Briefing article on primary school Chinese evaluation activities 1 1. Focus on classroom teaching
1. Be fully prepared and pay attention to the routine.
Preparing lessons is the foundation of a good class. Although this is a normal class, most Chinese teachers are fully prepared. The lesson preparation is in place, and everyone has made exquisite teaching courseware. Good routine is the guarantee of a successful class. In the classroom, teachers pay attention to the regular training of students, from the standing posture of students answering questions to the sitting posture, reading posture and writing posture of lectures, which are reflected in different classrooms. The teacher and Pan have an orderly class, and the teachers and students cooperate tacitly, which shows that they are well-trained and well-trained.
2. Reading shows the charm of Chinese.
The core of Chinese teaching is to cultivate students' sense of language. Reading is the most active and effective stimulus to cultivate language sense. In this activity, most Chinese teachers can reflect the idea of understanding in reading the new curriculum standard, and pay attention to promoting understanding through reading in teaching, so that students can experience the thoughts and feelings of characters through reading aloud. Teacher Ma combined with the picture, let the students understand the softness, lightness and fineness of the spring rain and the different views of birds in the immersive environment. Children are very attractive to read. Teachers Tang Xia and Susanna pay attention to the key words (keywords) to reflect the characteristics of people or scenery, and do well. In reading aloud, several teachers fully embody the Chinese teaching concept of "promoting understanding by reading, and understanding while reading", and can guide students to fully read the text and feel the text and life from different reading forms and reading levels. Show the charm of Chinese classroom in "reading".
3. Pay attention to the guidance of learning methods, and the effect is obvious.
It is better to teach people to fish than to teach them to fish. When students master the learning methods, they will draw inferences from others and form the ability of Chinese learning. In Chinese class, teachers have awareness of learning methods, such as: emphasizing "eyes, heart and mouth" in reading, guiding students to mark books, so as to "do not read without moving pen and ink", reminding students to answer questions through teachers' evaluation, standing upright and sitting gracefully, and teaching students the methods of literacy and copybook reading in literacy and writing teaching.
4. In terms of teaching methods, all teachers can tailor their activities, optimize their activities, diversify their teaching methods, reform and innovate appropriately, make full use of modern information and multimedia technology, and reflect the requirements of the times in teaching development. For example, Mr. Ma, Mr. Tang and Mr. Fei teach naturally, speak Mandarin well and have strong affinity. Through teaching courseware, creating scenes to introduce into the classroom is lively and can arouse students' enthusiasm.
5. The blackboard design is simple and vivid, very general, very organized and very ornamental. For example, the fish swam to the edge of the paper, Susanna's The Day of Winning the Lottery, and Pan's Sun Moon Lake.
6. Listening and evaluating classes strengthen the quality and improve the professional level of teachers.
In order to make the teaching concept and teaching practice better integrated, to promote teaching by evaluation and learn from each other's strengths. After the lecture, the Chinese teaching and research group also arranged interactive class evaluation activities. All the teachers spoke freely, which not only affirmed the highlights of the teachers, but also sincerely put forward the main points of discussion, so that the activities of listening to lectures and evaluating classes achieved the expected results.
Second, the existing problems
1. Teachers talk too much in class, leaving less time for students, too many unnecessary words and too many unnecessary teaching links.
2. The unique teaching style is not obvious, and the teacher's personal charm is lost. Because every step of classroom teaching is like this, which leads to the recognition of the classroom. Can't show personal charm well.
3. Too much or insufficient classroom design, single teaching and evaluation, and untimely. In the process of classroom teaching, some teachers design too much content, which leads to procrastination and endless lectures. Most teachers' evaluations are single (good, great, etc.). ), and finally implement different evaluation languages for different students. It is necessary to strengthen the design of lesson preparation, not too much content, accurate time setting, and learn more different types of evaluation words.
In short, no matter what kind of class, the growth of students will always be put in the first place; No matter what kind of class, we always remember our responsibilities as teachers, which is our common goal.
A brief introduction to the activities of evaluating Chinese classes in primary schools II. What is there to be sure of?
1, "reading" shows the charm of China.
The core of Chinese teaching is to cultivate students' sense of language. Reading is the most active and effective stimulus to cultivate language sense. Professor Zhu Zuoren pointed out: "Only by cultivating a good sense of language can we fully embody the characteristics of Chinese class." In this activity, most Chinese teachers can promote enlightenment through reading and experience the thoughts and feelings of characters through reading aloud; Or catch keywords (keywords) to reflect the characteristics of people or scenery, which is very good. Teachers such as Cao Lihua, Zheng and Li Zengxia fully embody the Chinese teaching concept of "promoting understanding through reading and understanding through reading". Every teacher can lead students to fully read the text and feel the text and life from different reading forms and levels. Show the charm of Chinese classroom in "reading".
2. Pay attention to the guidance of learning methods. Most teachers attach importance to teaching students learning methods in teaching. In Chinese teaching of middle and senior grades, we should pay attention to guiding students to read and promote understanding through reading. Grasp the key sentences and understand the content of the characters. For example, when Cao Lihua taught fish to swim to paper, she repeatedly read and understood several key sentences, which made students realize how fish swam to the hearts of young people.
3. Teachers are aware of curriculum resources, and can tap the educational resources in life by combining teaching materials. Guiding students from textbooks to life and developing curriculum resources from broad social life have broadened students' horizons and enriched learning content. When Li Zengxia was teaching ships in Venice, she introduced the Oriental Venice-Suzhou after class, which extended from the text content to real life, so that students could enjoy the beautiful scenery and deepen their understanding of the text content.
Second, the existing problems
1. Teachers talk too much in class, leaving less time for students, too many unnecessary words and too many unnecessary teaching links.
2. The unique teaching style is not obvious, and the teacher's personal charm is lost. Because every step of classroom teaching is like this, which leads to the recognition of the classroom. How to show teachers' personal charm is a problem that we should think about.
3. Too much or insufficient classroom design, single teaching and evaluation, and untimely. In the process of classroom teaching, some teachers design too much content, which leads to procrastination and endless lectures. Most teachers' evaluations are single (good, great, etc.). ), so they can't implement different evaluation terms for different students.
In short, no matter what kind of class, we should put the growth of students first; No matter what kind of class we are in, we must not forget our responsibility as teachers, which is our common goal. The road ahead is long, so we should persevere, constantly reflect and sum up, and keep making progress.
A brief report on the activities of evaluating Chinese lessons in primary schools Part III. Analysis of teachers' lectures
1, showing good psychological quality.
The teachers who have the honor to teach have shown good psychological quality, gentle, natural and graceful, free and easy. Maybe it's because I'm arrogant and I only have students in my heart, so I can play normally or supernormally.
2. Be able to teach and control educational emotions.
Because the object of education is lively and naughty children, it is common for educators to be emotional, but the teacher of this lecture can be adjusted well. Napoleon once said, "A man who can control his own interests is greater than a general who can win an ideal city." I sincerely hope that teachers can be so passionate and steady in every normal class. In this way, students can relax their initiative, be peaceful and happy and kill two birds with one stone. Why not?
3. It embodies the idea of the new Chinese curriculum in primary schools.
1) strives to embody students' subjectivity, and initially embodies students' status as classroom masters. Students are the masters of learning, and all teaching activities should be internalized by students into knowledge and ability, emotional attitude and values, thoughts and personality. All activities in classroom teaching are for the development of students. Teachers have made a lot of efforts and attempts in these areas, and achieved certain results. All these show that teachers are beginning to pay attention to students' needs, interests and personalities, and try their best to help students develop on the original basis. This awareness is becoming more and more obvious, which shows that the curriculum reform has caused changes in teachers' concepts and classroom teaching behaviors, and students are gradually becoming the masters of the classroom.
2) The relationship between teachers and students has been improved. Teachers' friendly language and relaxed and active classroom atmosphere have narrowed the distance with students and greatly promoted two-way communication and teacher-student interaction in the classroom. In equal communication, it also embodies a certain guiding and organizational role. For example, teachers guide students to read, teachers demonstrate, teachers and students evaluate each other, and then correct shortcomings and learn what they read well. Teachers and students discuss, discuss and communicate on an equal basis. Students have no psychological burden, but they are often influenced by teachers' knowledge, experience and personality charm. In addition, when it is difficult for students to discuss in depth, teachers can ask some meaningful questions to guide students to think deeply.
3) Pay more attention to the study of a solid Chinese foundation.
Chinese curriculum standards emphasize the need to lay a good foundation for Chinese. This is the advantage of our Chinese teaching tradition, and we must never give it up. Chinese curriculum reform can only lay a solid foundation first and then pursue innovation. We must never give up our good traditions and pursue "innovation" unilaterally. In this class, the teachers have basically attached importance to the foundation of Chinese learning and conducted a solid foundation of Chinese learning. For example, literacy teaching adopts various methods to achieve good results, which not only embodies the foundation, but also embodies the innovation. Reading teaching pays attention to a certain amount of reading training and pays more attention to the guidance of reading methods. Teachers can accurately grasp the content of teaching materials, there is no phenomenon of overstepping the text, and pay attention to the excavation and application of teaching materials and student resources.
Second, the existing problems
1, students' learning initiative is not enough.
In Chinese teaching, although students' subjectivity has been reflected to a certain extent, some teachers' classes have not been fully reflected, so they can't really be student-oriented and learn-oriented. Some teachers are still dominated by teaching plans, and the formulation and implementation of teaching objectives cannot be formulated and adjusted according to the students' situation, and the teaching materials are not in-depth; The reading time left for students is not enough, and the teaching links are generally not deep enough; The spiritual strength passed on to students is not enough, and the humanity and initiative of Chinese teaching are not harmonious and unified. Therefore, in future teaching, we should also guide students, reduce the difficulty of teaching, stimulate children's self-confidence and satisfaction, tap students' interest and fun in learning, and spare no effort to protect children's initiative in learning. This requires teachers to dare to let go of themselves, dare to pretend to be deaf and dumb, treat children as teachers, turn their roles into "matches" and light up the light in their hearts; Be a lawyer and defend children; Be a cheerleader and cheer for it.
2. The collective evaluation is not positive enough.
In order to make the teaching concept and teaching practice better integrated, after the lecture, the teaching and research group also arranged for Chinese teachers to evaluate the class interactively. Before the mutual evaluation, the teachers taught this class themselves, and then all the students spoke freely according to the teaching content, which not only affirmed the teaching highlights of the teachers, but also sincerely put forward the main points of discussion, so that the Chinese teaching and research activities achieved the expected results. If teachers are not too modest and low-key, the atmosphere of collective evaluation will be more active.
In a word, this lecture and evaluation activity is effective and successful, but any successful class or the experience of excellent teachers may not be appropriate and effective if used in their own teaching. Real learning is learning without using it. After learning, you forget, and then you realize that you are consciously internalized into your own educational accomplishment and state. After you have achieved a high level, your natural state of mind is the best education. Finally, I wish all teachers, but also for self-encouragement: endure impetuousness, control the spirit of calm, be quiet and flow deeply, and take a solid road of Chinese teaching reform, so as to improve the level of Chinese teaching and research in schools.
Introduction to primary school Chinese evaluation activity 4 This activity can be regarded as the epitome of this semester's work. This semester, our Chinese teaching and research group has made some efforts in two aspects: classroom evaluation. Classroom teaching is the main channel and top priority of teaching and research work, and the main position of curriculum reform is classroom teaching, so we attach great importance to the research of classroom teaching. Carrying out classroom teaching solidly and effectively not only provides a stage for teachers to display their talents, but also a learning practice base for cultivating and improving students' comprehensive quality.
September is the first teaching month of this semester. First of all, we welcome the teachers in the teaching and research section to visit our school. Three teachers in the Chinese group attend classes, and the rest are in this grade. After class, the teachers listened to the evaluation and guidance of the teaching and research staff. The teacher reported many benefits. /kloc-the first-line teachers' seminar in our school in October is also the first round of seminars for our Chinese teaching and research group. All Chinese teachers, including Director Yu, attended. Before class, a teaching and research meeting was held for this round of class, requiring teachers to correct problems, give full play to their specialties, prepare lessons carefully, consolidate training and reflect the taste of Chinese according to the guidance of teaching and research staff and the counseling activities in September. Taking Mr. Zhang's tutorial class as an example, this paper guides teachers how to build an efficient classroom and improve students' Chinese literacy. At the end of this round of classes, the Chinese classes in Class Two and Grade Six of Grade Three have achieved remarkable results, but there are still many problems in the other four classes that need to be improved. Therefore, the teaching and research classes of 1 1 month are determined to be completed by the teachers of these four classes, with the main purpose of rectifying the problems that occurred in1month. Teachers accept opinions with an open mind and strengthen research between classmates and teachers. Results All four classes made progress in different degrees. Sun Jing and Zhang's classroom highlights frequently appear, which have won unanimous praise from the leading teachers. Liu Hua's class has also been greatly improved. Although teacher Yan Jun's classroom design remains to be discussed, he boldly conceived and practiced it. After a period of training, he finally showed the form of group cooperation in the classroom. 1February 23rd, with Jia Yong as the teacher, Mr. Yu Hongbo and I presented a three-hour text of the third grade of Jiangsu Education Edition to the whole school teachers, which reflected the elegance of the Chinese language group, fully embodied the school-running philosophy of our school, laid the foundation for the growth of students and guided the development of teachers.
We believe that it is not enough to have a good class, and class evaluation is also a teacher's basic quality. Therefore, our teaching and research group also takes how to evaluate classes as the key work this semester. The so-called classroom evaluation refers to the fair analysis and evaluation of the success or failure of classroom teaching and its reasons, which can correctly explain the educational behavior in the classroom from the height of educational theory. Specifically, it refers to the evaluator's value judgment on the activities of teachers and students in classroom teaching and the changes caused by them according to the classroom teaching objectives. Under the background of the current new curriculum reform, it is of great significance to evaluate classroom teaching objectively, fairly and scientifically for exploring classroom teaching rules, improving classroom teaching efficiency, promoting students' all-round development, promoting teachers' professional growth and deepening curriculum reform. Curriculum evaluation is conducive to promoting teachers to change their educational ideas, update their educational concepts and establish a new concept of curriculum reform; It is helpful to help and guide teachers to constantly sum up teaching experience, form teaching style and improve education and teaching level; It is conducive to timely feedback, evaluation and regulation of information, and arouses teachers' enthusiasm and initiative in education and teaching. But in the past, teachers' evaluation of classes was chaotic, like stragglers and lack of norms. Although some adjustments have been made, they are still not satisfactory. To evaluate a class, we should not only evaluate the content of the class, but also clearly evaluate the basis and standards of these aspects, and compare them with the relevant situation of the class, so as to make judgments, analyze the reasons or significance, and make suggestions.
In the first round of research curriculum evaluation, we put an end to the arbitrariness of teachers' evaluation of curriculum. On the basis of strict time regulation, teachers are required to evaluate courses according to evaluation criteria or teaching theories, which are guided by practice and then verified by practice, and good results have been achieved. 1 1 month, we further standardized the class evaluation, formulated an operable class evaluation form, and handed it over to the teacher one week before class, clarifying the purpose requirements. Teachers take on the tasks in class, so that they have a clear direction. When evaluating a class, talk about it on the basis of this table. Then, give these forms to the corresponding teachers, who will study them carefully and communicate with them if they have any questions. In this way, the combination of evaluation form and face-to-face evaluation will extend evaluation activities and make them more timely.
Whether doing or evaluating classes, we always connect four months' activities into a string and a line, and then do it after modification, without fighting unprepared battles or doing invalid work, so we can constantly improve and improve.
"Don't step, not Wan Li road. If you don't accumulate a small stream, you can't become a river. " Today, we take one step at a time, and tomorrow, we will have a bright future that is dwarfed by Wan Li and other mountains. ..
A brief introduction to the activities of evaluating Chinese classes in primary schools. 1. Try to improve the effectiveness of classroom teaching around the topics discussed.
How to really implement the idea of effective teaching and holistic teaching and make good use of 45 minutes of class time? In order to solve this problem, we will take "improving classroom efficiency and implementing the overall teaching concept" as the theme of this activity. In this activity, all the teachers in our group showed great enthusiasm for participation and very serious learning spirit. The lecture teacher carefully prepares and strives to do a good job in each class; The teacher is absorbed and listens carefully in every class; The class evaluation is warm and sincere. In every class, we know everything and talk endlessly. The teaching and research atmosphere is harmonious and warm. Everyone feels great in communication.
Second, full participation, classroom teaching highlights new ideas.
1, teachers' participation in activities is very cumulative. Everyone regards this lecture and evaluation as their rare learning opportunity. They are not afraid to expose their shortcomings and deficiencies, and they are eager to improve their teaching level. The spirit of active participation is commendable.
2. Teachers can design the teaching process from a humanistic perspective, create an equal, democratic, relaxed and harmonious teaching situation, and make full use of the existing conditions. For example, Teacher Liu Kun skillfully combined the introduction of music, pop songs and the novel Heart to create a good teaching situation.
3. In the design of teaching concept, teachers can pay full attention to the changes of their own teaching methods and students' learning methods. Teachers can set up students to sing operas, cultivate students' study habits of autonomy, cooperation and inquiry, and embody the new concept of taking students as the main body.
4. The purpose is clear and the text is thoroughly understood. What teaching tasks should be completed in a class, what knowledge students can master from this class, what are the key and difficult points of this class, and what knowledge points students can master by themselves; What kind of questions should be preset in class to arouse students' thinking, etc. And the teacher knows all about these things and has a clear aim. Teacher Yang Z and Teacher Zhang Z have done this very well.
5. Clear thinking and compact classroom design. All of them have vivid introduction, rhythmic design, distinct links and problem setting, which can arouse students' interest in learning, especially Mr. Yang Z, whose classroom teaching links are compact and the problem design is scientific and gradient, achieving the best teaching effect. This kind of classroom makes students active, nervous and happy, and the teaching concept of "people-oriented" fully mobilizes students' potential, and students really become the masters of learning.
Third, the shortcomings found:
1. Individual teachers did not pay enough attention to this activity and were not fully prepared. As a result, the cohesion of classroom content is unnatural and the language is inaccurate.
2. Individual teachers' teaching methods are single, giving and receiving traditional teaching, ignoring the exploration of knowledge and thinking methods, leading students by the nose, lacking respect and care for students' independent spirit and innovative consciousness, and paying insufficient attention to students' group learning and students' cooperative interaction, which leads to teachers and students' lack of vitality in the classroom and poor learning effect.
3. Some teachers' language is casual, not concise, and there are many spoken words, which affects the teaching effect.
Fourth, suggestions:
1. Teachers should further strengthen theoretical study, change their concepts, constantly infiltrate new teaching concepts in teaching, change their roles, be organizers and guides of students' learning, participate in students' learning, optimize classroom structure, and teach characteristics and styles.
2. Only when there is passion in class can the students' excitement be aroused, and the teacher's mood is not high, so it is difficult for students to get excited.
3. "Know yourself and know yourself, and you will win every battle." Teachers should know more about students while thoroughly understanding the teaching materials, so as to teach this lesson well. Teachers should never use their own understanding level to guess the students' understanding level, because xxx ten students will not master it well.
4. Don't preach according to the rules. If the teacher's classroom teaching is just preaching textbook knowledge, then don't talk about it. It may be better for students to interpret and analyze themselves than to listen to the teacher's boring explanation. Then there is the use of courseware, which is an aid to teaching, not an obstacle to teaching.
5. Prepare lessons carefully and never make intellectual mistakes in class.
6. Take blackboard writing as an essential part of preparing lessons and design it in advance.
Entrusted by Cai Yuqin, director of the Chinese Pinyin Teaching and Research Center of the National Minority Language Association, and colleagues of the Council, I made a brief comment on the observation activity of Chinese teaching in the lower grades of primary schools in China-Licheng Hotel 12 reading class. It is purely my personal superficial experience of participating in this activity. Some viewpoints are mainly intended to arouse the research and thinking of peers. If there is anything wrong, please criticize and correct me.
The overall impression of this activity (three sentences): there are many new people and famous teachers, and each class has an encouraging highlight; Grasping the goal and carefully designing, each class embodies the wisdom of teaching and research teams from all over the country; Children's fairy tales are wonderful, and every class shows the lively and clever innocence of Jinan children!
The specific expression is as follows:
(A) accurately grasp the classroom objectives of reading teaching.
According to the basic concept of Chinese curriculum standards and the characteristics of junior middle school students' Chinese learning, most classrooms can make full use of texts, adopt the basic teaching strategies of "reading, speaking and remembering" and "recognizing, remembering and writing", implement the study of language and characters, and infiltrate the education of humanistic spirit, which basically achieves the harmonious unity of humanity and instrumentality. For example, the balloon by the window and Who broke the vase. In Chinese teaching in the lower grades of primary schools, reading and literacy are the primary tasks, and reading comprehension can be slow or shallow. Class should focus on reading, focusing on difficult words and phrases, avoiding focusing on analyzing the text content.
(2) Vividly display the research results of the first reading teaching.
In class, teachers make full use of traditional new word cards. There are cards of various shapes that children are interested in, cards that are slightly rough when students preview, and cards that are used to "drive trains" and play games ... It can be said that the cards are small and have great functions. There are other ways to remember new words, such as finding friends, finding superfine product with a pinyin hat, guessing puzzles, picking apples, blossoming in one word, playing word games, reading Rubik's Cube, and "floating clouds" organically related to the text content. In the teaching of "Little Bamboo Raft Traveling in the Picture World", the teacher provided five literacy games for students to choose from when studying in groups.
(C) Flexible use of various forms of teaching methods.
Go by yourself first solved the problem of reading light words in the text, which is simple and effective.
Students' understanding of the word "can't wait" is obviously profound when reading and performing Sweet and Sour.
Coincidentally, students have a "continuous ups and downs" understanding when learning "The Sunset is Beautiful", and it is also effective for teachers to randomly guide the understanding with gestures.
"If" oral fill-in exercise: "Xixi can come with us, together." This is an organic combination of sentence training and connotation understanding.
Similarly, the paragraph reading training of praise not only reads the badger's confidence, but also reads the child's own confidence.
"Little Fish in Shallow Water" reads, "This one cares, this one cares! And this, this ... "When the teacher immediately triggered the students to pick up and throw fish repeatedly, it seemed too far-fetched and naive, but in the instantaneous situation at that time, the effect of students' understanding was obvious to all teachers.
(4) Pay active attention to the guidance of learning methods and the cultivation of learning habits.
Learning method is the main factor that constitutes students' learning ability. The lower grade of primary school is the stage of laying the foundation, and the way teachers impart knowledge to students in the classroom can no longer meet the needs of children's development of Chinese literacy, so the guidance of learning methods can not be used as a patent for reading teaching in middle and high grades. The teaching of autumn dolls guides students to try the learning method of sketching while reading. Promote the transformation from knowledge to skills.
After listening to the 12 reading class in this venue, my biggest feeling is that the primary school Chinese reading teaching class should be characterized by its surname "Yu", "Xiao" and "Low". Based on this, I would like to make the following three suggestions for your consideration:
(A) to further optimize the reading process of literacy teaching. In reading teaching, we should make full use of the reading text, try our best to combine it with the text and read in the context. Timely and diverse reappearance and consolidation should be arranged in class. According to the characteristics of mother tongue learning, the literacy teaching in the first and second grades of primary school does not start from scratch, so we should cherish this difference among students.
With the continuous advancement of Chinese curriculum experiments in primary schools, traditional literacy methods have injected new life, and new literacy methods have emerged. Many effective literacy teaching methods with local characteristics have been summarized in various places, but they have not been fully displayed in this observation activity.
(2) Instructional design should change the linear single structure as much as possible and turn to massive multidimensional structure, so as to better handle the relationship between presupposition and generation. It is necessary to carefully design classroom questions, avoid being too complicated and meticulous, and reflect the process from helping to letting go.
(3) Teachers should observe and study on the basis of normal classes in their own classes. The cost of making courseware should not be too high, but less and better. Courseware can't replace the reading comprehension of the text, and too many pictures will lead to the shortcomings of thinking. Writing exercises should be arranged in class.