The main battlefield for basic education curriculum reform is classroom teaching in primary and secondary schools. To promote the reform of classroom teaching and implement the requirements of the new curriculum reform, it is an effective way to carry out various forms of lecture listening and evaluation activities.
The traditional class listening and evaluation system mostly has the functions of screening, rewards and punishments, and the results of class listening and evaluation are mostly related to evaluation, promotion, promotion, etc. Therefore, most people who participate in class evaluation focus on the teacher. Look at the teacher's introduction design, look at the teacher's lectures and questions, look at the teacher's teaching process, look at the teacher's basic teaching skills and classroom organizational skills... but the performance of students is often ignored. Now, in the context of the new curriculum, the role of teachers has changed, the methods of teaching and learning have changed, and the focus of our attention when listening and evaluating classes must also change.
Pay attention to students’ classroom performance
“Learning and teaching” is the guiding ideology of modern classroom teaching evaluation. Therefore, when listening and evaluating classes, we should shift from focusing on the teacher's teaching to focusing on the interaction between teachers and students and the students' academic situation. The several states of students in classroom teaching should be used as an important basis for evaluating the quality of classroom teaching. When listening and evaluating classes, you should focus on the following states of students.
Students’ emotional state. Observe whether teachers can stimulate students' learning motivation and interest, whether students can devote themselves to learning with a full mental state, self-regulate and control their learning emotions, whether they can maintain a longer attention to learning, and whether they are curious and strong thirst for knowledge. During the lectures, we often find that some teachers themselves teach passionately and mesmerizingly, while the students under the podium are drowsy. Such a class is not a class that focuses on student learning, and it is not a good class.
Pay attention to whether students participate in teaching and learning activities fully, throughout the process and wholeheartedly. Experienced teachers never see students as containers but as torches that are expected to be lit. Since the implementation of the new curriculum reform, many teachers have realized that they can no longer just do everything in the classroom, and they can no longer perform a one-man show. They must find ways to provide time and space for students to participate. Classroom learning has become more vivid, the classroom atmosphere has become more active, and the learning methods of group discussion and cooperative inquiry have also been used. However, during the lectures, we found that some classes were still lively and lively on the surface. The teaching activities were designed with warmth and no depth. Students' thinking lacked depth and breadth. Most students followed others' opinions and lacked original insights and wonderful creations. To improve the quality of classroom teaching, teachers must face all students, stimulate students' deep thinking and emotional investment, encourage students to boldly question and think independently, and guide students to use their own language to clarify their opinions and ideas.
Pay attention to students’ communication status. Teaching is the process of interaction between teachers and students. Therefore, when listening and evaluating classes, we should pay attention to whether teachers can consciously create a democratic, equal, and harmonious classroom atmosphere. It depends on whether students can carry out scientific and reasonable division of labor and cooperation during the learning process, whether they can listen to other people's opinions, whether they can express their own opinions freely, and whether they can cooperate and communicate with other students when encountering difficulties to solve problems together.
Focus on the achievement of teaching objectives
An important sign of a good class is the high degree of achievement of classroom teaching objectives. The new curriculum reform advocates that classroom teaching goals should truly unify knowledge and skills, processes and methods, emotions, attitudes and values, so that students can learn to learn while acquiring knowledge and skills, and form correct values ??and life attitudes. Therefore, when listening and evaluating the class, the listeners should pay attention to whether the teacher can teach in an orderly manner according to the curriculum standards and teaching content system, and complete basic goals such as knowledge and skills. At the same time, they should also pay attention to the realization of students' development goals. Any approach that separates three-dimensional objects is undesirable. In the process of listening and evaluating classes, we found that some teachers only focus on the transfer of knowledge and skill training, or activities for the sake of activities, and labeling of emotions, attitudes and values ??education, which are not conducive to promoting the comprehensive and sustainable development of students.
Focus on the development of curriculum resources
In the past, "textbooks were the world of students", and teachers often regarded "teaching textbooks" as the focus of teaching, believing that as long as the topics involved in the textbooks are Just explain the knowledge points in full, in depth, thoroughly and in detail. The new curriculum concept believes that "the world is a textbook for students" and the new textbooks are open. Therefore, when listening and evaluating the class, the listeners should pay attention to whether the teacher is good at using teaching materials to teach, whether he can develop and utilize curriculum resources according to the curriculum standards according to the time and place, and pay attention to the connection between social changes and students' real life. The past practice of being able to step onto the podium with just a textbook and two pieces of chalk obviously no longer works. Of course, it would be terrible to go too far unilaterally. During the process of listening and evaluating the classes, we found that the teaching content was generalized in some classes, the teaching materials were neglected, the unique value of the subject was not fully explored, the subject flavor was not strong, and a Chinese class may be regarded as a waste of time. Art classes, biology classes, etc. Obviously, this approach doesn't work either.
Focus on the selection of teaching strategies
Focus on the selection and application of teaching strategies mainly to see whether teachers can use effective teaching strategies in the classroom to make students love and learn about the subject they are teaching. Able to learn and good at learning. There are many teaching organization strategies. According to the requirements of curriculum reform, when listening and evaluating the class, listeners need to focus on how the teacher organizes students' independent learning and cooperative inquiry, and whether the teacher's immediate evaluation of students is developmental and motivating.
Autonomous teaching strategies. Paying attention to teachers' autonomous teaching strategies mainly depends on: whether the teacher allows students to learn by themselves when students can learn by themselves; whether teachers encourage students to express what students can express themselves; whether teachers let students do what students can do by themselves; In the classroom, can teachers not only liberate students' ears, but also liberate students' brains, mouths and hands?
Exploratory strategies. The new curriculum proposes to change the current situation in which curriculum implementation places too much emphasis on receptive learning, rote memorization, and mechanical training, and advocates a learning style in which students actively participate, are willing to explore, and are diligent in hands-on learning. Therefore, when listening and evaluating classes, attention should be paid to whether teachers can effectively organize and guide students to carry out research-based learning characterized by inquiry, so that acceptance and inquiry complement each other, and students' learning realm is higher and learning results are better.
Motivational teaching strategies. Paying attention to motivating teaching strategies mainly depends on whether teachers can give timely and valuable feedback to students' learning process, emotions and attitudes, and give full play to the role of classroom evaluation in guiding, motivating, diagnosing and reflecting on students' learning. The motivation for students is not formal, but also specific and sincere. Mistakes made by students must also be pointed out and corrected in an appropriate manner in a timely manner.
Listening to and evaluating lessons is an effective and important method and means to study classroom teaching and improve teachers’ teaching research level. Its role is just as one teacher said - the teacher's teaching philosophy is sublimated in the listening and evaluation, the teaching and research ability is strengthened in the listening and evaluation, the skills and skills are generated in the listening and evaluation, and the professional level is improved unconsciously. Let’s discuss with you how to guide new teachers to attend classes under the new curriculum standards.
I think this question involves three stages: pre-class preparation, class listening and recording, and post-class reflection.
In the pre-class preparation stage, I think they should be guided to do the following work:
Theoretical reserve. Learn new curriculum standards on the basis of mastering conventional teaching knowledge, try to understand the current status of teaching and research in this subject, and become familiar with new teaching concepts and theories.
Make clear the nature and type of lectures. The nature of the classes can be divided into demonstration classes, observation classes, seminar classes, exploratory classes, report classes, and competition classes (usually without the chance to hear them). The types of classes usually include reading classes (narratives, expository essays, argumentative essays, classical Chinese, and literary works). -Poetry, prose, novels, scripts) and writing courses (writing guidance, composition review).
Understand the subject and object of teaching. If possible, try to understand (familiarize yourself with) the lecturer (teaching style and characteristics), teaching objects (level, degree) and teaching content (what content is taught, which unit it belongs to, which volume, what are the unit teaching requirements, this volume What is the structure and arrangement of teaching content?).
Be familiar with the teaching object. Find the lecture content and preview it. If it is a reading class, read carefully what is written in the text and how it is written. Are there any difficulties or doubts? Do you have any unique insights? At the same time, imagine for yourself, if you let me teach this Text, prepare how to teach it so that you can have a comparison when listening to the class.
As the saying goes, if you pay attention, everyone in the world will learn. If you want to really learn something from a class, you must be a thoughtful person who listens to the class. If you do not prepare for the lectures, rush into the classroom, listen in a confused manner, do not understand the situation of the teacher and students, and are not familiar with the teaching materials, you will not gain much.
During the classroom teaching stage, teachers should concentrate on the "four things": "ears" - listen carefully to the teacher-student dialogue; "eyes" - carefully observe the teacher's teaching style, expression, Body language, writing on the blackboard, teaching aids used, and students' reactions and performance; "Heart-to-heart" - thinking carefully while listening, comparing the instructor's understanding, perception and teaching methods with "me"; "Hand-to-hand" - recording the teaching Process, key points, difficulties, writing on the blackboard, teacher-student communication, teaching "highlights" and "sparks" created by personal encounters with the situation. Specifically, we need to pay attention to the following issues in the classroom:
First, let’s talk about the teacher.
How to analyze and process teaching materials based on academic conditions. It mainly includes the understanding and perception of the text, the setting of teaching goals (knowledge goals, ability goals, emotional goals) based on a full understanding of students' learning status and interests, etc., the establishment and resolution of teaching priorities, and teaching difficulties. The design and breakthroughs reflect the role of teaching materials - whether to teach with teaching materials or to teach with teaching materials. The ability to handle teaching materials can best reflect a teacher's basic skills and teaching ideas (concepts). Only teachers who have a thorough understanding of the teaching materials, unique insights, and a clear understanding of students' academic conditions can achieve accurate and appropriate goal positioning. The design of key points and difficulties is reasonable and reasonable; only with advanced teaching concepts can you regard the teaching material as just an example - and use the teaching material to teach instead of just teaching the teaching material.
How to arrange the classroom teaching structure and organize classroom teaching. Mainly include introduction design, question design, blackboard design, classroom exercise design, after-class homework design, expanded content design, time allocation, rhythm control, content transition, etc. Reasonable arrangement of classroom teaching structure and smooth transition based on reasonable analysis and processing of teaching materials, so that classroom teaching can be carried out in an orderly manner are the basic requirements of teaching.
How to use teaching methods and aids. The use of rich, diverse, and reasonable teaching methods and auxiliary means for the analysis and processing of teaching materials, grasp of learning conditions, and arrangement of teaching structures is an effective guarantee for the successful completion of teaching work.
Key elements of listening and evaluating classes
Listening and evaluating classes is a routine method of teaching and research in various schools. Because it is "routine", few people pay attention to its effectiveness and scientific nature. In mid-November last year, Mr. West, Dean of the School of Education at the University of Manchester, made a shocking statement in a salon during an inspection of our school: "Your lectures and evaluations always talk about the people in the class, but not about the people attending the class or what they have learned. , and did not pay attention to what students learned. Isn’t this kind of listening and evaluation a waste of time? "This perspective of looking at the problem is very inspiring to me. After a period of thinking, the author believes that the following key elements should be paid attention to when listening and evaluating classes.
Teaching class: embodying ideas and showing style
In the past few years, when we talked about new courses, everyone thought they were very "new"; now that we are talking about new courses, it seems that nothing new can be said. Certain practices in the implementation of the new curriculum in some places are indeed "excessive". In addition, the reform of the examination system is still relatively lagging behind, so that the phenomenon of "teaching methods" must adapt to "examination methods" still exists to a certain extent. continue. In 2006, the concept of "effective teaching" came into people's view again after being given a new meaning. The author believes that the concept of "effective teaching" can be used as a new stage of new curriculum teaching to lead our classrooms. Open courses cannot just because there are some problems in the new course class, hastily invite traditional indoctrination teaching back to the classroom without even packaging it under the slogan of improving scores.
With the new curriculum concept, we should also promote personal style. Some young teachers, in collective lesson preparation, feel that it is reasonable for the father-in-law to speak to the public and the mother-in-law to speak for the mother-in-law, and finally choose to "integrate" everyone's opinions and reflect the opinions of the "father-in-law" and "mother-in-law", but they do not reflect their own understanding of the classroom. and grasp of the text. In the long run, it will only turn young teachers into "teachers." Teachers themselves are a kind of curriculum resource. If we cultivate and maintain them well, they will gradually develop into a style.
Listen to the class: ask questions and pay attention to the students
Many schools have regulations on the number of classes to listen to and evaluate. Some teachers rush to listen to a few classes before the end-of-month inspection as a sign of failure. Such teachers are considered "good citizens", and some even plagiarize or write a few lines of lecture notes out of thin air to cope with the inspection, and the euphemistic name is: using formalism to fight bureaucracy. Therefore, the author believes that lecture listening activities are best organized by the lesson preparation team, with different emphasis on themes each time, such as classroom problem presentation, classroom wit, independent learning, etc.
With the question, what should we listen to after entering the classroom? Some experts believe that "listening to lectures" should be changed to "watching lectures", which makes sense. Just listening is not enough. We also need to look at the students' classroom performance, not the teacher's performance, at least not entirely. From the perspective of dialogue teaching, teacher-student dialogue is only one of many dialogue forms. When we watch movies, we are always used to marvel at the acting skills of actors. In fact, the actor's acting skills are inseparable from the director's skill. What teachers have to do is to be the director behind the scenes, not just to be an actor. Some experts suggest that students should sit face-to-face while “watching classes”. In fact, whether you are face to face with students or sitting behind them, "paying attention to students' learning" is the essence of listening to classes.
Lesson evaluation: grasp the main points and provide ideas
The author does not agree that the audience will immediately participate in the evaluation after listening to the lecture. Attendees should also ask questions to think about and look up information. The listener should not be more relaxed than the person taking the course. Only when the listeners are not relaxed can they taste the taste of the class and evaluate the level of the class. Nowadays, there are abundant resources on the Internet. As long as you search, you will find countless materials for selection, reference, and triggering thinking, so that listeners can view the advantages and disadvantages of the class from multiple angles. After studying the text in depth, it’s important to capture the key points.
Since we enter the classroom with a question, it is necessary to discuss this question as the key point and try to answer this question.
Does grasping the key points mean that the lesson evaluation can end here? When special teacher Yu Yingchao recently evaluated classes in Henan, he divided the evaluation into four steps: first talking about "class flow", secondly "an outstanding advantage", thirdly "a little suggestion", and finally "a new teaching design" . The last step is very important for teaching skills. Since we have been speculating for a long time, "I'll try it" has become a matter of course and expected. Standing and speaking will not hurt your back. Try going into the water to not only know how deep the water is, but also to develop your own "water nature" and make your class evaluation more convincing.
How do teachers listen to and evaluate classes
1. Listening to classes
Before listening to a class, you should be clear about whose class you are listening to? Why listen? What problem do you want to solve?
1. There must be a certain appropriate evaluation of students' participation level, learning attitude, learning habits, non-intellectual factors, etc.
2. Pay attention to the links, as well as the relationship between teaching content and time.
3. Pay attention to the authenticity of the teaching and how much real content it contains.
Four. Remember your own random thoughts and write them down while listening (random thoughts are a kind of perception and inspiration, a unique understanding at a certain time and an important sign of maturity in work).
2. What are the criteria for a good class?
What are the criteria for a good class?
⒈ A good class should be a meaningful class, that is, A solid class, not a lively class.
In a class, students’ learning must first be meaningful. The initial meaning is that he has learned new knowledge: the further development is that he has exercised his abilities; the further development is that he has a good and positive emotional experience in the process, which generates a strong demand for further learning; further development is that he becomes more and more capable. Lai Yue takes the initiative to devote himself to learning. By studying in this way, students will learn new things. When students attend class, "are there any changes before entering and when they leave?" If there are no changes, it is meaningless. If everything goes well in class and students know everything the teacher teaches, then why do you need to take this class again? In other words, a meaningful class should first be a solid class.
⒉ A good class is an efficient class.
Effectiveness is reflected in two aspects. First, from a general perspective, this lesson is effective for how many students in the class, including good ones, middle ones, and those with learning difficulties; The second is the level of efficiency. Some are higher, some are lower, but if it is ineffective or only effective for a small number of students, then this class cannot be regarded as a better class. In this sense, a good lesson should be a fulfilling lesson. During the whole process, everyone has something to do. Through the teacher's teaching, some changes have occurred in the students, and the capacity of the entire class is very large.
⒊ A good class should be a generative class, that is, a rich class, rich in content, active in many aspects, and inspiring.
A class should not be completely pre-designed. There should be emotional, wisdom, thinking and energy input from teachers and students in the classroom. There should be an interactive process and the atmosphere should be quite active. In this process, both resources and process states are generated. This kind of class can be called a rich class.
⒋ A good class should be a normal class, that is, an ordinary class. No matter who is listening to the class, you should only think about the students.
Many teachers are deeply influenced by open classes and observation classes. Once classes start, a common problem is over-preparation. Teachers work very hard before class, and students are very excited. When they get to class, they just take the things they have prepared and perform them, and nothing new is presented. Of course, preparation before class is conducive to students' learning, but the classroom has its unique value. This value lies in that it is a public space that requires collision of thinking and corresponding discussion. In this process, teachers and students generate a lot of new knowledge from each other. Open classes and observation classes should be more like “seminar classes.” Therefore, teachers are warned: "No matter who is in your classroom, even if it is the minister or the mayor, you must act as if there is no one else. You are teaching for children and students, not for the people who are attending the class. You must be 'no one else'" ". This kind of class is called an ordinary class, and it is emphasized that this kind of class is a class that can be taken every day, rather than a class that can only be taken with the help of many people to prepare.
⒌ A good lesson should be a real lesson, that is, a lesson with shortcomings.
A course cannot be perfect, and a perfect course is most likely to be expensive. As long as something is real, it will have flaws. If there are no problems in open classes and observation classes, the default goal itself is wrong. Such a preset will put a lot of psychological pressure on teachers, and they will have to make a lot of preparations. The final result is often not "colorful". The lessons in life are inherently to be improved, and such lessons are called real lessons.
Solid, substantial, plain and true, it seems easy to say, but difficult to actually do, but it is in such a pursuit process that teachers’ professional level can be improved and their minds can be broadened. , and at the same time, we can truly enjoy "the entire joy and wisdom of teaching as a creative process."
2. Basic performance of a good class
⒈ A good class must form students’ interest and motivation to continue learning.
⒉ A good class must take into account students with differences, so that students at different levels can gain something.
⒊ A good lesson must reflect the depth of thinking.
⒋A good lesson should encourage students to combine knowledge with practice and gain something.
3. Several Principles of Class Evaluation
Currently, our school’s class evaluation focuses on whether the bilateral interaction between teachers and students, student-student interaction is effective, whether the student’s dominant position is reflected, and the teacher’s teaching method Whether it has changed, and whether the three dimensions of the new curriculum reform are effectively implemented (but it cannot be said that all three dimensions must be present in every class).
The principle of seeking truth from facts
Evaluating lessons is based on a fair and realistic attitude. Telling the truth is a matter of reflecting the responsibility of the assessor and also giving the instructor an opportunity to learn. It must not If you do things half-heartedly, you will be sorry for the hard work of your colleagues.
2. Zero Distance Principle
The host should create a relaxed and pleasant atmosphere for class evaluation, so that the instructors can gain confidence and learn to reflect in the spring-like comments. Let every attendee dare to express his or her own opinion.
Three Targeted Principles
Lesson evaluation should not be comprehensive. It should comment on the main goals of the instructor. The questions should be focused and clear, fully affirm the characteristics, and boldly propose improvements without advocating. There are too many lists in 1234, just one or two points are enough.
Four Motivational Principles
When evaluating a class, you must first consider that the ultimate goal is to motivate the lecturer, not to find faults. You want the instructor to be more motivated after listening to your class evaluation. Confidence and courage, instead of letting him sigh after listening: "I will never take a public class again in this life!"
Five principles of difference
Evaluation of classes should be different for each individual , don't insist on uniformity, use other people's strengths to compare with your own shortcomings, rather than using your own strengths to compare with others' shortcomings.
Six Principles of Discussing Classes
Evaluate the class thoroughly, discuss the matter as it is, do not go from evaluating the class to criticizing the person, let alone negating all the work because of one class.
4. Several misunderstandings about class evaluation
1. Only listen and do not participate in class evaluation. This is a taboo in listening to lectures. There is no point in just listening to lectures without evaluating them.
2. A little water from a dragonfly, no pain or itching. Some teachers only listen to the general outline of the lectures, so they can only evaluate the lectures like this.
Three, no matter how big or small, everything is covered. There is no priority or focus in class evaluation.
Four. Act as a good gentleman. This is the most common, and only good things are said, so that the lecturers and listeners do not fully understand the shortcomings and regrets.
5. Harsh words and find faults in others. Looking at people through the cracks in the door - looking down on them is contrary to the principles of course evaluation, and we strongly do not advocate it.
6. Following fashion, being divorced from reality, and applying some fashionable theories and fashionable comments have little guiding value.
Seven: Silence in front of one’s face, but making false comments behind one’s back. This phenomenon is the most frightening. They don’t say anything during class evaluation, they just act as listeners and good people, but after class they make a lot of comments and criticize, and they often only talk about the faults of the lecturer, causing a very bad impression. Influence.
"Three-stage" class listening and evaluation
The so-called "three-stage" class listening and evaluation is to divide the teaching and research activities surrounding a class into the following three stages, each Stages have clear content and goals.
The first stage: pre-class part
First of all, after the teacher determines the teaching content, all teachers must be familiar with the teaching content and prepare lessons to achieve a thorough understanding of the teaching content. grasp and the basic formation of their respective teaching methods. Then a pre-class meeting is held. The pre-class meeting is divided into three steps: First, the teacher teaches the class. The second is that all teachers interact and communicate based on the lecture situation and their own lesson preparation experience. Teachers use everyone’s opinions to modify and improve their teaching design. Controversial content and links can be used as a generated observation point. The third is to break down the observation points. Observation points are divided into preset parts and generated parts. The preset part includes: time allocation and control, classroom evaluation, etc.; the generated part refers to the controversial focus issues in the pre-class meeting. Break down these observation points to each teacher and issue an observation record sheet.
The second stage: class part
The teacher will teach on-site according to the design. All teachers will participate in the class, observe their own observation points and fill in the observation records.
The third stage: after-class part
After class, the teacher will seriously reflect on the lesson, and other teachers will complete observation reports based on the observations in class. Then hold an after-school meeting. The after-class meeting is divided into two parts: First, the teacher reflecting on his teaching. Other teachers expressed their opinions on the reflection situation. Then, exchange observation reports on each observation point one by one. The questions and opinions raised in each observation report must be discussed by all members to try to reach a consensus. Finally, the activities are summarized, which is divided into two levels: first, all teachers summarize based on their participation in the activities, from the aspects of process participation, observation, exchange of experiences, comparison and reflection; second, the school's overall situation of the activities, including: Summarize the organizational situation, overall performance, agreed views, directions for future improvements, etc.
Since the implementation of the new class listening and evaluation model, the more obvious changes brought about are:
The classroom teaching level of lecturers has been effectively improved. There was collective participation in lesson preparation, everyone questioned the design, and people from different aspects paid attention and put forward relatively specialized opinions. Change the past habit of preparing by yourself, speaking by yourself, and having everyone praise you. The attitude of the teaching teachers is more serious, the scope of attention is wider, and the opinions, suggestions, and experiences obtained are more and more profound. It is of great help to hone teachers’ design and teaching skills.
The depth and effect of teachers’ participation in activities by listening to classes and observing them has been significantly improved. Participating as the main body of the activity, everyone was very enthusiastic. Understand the teaching content, participate in collective lesson preparation, listen to classes with purposes and tasks, organize observation reports, exchange observation experiences, etc., there are things to do and problems to think about. Teachers have naturally become the main body of teaching and research activities, and their enthusiasm for participation has been greatly improved.
. Teachers carefully observe specific issues, have deep thinking, and make class evaluations that are well-founded and highly targeted. The activity achieves the improvement of all employees. It is convenient to discover problems and generate research topics. During the activities, it is easy to find problems that we usually do not notice and have an important impact on the effectiveness of classroom teaching. The research and solution of these problems is a process of researching one topic after another. If correct guidance is provided, teachers will consciously enter a state of research.
Effective ways and methods to evaluate lessons
(1) How to evaluate lessons
1. Evaluate teaching objectives
Whether the teaching objectives are accurate Reasonable. The coach proposes goals based on the characteristics of the children in the class.
The three-dimensional goals (cognition, emotion, attitude) must be highly targeted and avoid being large and empty. Analyze whether the goals and content are appropriate.
2. Evaluate the leadership and main role of teachers and students
Whether the entire classroom teaching achieves the best combination of "leading" and "subject". Does it reflect that children are the main body of learning, and that teachers and students form a dynamic and synergistic force in teaching and learning in the classroom?
3. Comment on the classroom teaching structure
The clear structure and clear levels form multi-channel, multi-level and multi-directional information exchange for teaching and learning. See whether under the leadership of teachers and on the basis of children's independent learning, classroom teaching forms a dynamic combination of mutual assistance at the same desk, group cooperation, and whole-class teaching. The cross-subject network structure presents multi-channel, multi-level and multi-directional information exchange between teachers and students, and between children. (For example: "Dance of the Magic Circle", a class in the kindergarten of Western Normal University, is to listen to a very beautiful piece of music, and then use body language
to express the beauty of the melody and perform human body modeling. I am very fond of his The evaluation is that the entire structure is developed in several clues: people: gradually progressing from 1 person to 2 to 3 people; music: from a gentle music to low-medium-high music, while showing the human body The low-medium-high movements; movements: from not being able to perform along with the melody at the beginning to being able to perform along with the music in the end, what is displayed is a three-dimensional, multi-channel, overall advancement of several clues with a sense of layering. Encourage children to feel the beauty of the melody in the dynamic environment. )
4. Evaluate the teaching process
See whether the teacher can reasonably design the teaching according to the characteristics of the subject area and the cognitive rules of the children. process, making it lively and varied.
It depends on whether the teacher can adjust the teaching rhythm and psychological atmosphere in a timely manner during the teaching process so that the children always maintain the best learning attitude and the classroom presents the best teaching situation and the best teaching state. (This requires attention to details.)