As a primary school Chinese teacher, what aspects can I evaluate the class?

Class evaluation is an important form of peer assistance, an important way of teaching reflection and an important position led by experts. Class evaluation should not only oppose saying good things and flattering each other, but also opposing saying shortcomings and slandering each other. The course evaluation should be realistic, objective and fair. We should not only see the achievements, but also point out the shortcomings. More importantly, we should put forward constructive opinions and make progress together with the lecturers.

Make full preparations before class evaluation, clear your mind and grasp the main points. Don't cover everything, be light and heavy, and be disorganized. Focus on the following aspects to analyze the gains and losses and put forward suggestions for improvement.

(A) Teaching objectives set

Teaching goal is the starting point and destination of teaching, and its correct formulation and realization is the main measure of classroom quality.

1, whether the teaching objectives are comprehensive, specific and appropriate. Comprehensiveness refers to the setting of teaching objectives, not only a single knowledge and ability goal, but also a clear goal in emotional attitude and learning strategies; Specifically, it means that knowledge goals should have quantitative requirements, ability goals and emotional goals should have clear requirements, reflecting the characteristics of the discipline; Suitability means that the determined teaching objectives can be guided by curriculum standards, reflect the characteristics of year, grade and unit textbooks, conform to students' age characteristics and cognitive laws, and have moderate difficulty.

2. The achievement of teaching objectives, whether the teaching objectives are clearly reflected in all teaching links, and whether the teaching methods closely focus on and serve the objectives. How to achieve the teaching goal after class is an important index to evaluate the effect of this class.

(B) integration of teaching resources

The integration of teaching resources is what we usually call teaching material processing. However, the integration of teaching resources is richer than the processing of teaching materials. The ability to integrate teaching materials, teaching AIDS and other teaching resources is a ruler to test teachers' teaching ability. When evaluating classes, teachers should analyze the selection and integration of existing teaching resources, especially the connection of teaching content, the accurate grasp of teaching key points and difficulties, the reasonable selection of teaching resources, the effective use of students' existing experience, and the teaching resources inside and outside classes.

Teaching process.

The evaluation points of the teaching process should not only look at the presupposition of the teaching process, but also pay attention to the adjustment, strain, generation and development in the actual teaching process.

1 teaching ideas

Teaching ideas are the main thread of teachers' class, which is designed according to the actual situation of teaching content and students' level. It reflects how to arrange and combine a series of teaching measures, how to connect and transition, how to arrange details, how to arrange lectures and exercises.

The design of teachers' classroom teaching ideas is varied. Therefore, to evaluate teaching ideas, we should first look at whether the design of teaching ideas is guided by advanced teaching ideas; The second is whether it is in line with the reality of teaching content and whether it is in line with the reality of students; Third, whether it has certain originality and whether it can effectively stimulate students' initiative and enthusiasm; Fourth, see whether the level and context of teaching ideas are clear; Fifth, see whether the preset teaching ideas are adjusted and played in time and effectively according to teaching practice.

2. Teaching structure

Classroom structure mainly refers to teaching links or steps. The scientificity of teaching guiding ideology, the integrity of teaching links and the rationality of time arrangement are the main contents of evaluating teaching structure.

Does the teaching guiding ideology reflect "teacher-centered, student-centered, training-centered, and problem-centered"?

Is the teaching link complete? Taking teaching new courses as an example, there are usually review and consolidation, introduction of new courses, teacher inspiration, teacher-student interaction, students' thinking, teaching sections, classroom training (practice) and other links.

Is the schedule reasonable? Great attention should be paid to arranging more time for students to participate, think, discuss and practice. For example, in Yang Si Middle School, Jiangsu Province, the teaching of the whole class is controlled at 10- 15 minutes, and the time for students to study by themselves, since the enlightenment and discussion is arranged at 15-20 minutes, and the time for students to practice in class is arranged.

At the same time, it is also necessary to observe and evaluate the grasp of classroom teaching rhythm, such as whether to highlight important and difficult points, whether to loosen the front and tighten the back, whether to effectively convert and connect the front and back, and whether to adjust teaching time and links reasonably according to classroom emergencies.

(D) the use of teaching methods and means

"Teaching is regular, but there is no fixed law, so it is very important to get the correct law"; There are great differences in teaching conditions and teaching methods between schools. Therefore, the evaluation of teaching methods and means should mainly include the following aspects:

1, the appropriateness of teaching methods. Different classes, different teaching contents and different teaching objects should choose appropriate teaching methods. There is no best teaching method, only the most suitable teaching method. The use of teaching methods should be individualized, tailored and optimized.

2. Diversified teaching methods. Teaching methods should not be monotonous and rigid. The complexity of teaching activities determines the diversity of teaching methods. Even in the same class, different teaching methods should be adopted according to different teaching links.

3. Reform and innovation of teaching methods. To evaluate teachers' teaching methods, we should not only evaluate the convention, but also evaluate the reform and innovation, especially the lessons of some key teachers with good quality. Any new teaching method will always have many defects and deficiencies in the exploration stage. For the innovative attempt of teaching methods, the reviewers should give positive encouragement, rather than blaming them because of inertia thinking.

4. Use of teaching means and tools. Teachers should be actively encouraged to use modern teaching techniques and tools, and at the same time, unqualified teachers should be ensured to use traditional and effective teaching tools and technologies. Customer service should unilaterally emphasize the tendency to use modern teaching technology, rather than "use for use", let alone abuse it to decorate the facade. Teaching conditions and the use of tools depend on whether it is timely, appropriate and effective.

Basic skills of teachers

"On stage 10 minutes, off stage 10 years". The quality of classroom teaching ultimately depends on teachers' basic teaching skills. Teachers should see the basic teaching skills of lecturers through the teaching process.

1, blackboard writing: first, look at the rationality of blackboard writing design, whether it is concise, clear and the finishing touch; The second is to see whether the handwriting on the blackboard is neat and beautiful, especially for primary school Chinese teachers, it is necessary to emphasize the standardization and aesthetics of writing; The third is to see if you have the necessary stick figure skills.

2. Teaching mode: dignified appearance, calm manner, enthusiastic attitude, love for students and emotional integration between teachers and students are the basic requirements of qualified teaching mode. Teachers should also be elegant and expressive, and put forward higher requirements for teaching mode.

3. Language: Accurate and clear, precise and concise, proper intonation and moderate speaking speed are the basic requirements of teaching language. Higher requirements: beautiful language, poetic or philosophical, passionate, with strong appeal and sense of humor.

4. Operation: See the proficiency of teachers in using teaching AIDS and operating projectors, tape recorders and microcomputers.

Sixth, the effect of classroom teaching

The effect of classroom teaching is an important basis for evaluating classroom teaching. The evaluation of classroom effect includes the following aspects:

First of all, look at the efficiency of classroom teaching, that is, to achieve the same teaching goal in a unit time, the less time it takes, the better, the easier students learn, the happier the learning process, and the lighter the learning burden.

Second, it depends on the degree of achievement of the goal, mainly on whether the established teaching goal is achieved. Here, we should emphasize the achievement of multi-dimensional teaching objectives, not only depending on how much knowledge we have learned and what abilities we have improved, but also on students' achievements in ideological education, emotional experience and practical operation.

Third, look at the welfare of students and pay attention to the income of all students. We must not only look at the development of excellent students, but also look at the progress of intermediate students and students with learning difficulties, so that students at all levels can achieve something, by going up one flight of stairs.

The evaluation of the achievement of teaching objectives can be statistically analyzed in combination with the results of classroom tests to ensure that the evaluation is well-founded, objective and fair.