First, what is teaching evaluation from the perspective of teaching content?
Different purposes observe and evaluate teaching from different angles. The self-defined angle of Chinese teaching observation and evaluation is teaching method, paying attention to teachers, "how to teach", teachers' teaching skills, teaching art and teaching style, and paying attention to how exquisite and wonderful the classroom is, which is particularly prominent in open classes, observation classes and evaluation classes. Chinese teachers are also encouraged to pay attention to teaching methods, teaching process and explore various "teaching models" in classroom teaching research; What kind of class is a good class? When considering this problem, many teachers are thinking about the method of "how to teach", how to teach first, how to teach again, and how to teach again. With the advancement of the new curriculum, the angle of teaching observation and evaluation has risen to "teaching concept", and the implementation of the concept is often understood as teaching methods, advocating equal dialogue and embodying inquiry learning. In the eyes of many teachers and evaluation experts, it seems that it is only the reform of teaching methods. The introduction of constructivism has gradually shifted our foothold of observing and evaluating teaching from teachers' "teaching" to students' "learning", which is a great progress; However, in practice, such indicators as "student activities", "classroom atmosphere" and "teaching effect" are largely reduced to teachers' teaching methods.
Teaching methods are very important, and teaching methods that embody advanced ideas should be vigorously publicized. However, the effort of teaching methods is to realize the teaching content more effectively. Advanced ideas are first related to the teaching content, and first of all, they should be implemented on "what to teach". Teaching content and teaching methods are two aspects. The observation and evaluation of teaching can be viewed from the perspectives of how to teach first, how to teach again, how to teach later, what to teach first, what to teach again, and what to teach later. It can focus on both teaching methods and teaching contents. Under the present circumstances, for Chinese teaching, we think the teaching content is more important and crucial. If there is something wrong with the teaching content of a Chinese class, or it is only useful on the test paper, then the value of the teacher's teaching is extremely limited, no matter how exquisite and wonderful the classroom atmosphere is.
Before evaluating the teaching method of a class, we should first examine whether its teaching content is correct; After feeling the active atmosphere of classroom teaching, we should pay more attention to whether students have Chinese experience corresponding to the teaching content; It is also necessary for us to pay attention to the effective realization of Chinese curriculum objectives. Observing and evaluating teaching from the perspective of teaching content is to examine and reflect on what teachers have taught in this class, and then explore and observe students' learning experience, and investigate the correlation between teaching content and Chinese curriculum objectives.
Second, how to observe and evaluate teaching from the perspective of teaching content
(A) grasp the standard of a class.
The most direct purpose of teaching evaluation is to make a qualitative evaluation of a Chinese class to judge whether it is a good class or a lecture. From the perspective of teaching content, this paper puts forward the minimum standard, lower standard, higher standard and ideal standard of a "good class" of Chinese.
minimum standard
Teachers know what they are teaching.
1. Teachers realize what they teach.
2. Teaching is the content of "Chinese".
3. The teaching content is relatively concentrated.
According to the truth, a teacher will not be ignorant of what he teaches in class, and there should always be some professional reasons for what he teaches. But this is not the case. "I don't know what to teach" is the biggest trouble for Chinese teachers to prepare lessons: "I don't know what to teach" is the common feeling of Chinese teachers after class. Judging from a large number of class examples, in many of our Chinese classes, teachers really don't know what they are teaching, and often even the reluctant reasons such as "the teacher stipulates this" and "the exam is so out of question" can't be found and worthy. Teachers and students are busy in class, but they often don't know what they are busy with. This is a common phenomenon in Chinese class. I am afraid it is also a unique phenomenon in Chinese class. In view of this, we regard the seemingly strange words "What do teachers consciously teach" as the bottom line of "good class" in Chinese class.
In some Chinese classes, teachers are explaining and using various resources, students are engaged in various activities, including "four-person group discussion" from time to time, and "dialogue" between teachers and students is frequent. Teachers seem to know what they are teaching and sometimes they can say something. However, after a little investigation, we can draw the conclusion that what he teaches has little to do with "Chinese" and has no substantial influence on students' listening, speaking, reading and writing. "Planting other people's fields indiscriminately and wasting your own land" can be said to be a true portrayal of many classes in China. If you don't know what you are teaching, it will often show that a class is full of things that have little to do with "Chinese" Although what is "Chinese" and what is not one's own "land", how to distinguish other people's "fields" and how to analyze specific problems in lesson learning need further discussion, in principle, what is taught is the content of "Chinese", which should be the bottom line of "good class" in Chinese class.
The teaching content is small but precise, which is the basic principle of classroom teaching. But our Chinese class, a 40-minute class, is generally more than a dozen or twenty or thirty contents. It seems that we have everything in class, but the result is nothing to teach, nothing to teach. For example, "metaphor" has been taught since the first grade of primary school until the third year of high school, and it is still taught in the college entrance examination review class. As a result, students still can't learn. Twelve years of Chinese teaching can't be a metaphor. There can only be one explanation, that is, I haven't taught it-every time a teacher encounters a metaphor, he has to "speak" twenty or thirty articles at the same time, click and shake for 50 seconds, or 1 minute, and the result is equal to never teaching! For reading teaching, teaching dozens of contents in about 40 minutes is bound to dismember the text. If a Chinese class has ten, twenty or thirty contents, it can be roughly concluded that the teacher doesn't know what he is teaching. The teaching content is relatively concentrated, which makes students learn relatively thoroughly, and it is also one of the bottom lines of "good class" in Chinese class.
Lower standard
● The teaching content is correct.
4. The teaching content conforms to the normal state of listening, speaking, reading and writing.
5. The teaching content is consistent with academic understanding.
First of all, we should emphasize the consistency with the normal state, that is, the orientation, posture and way of listening, speaking, reading and writing taught in Chinese class should be consistent with what is needed and used in life, work and study. The antonym of normal is abnormal. If the "Chinese" we teach only shows its usefulness on the paper, even if it is not used on the paper with the improvement of the Chinese exam, it is a perverted "Chinese". For example, when reading a novel, you see the first sentence, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow, wow. Is it a good lesson to teach a bunch of "China people" who never read, write, speak and listen like this except for "lecturing" and "preparing lessons" in China? Is it the Chinese class we want?
Consistency with academic knowledge is actually consistency with correct professional knowledge. It should be said that at present, most Chinese teachers are graduates of Chinese Department in normal universities and have certain professional knowledge. If asked, most teachers can also say this knowledge correctly. For example, most teachers know the difference between ancient poetry and modern poetry, between Tang poetry and Song poetry, and between romantic poetry and realistic poetry. However, in classroom teaching, from primary school to high school, poetry teaching involves problem solving, author introduction, background introduction, and then paragraph meaning, theme and language characteristics. The difference between teachers' "knowing" is gone, and the teaching content is similar to ordinary articles, with a little rhyme or image at most. Everyone knows the "scene blending" of lyric prose and the "fiction" of novels. The key to argumentative writing is "problem analysis" rather than the statement of opinions. Although not everyone knows this, many teachers do. Then, why put the scenery written in a composition on the blackboard, and take the time to post the scenery? Why comment the stories in the novel as everyday events? Why does the argumentative paper only talk about how this view is right and good, only about the conclusion, only about the theory, and only about the "format" of the conclusion?
Consistent with the normal state of listening, speaking, reading and writing, consistent with academic understanding, its essence is to require teachers to reflect and think about the "Chinese knowledge" that has been "passed" in the field of Chinese teaching, and to require teachers to continue to learn professional knowledge and reflect it in the teaching content.