Evaluation on how to write a good attendance record.

Question 1: How to write the attendance of the evaluation of educational and teaching practice activities? The attendance record can be designed into two parts, and the left part is larger. In class, record the main process of teachers organizing teaching and students' learning activities on the left, and write some instantaneous comments at any time on the right. In this way, after the lecture, there is something to write.

Question 2: How to write students' activities in the lecture record? Write down the students' observations, thoughts, discussions, attempts, etc.

First, the basic points of lecture records

Attendance records include two main aspects: one is teaching records; The second is teaching evaluation.

1, teaching records include:

(1) Teaching time, subjects, class hours, teachers, topics, class hours, etc.

(2) Teaching process. Including teaching links and teaching contents, as well as the methods used in teaching (mainly blackboard writing);

(3) Time arrangement of each teaching link;

(4) student activities;

(5) Teaching effect.

Teaching records usually have the following three forms: one is a brief record, which briefly records teaching steps, methods, blackboard writing and so on; The second is to record the teaching steps in detail; Three are facts.

2. Teaching evaluation

A preliminary analysis and evaluation of the advantages and disadvantages of this course and the suggestions put forward by the students. Including:

(1) Teaching materials processing and teaching ideas and objectives;

(2) Emphasis, difficulty and key of teaching;

(3) the design of classroom structure;

(4) the choice of teaching methods;

(5) the application of teaching methods;

(6) Basic teaching skills;

(7) teaching philosophy;

(8) others.

Writing teaching comments can take two forms: one is indirect evaluation, which records the feedback generated by bilateral activities between teachers and students at any time; The second is the general evaluation, that is, the opinions or suggestions formed after the comprehensive analysis of indirect evaluation are recorded in the record book. Communicate with the coach after class to learn from each other's strengths.

It is worth mentioning that many people tend to record class notes rather than express their opinions when taking class notes. Even quite a few people, most of the recorded contents are written by the teacher on the blackboard, which has become the "blackboard book" of the lecturer, and there is nothing else to remember. Obviously, this lecture record is of little value. A good lecture record should take both records and comments into account, especially making comments in class is often more important than recording.

Second, enter the lecture site and record the main points of the lecture.

(omitted)

Third, classroom evaluation.

The evaluation of classroom attendance is mainly qualitative description. This paper expounds the gains and losses of this course from the aspects of teaching objectives, teaching contents, teaching methods and means, teaching structure, students' participation and learning effect. , which should have both views and basis, to reflect the "quality" of this class. In order to highlight the key points, it is generally not to make an all-round evaluation, but to choose more meaningful and typical aspects to comment. The evaluation should also point out alternative improvement practices from the perspective of recommendations.

Question 3: What comments should be written in class notes? Theoretically, the key is the tone of the content, which you should understand.

I don't need to remind you when I sign it.

Question 4: How to write lecture notes? You are also a teacher. As a teacher, it is easy to often listen to the lectures of peers and write speeches. So how do you write it? First, the basic content of the lecture record The basic content of the lecture record includes two aspects. The first is the teaching process, and what is clear is the teaching record. The second is teaching comments, that is, teaching opinions. (1) Teaching records Teaching records include time, subjects, class hours, instructors, topics, class hours, etc. ; The teaching process includes teaching links and contents, as well as the methods used in teaching (mainly blackboard writing); Time arrangement of each teaching link; Student activities; Teaching effect, etc. The extent to which teaching records are recorded depends on the purpose and content of each lecture. There are usually three forms: (1) summary: a brief record of the teaching process, methods and strategies, blackboard design, etc. (2) Detailed record: write down the teaching process, methods and strategies, blackboard design, etc. Details, even the teacher's key questions, students' typical speeches, the interaction between teachers and students, effective teaching methods and means, and mistakes in teaching. (3) Record: Record the whole teaching process, content, time and bilateral activities between teachers and students from the beginning of the lecture to the end of the class. (2) Teaching evaluation Teaching evaluation refers to the preliminary analysis and evaluation of the advantages and disadvantages of teaching in this class and the suggestions put forward by the participants. Including the treatment of teaching materials, teaching ideas and objectives; Teaching emphasis, difficulty and key; Teaching structure design; The choice of teaching methods; Application of teaching means; Basic teaching skills; Teaching ideas and so on. Writing teaching comments can take two forms: (1) brief comments: record the feedback information generated after bilateral activities between teachers and students at any time. (2) General comment: the opinions or suggestions formed after comprehensive analysis of brief comments are recorded in the record book. Communicate with the teacher after class to learn from each other's strengths. 2. Make a good record of the lectures. Note the following points. We should combine the contents of listening, watching, remembering and thinking organically and flexibly according to the purpose and requirements of the lecture. For example, when teachers talk to students, they should give priority to listening and give consideration to observation; Teachers write on the blackboard, and students should focus on reading and give consideration to others when practicing; Students should give priority to thinking when practicing. (1) Listen and remember to prioritize. Listening should be the main course, and attention should be focused on listening and thinking. What do you think? What do you think? (1) Why does the teacher handle the textbook like this, and see if it is ok from another angle; (2) For teachers' success, shortcomings or mistakes, we should think about the reasons and predict the relevant impact on students; (3) If you come to this class by yourself, how to attend it and how to put yourself in the other's shoes; If I am a student, have I mastered and understood the teaching content? ⑤ How to embody the new ideas, new methods and new requirements of curriculum construction in daily teaching and internalize them into teachers' conscious teaching behavior; ⑥ Does this class reflect the actual level of teachers? If there were no audience, would the teachers be so superior? (2) records should be focused. Generally speaking, records should be detailed and appropriate, concise and to the point, the content should be carefully selected and the text should be refined. Good practices, consistent with the teaching rules, innovative lectures, distinctive problems and shortcomings can be recorded in detail, and thoughts or opinions on some issues can also be recorded in detail to avoid forgetting. (3) Timely feedback, discussion and exchange of views after class. When giving feedback, we should persist in seeking truth from facts, hold an open-minded and sincere attitude, talk enthusiastically and actively with teachers, and point out successes and shortcomings or improvements in a tone of equal consultation. For inexperienced young teachers, don't talk too much about problems, highlight outstanding problems, and put them forward in the form of suggestions, talk more about their advantages and experiences, tap their bright spots as much as possible, and let them mature in happiness and success; For experienced teachers, we should realistically point out the existing problems and areas that need improvement, put forward newer and higher requirements, and make them realize that there is still room for improvement. Usually, qualitative analysis and evaluation are not done. (4) sorting out and summarizing the comments on lectures to make up for the lack of their own experience. When finishing, we should think and analyze rationally, sum up some things, popularize successful experiences and practices, and put forward suggestions, requirements and methods for improvement, so as to learn from them in our own teaching and improve our teaching ability. Seriously recording the lecture content is the embodiment of the basic quality of the participants, reflecting the basic quality of the participants in morality, attitude, ability and level.

Question 5: "How to write lecture notes" 1. The basic content of lecture record includes two aspects. The first is the teaching process, and what is clear is the teaching record. The second is teaching comments, that is, teaching opinions.

(1) Teaching records Teaching records include time, subjects, class hours, instructors, topics, class hours, etc. ; The teaching process includes teaching links and contents, as well as the methods used in teaching (mainly blackboard writing); Time arrangement of each teaching link; Student activities; Teaching effect, etc. The extent to which teaching records are recorded depends on the purpose and teaching content of each class. There are usually three forms:

(1) Summary: Briefly record the teaching process, methods and strategies, blackboard writing design, etc.

(2) Detailed record: write down the teaching process, methods and strategies, blackboard design, etc. Details, even the teacher's key questions, students' typical speeches, the interaction between teachers and students, effective teaching methods and means, and mistakes in teaching.

(3) Record: Record the whole teaching process, content, time and bilateral activities between teachers and students from the beginning of the lecture to the end of the class.

(2) Teaching evaluation Teaching evaluation refers to the preliminary analysis and evaluation of the advantages and disadvantages of teaching in this class and the suggestions put forward by the participants. Including the treatment of teaching materials, teaching ideas and objectives; Teaching emphasis, difficulty and key; Teaching structure design; The choice of teaching methods; Application of teaching means; Basic teaching skills; Teaching ideas and so on. Writing teaching comments can take two forms:

(1) Comments: Record the feedback information generated after the bilateral activities between teachers and students at any time.

(2) General comment: the opinions or suggestions formed after comprehensive analysis of brief comments are recorded in the record book. Communicate with the teacher after class to learn from each other's strengths.

2. Make a good record of the lectures. Note the following points. We should combine the contents of listening, watching, remembering and thinking organically and flexibly according to the purpose and requirements of the lecture. For example, when teachers talk to students, they should give priority to listening and give consideration to observation; Teachers write on the blackboard, and students should focus on reading and give consideration to others when practicing; Students should give priority to thinking when practicing.

(1) Listen and remember to prioritize. Listening should be the main course, and attention should be focused on listening and thinking. What do you think? What do you think? (1) Why does the teacher handle the textbook like this, and see if it is ok from another angle; (2) For teachers' success, shortcomings or mistakes, we should think about the reasons and predict the relevant impact on students; (3) If you come to this class by yourself, how to attend it and how to put yourself in the other's shoes; If I am a student, have I mastered and understood the teaching content? ⑤ How to embody the new ideas, new methods and new requirements of curriculum construction in daily teaching and internalize them into teachers' conscious teaching behavior; ⑥ Does this class reflect the actual level of teachers? If there were no audience, would the teachers be so superior?

(2) records should be focused. Generally speaking, records should be detailed and appropriate, concise and to the point, the content should be carefully selected and the text should be refined. Good practices, consistent with the teaching rules, innovative lectures, distinctive problems and shortcomings can be recorded in detail, and thoughts or opinions on some issues can also be recorded in detail to avoid forgetting.

(3) Timely feedback, discussion and exchange of views after class. When giving feedback, we should persist in seeking truth from facts, hold an open-minded and sincere attitude, talk enthusiastically and actively with teachers, and point out successes and shortcomings or improvements in a tone of equal consultation. For inexperienced young teachers, don't talk too much about problems, highlight outstanding problems, and put them forward in the form of suggestions, talk more about their advantages and experiences, tap their bright spots as much as possible, and let them mature in happiness and success; For experienced teachers, we should realistically point out the existing problems and areas that need improvement, put forward newer and higher requirements, and make them realize that there is still room for improvement. Usually, qualitative analysis and evaluation are not done.

(4) sorting out and summarizing the comments on lectures to make up for the lack of their own experience. When finishing, we should think and analyze rationally, sum up some things, popularize successful experiences and practices, and put forward suggestions, requirements and methods for improvement, so as to learn from them in our own teaching and improve our teaching ability. Seriously recording the lecture content is the embodiment of the basic quality of the participants, reflecting the basic quality of the participants in morality, attitude, ability and level.

Question 6: How to take notes of lectures and how to evaluate classes? How to attend and evaluate classes?

Listening to lectures and evaluating classes is an effective means of teaching and research. Today, when we advocate vigorously developing school-based teaching and research, it is particularly important to vigorously carry out class evaluation activities and study the problems existing in improving teaching. However, in the traditional teaching concept, teaching is regarded as a process of imparting knowledge, and the teaching process often becomes a teacher-centered activity. "Teachers speak and students listen; The process of "teachers say, students remember" takes teachers' teaching as the center, thus taking teachers' activities as the focus of teaching evaluation. Moreover, because participants neither participate in classroom teaching nor directly participate in the learning of teaching content, they are usually considered as people who are not directly related to teaching. Therefore, there is no adequate preparation before class (no understanding of syllabus, teaching materials, teaching objectives analysis and students' intelligence); In the process of attending classes, students' classroom activities are ignored, and students' classroom feedback information is not taken seriously. This kind of lecture and evaluation is obviously not in line with the spirit of curriculum reform and cannot play its due role in teaching and research. Therefore, it is necessary to innovate classroom attendance and evaluation according to modern teaching concepts.

First, how to attend classes?

1, the teacher should follow the following three steps.

(1) Be prepared before class.

(2) Observe and record carefully in class.

(3) Thinking and organizing after class.

2. Pay attention to both teachers' teaching and students' learning;

For teachers' teaching, the key points should be:

(1) What kind of teaching objectives are determined in classroom teaching (what knowledge do students want to learn? To what extent have you learned? How does it feel? )。 When and how to set goals;

(2) How to import the new curriculum, including what activities to guide students to participate in when importing;

(3) What kind of teaching situation is created and what kind of life reality is combined?

(4) What teaching methods and means are used?

(5) What teaching steps have been designed? Such as: what kind of questions are designed for students to explore and how to explore; What kind of activities are arranged for students to practice by hand and mouth, so that the knowledge they have learned can be migrated and consolidated; What kind of questions or scenarios are designed to guide students to combine new course content with existing knowledge, etc.

(6) What knowledge should be systematized? Consolidate what knowledge? Add what knowledge?

(7) What skills should students develop? To what extent?

(8) What teaching ideas have been infiltrated?

(9) What is the classroom teaching atmosphere?

For students' learning activities, we should pay attention to:

(1) Whether students actively participate in learning activities under the guidance of teachers;

(2) What kind of emotional reactions do students often make in learning activities;

(3) Whether students are willing to participate in thinking, discussion, argument and hands-on operation;

(4) Whether students often take the initiative to ask questions; Wait a minute.

3. Participants should be positioned as participants and organizers of teaching activities, rather than bystanders.

Participants should be prepared to attend lectures and participate in teaching activities, participate in the organization of classroom teaching activities together with the teaching teachers (mainly referring to the organization, counseling, answering and communication of participants' participation in learning activities), and participate in learning activities as students as much as possible (simulating students' thinking knowledge level and cognitive style) to obtain first-hand materials, thus laying the foundation for an objective, fair and comprehensive evaluation of a class.

4. Take the development of students as the focus of evaluation.

Since the essence of teaching is learning activities, its fundamental purpose is to promote the development of students. Therefore, the results of learners' learning activities will inevitably become the key factor to evaluate the quality, advantages and disadvantages and success of classroom teaching. In the process of learning activities, if students' thinking is stimulated, their academic level is fully (or to a greater extent) developed and improved, their interest in learning is fully (or to a greater extent) stimulated, and their desire for learning is sustained, then this can be considered as a good lesson.

Second, how do teachers evaluate classes (don't cover everything, but focus on it)

1, from the analysis of teaching objectives:

Teaching goal is the starting point and destination of teaching, and its correct formulation and realization is the main measure of course quality. Therefore, the analysis class should first analyze the teaching objectives.

(1) Judging from the formulation of teaching objectives, it depends on whether it is comprehensive, specific and appropriate. According to Curriculum Standards, the requirements in teaching objectives refer to the determination of teaching objectives from five aspects: knowledge, ability, thoughts and feelings, learning strategies and cultural strategies. Specifically, there should be quantitative requirements for knowledge goals, and clear requirements for ability, thought and emotional goals, reflecting the characteristics of the discipline (see >>

Question 7: How to attend classes, evaluate classes and write attendance;

How to take class notes

Listening to lectures is a major form of school teaching research and a major way for teachers to learn. Teachers' effective attendance records are as important as writing teaching stories, reflections and cases, and they are all important contents for teachers to accumulate teaching resources.

Now some teachers don't know how to take notes, some keep a running account, and some don't remember it completely. After a while, I can't see much value by looking through the lecture records, but I can cope with the inspection at most.

1. The lecture record should be complete, including: subject, grade, teacher, subject name, lecture time, teaching process and classroom evaluation. In particular, the teaching process, in addition to the recording process, key teacher-student statements, teaching methods, media use and so on. I should remember it clearly.

2. Teaching process is the main content of lecture record. According to a class, the operation process should include: 1. Review; Introduction, writing on the blackboard; Three new awards; Fourth, consolidate practice; Five summaries; 6. distribution; Seven-board book design. Sometimes, some teachers are pregnant before class, so it is necessary to write it down. The new part is recorded in the form of classroom record as far as possible, which is convenient for after-class reflection and reference.

3. The value of a good class is also the value of a good lecture record, and vice versa. Some teachers are ingenious and interesting in a class. Teachers should be good at discovering and recording them in detail. Some teachers' transitional language, guiding language, evaluation language and small conclusions are very fascinating, so it is natural to write them down; Some teachers have rich gestures, movements and expressions, which should be clearly indicated in the lecture record; Some teachers' blackboard writing is novel, unique and concise, which can really play the role of outlining, and should also be recorded; In addition, mistakes, episodes, random events and teachers' clever responses in class can also be recorded for after-class reflection.

4. Listen to lectures in class, take notes, think and comment, and be good at catching the spark of inspiration. Otherwise, things have changed, and beautiful things may have drifted away and become the past. Comments can be attached to the right part of the class record, occupying a little position.

5. After-class evaluation should be to the point, to the point, and to evaluate the characteristics and characteristics. Don't cover everything, don't listen to other people's suggestions, and it's even worse to brag too much. Evaluation should have both perceptual knowledge and theoretical basis. The theoretical basis is rational understanding, rational analysis and rational thinking, which is the purpose of class and the embodiment of teachers' teaching level.

6. Due to the limitation of time and environment, teachers are required to write at a certain speed, and the written words should be legible. The size of words should be based on the fourth grade, and some symbols should be used continuously. In addition, teachers should pay attention to the collection of lecture records, and organize them into volumes when necessary.

Teachers should keep a good record of their lectures.

It is particularly important to learn from other people's advanced teaching experience and make a good record of lectures. Lecture notes are important teaching discussion materials and the basis of teaching guidance and evaluation. It should reflect the original appearance of classroom teaching, so that participants can reproduce the teaching reality in their minds through reasonable imagination and compensation.

The lecture record is different from the teacher's teaching design and classroom teaching record. It should be a brief and reasonable representation of classroom teaching, a record and reflection of classroom teaching links, methods and effects.

First, the basic content of the lecture record

The basic content of lecture record includes two aspects. One is teaching records, and the other is teaching comments. The embodiment in the lecture notebook is that the record is on the left and the comment is on the right.

Class records include: lecture time, subjects, class hours, instructors, project hours, etc. The teaching process includes teaching links and contents, as well as the methods used in teaching (mainly blackboard writing); Time arrangement of each teaching link; Student activities; Teaching effect, etc.

The recording degree of class records depends on the purpose and teaching content of each lecture. There are usually three forms: (1) is a summary record, which briefly records the teaching steps, methods and blackboard writing.

(2) It is a detailed record, which records all the teaching steps in detail.

(3) It is a record, recording the teacher's lectures and teacher-student activities until the class is over.

Classroom criticism. A preliminary analysis and evaluation of the advantages and disadvantages of this course and the suggestions put forward by the students. Including: the treatment of teaching materials, teaching ideas and objectives; Teaching emphasis, difficulty and key; Classroom structure >>

Question 8: How to write a "lecture record" is an important way to promote teachers' professional development and an effective way for teachers to retrain. However, what is the reality? The "lecture record" is mostly a "running account", which is basically a mechanical record of the lecturer's teaching process. What is less serious is the simple accumulation and listing of teaching contents, knowledge points, blackboard writing and problems, and almost no deep speculative educational understanding of the lecturer's subjectivity: the comparison of similarities and differences with his own teaching behavior, the comparison of advantages and disadvantages, the profound analysis of typical teaching behavior and educational problems and countermeasures, the refinement of teaching experience, the sublimation of theory and the promotion of educational concepts, the two-way communication and reflection with lecturers before and after class, and the overall scientific evaluation of lecturer's classroom teaching. From this point of view, most teachers' "attendance records" are a mere formality and have not shown their due effectiveness. In order to improve the initiative, scientificity, pertinence and effectiveness of teachers' writing speeches, the author dares to talk with colleagues on this issue. First, improve ideological understanding and stimulate enthusiasm and creativity. Teachers should correctly understand the urgent trend of current educational development, enhance their sense of urgency and mission, put pressure on themselves, overcome difficulties and promote their rapid professional growth. We should fully realize the important value of listening to lectures and writing "lecture notes" for our professional development, consciously enhance the motivation and interest of listening to lectures, attend lectures actively, actively and creatively, and write "lecture notes" seriously, scientifically and effectively, so as to realize the transformation from passive response to examination to pursuing practical professional growth. In addition to listening to the "open class", "demonstration class", "excellent class" and "observation class" arranged by the school, we should also consciously and selectively listen to some excellent teachers in our school and other schools (not only in this subject), and even follow up with some particularly excellent teachers continuously, take advantage of various opportunities to study abroad, listen to some famous teachers and write a "lecture record", and then compare it with our own teaching repeatedly. Give full play to the function of "recording lessons", sum up carefully, find problems, refine experience, understand laws, sublimate ideas, and consolidate the accumulation of life education, so as to promote the rapid growth of majors. Not only that, the Record of Attending a Class is not only a valuable asset for your life education, but also the starting point and original materials for your own education and scientific research. So you must preserve it, attach importance to and make full use of its potential scientific research value, from which you can abstract rich experience and lay a good foundation for your professional growth. This is also one of the important experiences for some teachers to grow into famous teachers. Second, enrich theoretical literacy and deeply grasp the audience. We learned from conversations with some teachers that some teachers' "attendance records" were written as "running accounts". One of the key factors is that teachers know little about the cutting-edge education and teaching theory and have a superficial understanding of the nature, concept and curriculum objectives of the new curriculum. Therefore, when investigating the ecological situation of classroom teaching and teachers' teaching behavior, there is a lack of theoretical macro-grasp and rational correspondence. Therefore, teachers should constantly learn the cutting-edge education and teaching theories, understand the educational ideas that are constantly enriched and developed today, seriously study and profoundly grasp the essence of the "new curriculum standard" and related education and teaching concepts and strategies, so as to be condescending, scientifically and rationally examine the original ecology of classroom teaching, go deep into the connotation of teachers' classroom teaching, understand its "subtlety" and find its shortcomings; In order to feel, experience, think and gain. Then compare yourself, find out the problems and gaps, put forward improvement measures, write a scientific and effective "lecture record", and promote the growth and development of the specialty. Third, master relevant technologies and pay attention to reflection and perception. Another important reason why teachers write "lecture notes" as "running accounts" is the lack of necessary technical guidance and enlightenment, and they don't know how to remember and what to remember. In our opinion, to solve the problems of "attending class" and "how to record", we should start from the following aspects: before attending class, we must know the topic, class type, teaching objectives, teaching ideas and teaching methods of the lecturer (it is best to carefully study the teacher's teaching implementation plan), and then think about how to design the same class if we come (it is best to make a plan ourselves) and compare their similarities and differences. Secondly, at the beginning ... >>

Question 9: How to fill in the time of parents' attendance record; Location; Lecturer; Course name; Teaching content.

Finally, you can add your courses.

Question 10: How to write teaching reflection in stages in kindergarten is a powerful means and effective way to promote teachers' professional growth, improve teachers' teaching behavior, promote teachers' ability development and improve teachers' professional quality by improving teachers' self-awareness level. The growth of teachers is equal to experience and reflection. Regarding what reflection is, it can be said that different people have different opinions. Western philosophy usually regards reflection as a method of spiritual self-activity and introspection. Locke thinks that experience can be divided into feeling and reflection according to its source, the former is external experience and the latter is internal experience; Reflection is that the mind looks at itself with its own activities as the object, which is a human thinking activity and psychological activity. Some people also define reflection as the ability of the subject to critically examine his own behavior and situation based on himself. The author thinks that reflection is an individual's critical thinking about his own experience and behavior on the basis of self-experience, and monitoring and evaluating his own behavior according to certain standards.

In order to stimulate teachers' research consciousness and cultivate teachers' reflective ability, in teaching and research activities, we advocate preschool teachers to write teaching reflections and require small reflections after class-weekly reflections-major reflections on themes. In view of the effective organization of kindergarten teaching activities, a reflection chain is formed from shallow to deep, and curriculum research is strengthened in the process of reflection to improve teaching skills. In practice, some teachers have benefited a lot, while others are at a loss. Open the teacher's reflection notes, which are empty, floating and miscellaneous. Some teachers regard teaching reflection as a task-based and coping work, such as the scientific activity ups and downs. Teacher's reflection record: children are interested in inquiry activities and can boldly try and observe the ups and downs of objects, but for a little longer; In the language of "The White Rabbit under the Peach Tree", the teacher reflected that children are interested in stories and have rich imagination, but they don't pay attention to the whole ... and so on. Reflection is superficial and a bit rigid.

In the final analysis, teaching reflection is a kind of self-awareness, thinking habit and critical spirit of teachers. Sometimes, experiential reflection is a tacit knowledge of teachers. People who are used to rational thinking will always analyze their behavior consciously or unconsciously, so as to regulate themselves. From what angles should preschool teachers reflect?

First, tell the truth-write it and lose it.

After a class, the teachers are familiar with the teaching situation to varying degrees, and the teaching effect either exceeds their expectations or is not satisfactory. Organizing teaching activities can make the classroom atmosphere more active than before because of the teacher's interesting beginning; It can greatly increase the interest of the story because of a teacher's eyes and a gesture; Can get unexpected results because of a new teaching method; Or because of talking more and sitting more, the child is slow; It will also take a detour because of the negligence of one link. Furthermore, "cause" and "effect" are interactive. Regardless of success or failure, teachers should tell the truth and record it, so as to be more considerate, operate more freely and take fewer detours in future work. For example, if a child's question is difficult for the teacher to answer at the moment, the teacher should record it after class, look for information later, and then supplement the answer.

Reflection Case: Scientific Activities —— Disassembling ballpoint pens

In this activity, I didn't notice the difference of children's experience, so some children easily completed the whole process and seemed to have done nothing. I should prepare some complicated pens in advance. Once the above situation occurs, I can create a space for these children to explore further. In addition, when inviting individual children to demonstrate for everyone, although the physical projector is used, the effect is still not ideal. Children still can't see some small and key steps clearly. You can use group learning to let each group of children demonstrate in the group, which not only solves the problem, strengthens mutual learning among children, but also brings confidence to these children. Also, after disassembling the pen, we should guide the children to deepen their understanding of various parts, especially the role of the spring in the ballpoint pen.

Second, timely feedback-writing teachers and students

The teaching process is a process of dialogue and interaction between teachers and students. Teachers' emotions, teachers' gestures, teachers' understanding of children, textbooks and teaching methods, learning methods and the use of teaching AIDS all directly affect children, and affect the classroom atmosphere and the quality of activities. On the contrary, children's attention, participation, fatigue, personality characteristics and experience differences will also react on teachers. Both of them coexist and interact with each other, which affects the teaching effect. Therefore, teachers should give timely feedback after organizing activities, distinguish the two-way performance between teachers and students and the quality of activities, and help teachers distinguish between "teachers" and "students" in preparing lessons and attending classes in the future. > & gt