On the basis of preparing lessons, according to the syllabus and teaching materials, combined with the relevant teaching theory and the reality of teachers and students, "speaking" means that teachers tell other teachers the teaching ideas and teaching design of this lesson in this unit. "Class evaluation" is an objective and scientific evaluation of teachers' lectures and lectures. Contents and requirements of lectures Teachers must explain the general idea, specific content, theoretical and practical basis of teaching design when giving lectures. 1. Analyze the teaching materials and students according to the syllabus. 2. Explain the establishment of teaching objectives and the way to realize them. 3. Explain the strategy of highlighting teaching key points and breaking through teaching difficulties. 4. Elaborate the idea of optimizing the teaching process structure. 5. Explain the choice of teaching methods and the optimization of teaching means. 6. Examples of teaching effects. The basic requirement of class evaluation is to make objective value judgments on the implementation of teaching objectives, teaching process, teaching effect, teachers' teaching ideas, teaching design and teaching ability according to certain teaching theories, so that teachers can continuously enrich and improve their own teaching. Curriculum evaluation should grasp the following points: 1, whether the establishment of teaching objectives is correct and perfect, and whether the teaching process closely revolves around the teaching objectives and adheres to the direction of the objectives. 2. The internal relationship between the imparting of knowledge and the psychological knowledge learned, and whether the handling of key and difficult points is appropriate. 3. Whether the teaching elements are conducive to optimization and how to embody the principle of "three modernizations". 4. Whether the teaching process is rigorous and orderly, whether the link transformation is organic, and whether the natural, artistic and emotional communication between teachers and students is vivid and harmonious. 5. Selection of teaching methods and application of media. 6. The realization of teaching objectives and the completion of teaching tasks. Teachers' basic teaching skills and proficiency in teaching skills. What does the lecture say? Teachers who have just participated in the lecture may not be very clear about several basic elements of the lecture. Here is a brief introduction. As far as the existing basic mode of attending lectures is concerned, attending lectures generally consists of the following basic elements: 1, teaching material analysis (1) What is the teaching content of this lesson, what kind it belongs to, what knowledge points it contains, what intentions and characteristics the textbook has when compiling, and special attention should be paid to excavating the hidden teaching ideas in the textbook; (2) The position of teaching content in the teaching materials, units and even the whole primary school mathematics learning stage, the role it plays, and the relationship between knowledge before and after. 2. Target Orientation (1) Teaching objectives have now broken the original way of stating the objectives of knowledge, skills and ideological education in blocks. The new curriculum standard advocates the goal of integrating knowledge, skills and emotions and positioning organically; (2) teaching emphasis; (3) Teaching difficulties; (4) Teaching preparation (such as preparation of teaching AIDS and learning tools, etc.). ) 3. Overall design of the teaching process (1) We need to talk about the overall thinking of classroom design, and what kind of thinking should be used to design teaching? Briefly introduce the classroom teaching structure of this course. For example, in the course of application problems, we can generally follow the idea of teaching modeling and arrange a trilogy of "creating situations-establishing models-practical application", which embodies the teaching concept of teaching knowledge from life and solving related problems in life with teaching. (2) Link design focuses on your overall thinking, introduces the main teaching links, or teaching framework, focuses on the handling of important and difficult points, talks about specific and effective teaching measures to highlight key points and break through difficulties, and introduces your own unique place. How do you say "lecture"? According to my understanding and experience of the lecture, there are still some differences between the actual operation of the lecture and the lecture notes, and even if I read a beautiful lecture note from a book, it may not have a good effect. Because the lecture notes are static, and the whole lecture is a dynamic process, there are audiences. Whether you can mobilize their emotions and thoughts largely determines the success or failure of your lecture. In class, I think I should give myself some basic ideas, such as: the basic teaching concept of teaching design, and what new curriculum standard spirit does your design reflect? What educational theory supports your overall teaching concept, that is, the basis of teaching theory; What is your intention in designing this way? What are you trying to achieve? What problems may arise in the implementation, and how do you guide and solve all kinds of problems? Do you think the textbook of this lesson should deal with the learning subjects, explain the reasons for your handling, what learning obstacles students may avoid in their studies through your handling, and what advantages they have? At the same time, we should pay attention to several problems in the lecture: (1) The lecture as a whole should be smooth, not reported, such as "many 123", and the transition of several links should be natural. For example, after passing through teaching material analysis, when determining the goal, we can say: "Based on the understanding and analysis of the teaching materials, I will set the teaching goal of this class as ……" "Don't cover everything, don't elaborate in the lecture, what we are going to talk about are some teaching plans, so we should talk more about the difficulties that students may encounter in learning and the teaching strategies of teachers. The level here is also true for a certain teaching link. For example, when dealing with major problems, what problems do you design? If the first scheme fails, how to arrange the second scheme, etc. What exercises are arranged in the exercise, and do they show hierarchy. (3) Speak with confidence, passion and personality. Since it is a lecture, ingredients are very important. It is best to infect the audience with high emotions and passions. At the same time, we should focus on our own strengths, foster strengths and avoid weaknesses, and reflect our own personality. For example, a teacher with good handwriting can write your whole frame on the blackboard, which will not only make the audience think clearly, but also increase your impression. What if you are happy? How do teachers evaluate classes (don't cover everything, but highlight the key points) 1. From the perspective of teaching objectives, teaching objectives are the starting point and destination of teaching, and its correct formulation and realization are the main yardstick to measure classroom 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, it means that the knowledge goal should have quantitative requirements, and the ability, thought and emotional goals should have clear requirements, reflecting the characteristics of the discipline (see curriculum standards); Suitability refers to the determined teaching objectives, which can be guided by the syllabus, reflect the characteristics of the current year, grade and unit teaching materials, conform to the actual age and cognitive law of students, and have moderate difficulty. (2) From the perspective of achieving the goal, it depends on whether the teaching goal is clearly reflected in every teaching link and whether the teaching methods closely focus on the goal and serve the goal. We should pay attention to whether the content comes into contact with the classroom as soon as possible, whether the teaching time of key content is guaranteed, and whether the key knowledge and skills are consolidated and strengthened. 2. Analysis from the treatment of teaching materials: The evaluation of a teacher's class depends not only on the formulation and implementation of teaching objectives, but also on the teacher's organization and treatment of teaching materials. To evaluate a teacher's class, we should not only look at the accuracy and scientificity of the teacher's knowledge transfer, but also pay attention to analyzing whether the teacher highlights the key points, breaks through the difficulties and grasps the key. 3. From the analysis of the teaching process (the evaluation of the teaching process mainly includes the following aspects): (1) Look at the design of teaching ideas: teaching ideas are the main line of teachers' classes and are designed according to the actual situation of teaching content and students' level. It embodies a series of teaching measures, such as how to arrange the combination, how to connect the transition, how to arrange the details, how to arrange the lectures and exercises, etc. The design of teachers' classroom teaching ideas is varied. Therefore, when evaluating teaching ideas, the evaluator should first see that the design symbols of teaching ideas do not conform to the teaching content and students' reality; It depends on whether the design of teaching ideas is original and extraordinary, giving students a sense of freshness; Third, look at the level of teaching ideas and whether the context is clear; Fourth, look at the actual operation effect of teachers' teaching ideas in the classroom. (2) Looking at the classroom structure, there are differences and connections between teaching philosophy and classroom structure. The teaching idea focuses on the treatment of teaching materials, reflecting the vertical teaching context of teachers' classroom teaching, and the classroom structure focuses on teaching skills, reflecting the horizontal levels and links of teaching. It refers to the establishment of each part of a class teaching process, as well as their connection, order and time allocation. Classroom structure is also called teaching link or step. Calculating the lecturer's teaching time design can better understand the lecturer's teaching focus and structure. The design of arranging teaching time includes: ① calculating the time allocation of teaching links to see whether the time allocation and connection of teaching links are appropriate, whether there is a phenomenon of loose front and tight back, and whether the combination of teaching and practice time is reasonable. (2) Calculate the time allocation between teachers' activities and students or beating people to see whether it meets the teaching objectives and requirements, whether teachers take up too much time and students' activities are too little. ③ Calculate the distribution of students' individual activity time and students' collective activity time. See whether the time allocation of students' individual activities, group activities and class activities is reasonable, whether there are too many group activities, and whether students have too little time to study, think independently and finish their homework independently. ④ Calculate the activity time of excellent and poor students. See if the activity time allocation of excellent students is reasonable. Is there a phenomenon that top students take up too much time and poor students take up too little time? ⑤ Calculate the non-teaching time to see if the teacher is divorced from the teaching content and does other things in class. The phenomenon of wasting precious classroom teaching time. 4. From the analysis of teaching methods and means: Teaching methods refer to the general name of activity methods adopted by teachers to complete teaching goals and tasks in the teaching process. It includes both the way teachers "teach" and the way students "learn" with teachers' knowledge, which is the unity of "teaching" and "learning". The evaluation of teaching methods and means includes the following main contents: (1) See whether it is suitable for your own situation and teach students in accordance with their aptitude. There are methods in teaching, but there is no fixed method. The key is to find the right method. Teaching is a complex and changeable system engineering, and there can be no fixed universal method. A good teaching method is always relative, and it always changes with the characteristics of courses, students and teachers themselves. In other words, the choice of teaching methods should be tailored and applied flexibly. (2) Look at the diversity of teaching methods. Teaching methods should avoid monotony and rigidity. The complexity of teaching activities determines the diversity of teaching methods. Therefore, the evaluation of classroom depends on whether teachers can choose teaching methods appropriately according to the actual situation, and also depends on whether teachers can make efforts on the diversity of teaching methods, so that classroom teaching is extraordinary, innovative and artistic forever. (3) Look at the reform and innovation of teaching methods. To evaluate teachers' teaching methods, we should not only evaluate conventions, but also look at reform and innovation. In particular, comment on the lessons of some backbone teachers with good quality. We should not only look at convention, but also look at reform and innovation. It depends on the design of classroom thinking training, the cultivation of innovation ability, the display of theme activities, the construction of new classroom teaching mode and the formation of teaching artistic style. (4) Look at the application of modern teaching methods. Modern teaching calls for modern educational means. Teachers should also use modern teaching methods such as projectors, tape recorders, computers, television, movies and computers in a timely and appropriate manner. 5. From the analysis of teachers' teaching basic skills: teaching basic skills are an important aspect of teachers' good classes, so the evaluation of classes depends on teachers' teaching basic skills. (1) blackboard reading: scientific and reasonable design; Concise and clear; Strong organization; Artistry (neat and beautiful handwriting, skillful board painting, etc. (2) Look at the teaching attitude: Teachers' teaching attitude in the classroom should be clear, cheerful, solemn and infectious. Dignified appearance, calm manner, enthusiastic attitude, love for students, emotional integration between teachers and students. (3) Look at language: Teaching is also the art of language. Teachers' language is sometimes related to the success or failure of a class. Teachers' classroom language should be accurate and clear, precise and concise, vivid and inspiring. The intonation of the teaching language should be appropriate, the speech speed should be moderate, and the cadence should be varied. (4) Look at the operation: Look at the proficiency of teachers in using teaching AIDS and operating projectors, tape recorders and microcomputers. 6. Analysis from the teaching effect: "To analyze a lesson, we should not only analyze the teaching process and teaching methods, but also analyze the teaching results." Seeing the effect of classroom teaching is an important basis for evaluating classroom teaching. The evaluation of classroom effect includes the following aspects: First, the teaching efficiency is high, the students' thinking is active and the atmosphere is warm. Second, students have benefited a lot, and students of different degrees have made progress on the original basis. Knowledge, ability, thinking and emotional goals have been achieved. Third, the effective use of 40 minutes, students learn easily and happily, have high enthusiasm, solve problems in class, and students have a reasonable burden. The evaluation of classroom effect can sometimes be carried out through tests. That is, at the end of a class, the teacher will test the students' knowledge on the spot and then evaluate the classroom effect through statistical analysis.
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