in education and teaching.

Through course evaluation, relevant information about teaching activities can be provided to teachers and students in a timely manner, so that teaching activities can be adjusted so that they always have clear goals, correct directions, appropriate methods, and effective methods.

First of all, through the feedback information of lesson evaluation, teachers can adjust their teaching work, understand and grasp the effect of teaching implementation, reflect on the reasons for success and failure, stimulate teachers' teaching enthusiasm and creativity, and make timely corrections and adjustments. and improve teaching. Secondly, students’ learning activities can be adjusted through feedback information from lesson evaluation.

Psychological research shows that positive evaluations generally encourage students’ learning. Through evaluations, students’ learning progress is affirmed, psychologically satisfied, and their enthusiasm for learning is strengthened; negative evaluations Although it will cause students anxiety. But to a certain extent, anxiety also has a positive motivational effect and can become an internal motivation for students to learn.

In fact, students obtain relevant information about their own learning from class evaluation, deepen their understanding of themselves, and provide help for the next step of learning. Correct wrong behaviors in previous studies, adhere to and promote correct learning methods and styles, and improve learning efficiency.

The purpose of course evaluation is not to prove, but to improve, so as to benefit the current teaching of new courses. It integrates management and control, diagnosis and guidance, identification and encouragement, communication and feedback, and scientific research. It is the most direct, specific and effective method and means for studying classroom teaching.