Kindergarten should be how to talk about the lesson, class, listening to the lesson, commenting on the lesson

(a) Speaking class requirements "six": that is to say the standard, said the materials, said the students, said the teaching method, said the training, said the program.

The standard is the basis for teaching, the characteristics of the materials and the situation of the students is both the starting point of teaching, but also the teaching of the boiling point. Teaching method is based on the characteristics of the textbook and the student's situation and choose, is to achieve the teaching objectives of the means; training, including in-class and extracurricular, is to cultivate students' ability to the way; program is to optimize the process of teaching and optimize the classroom structure of the teaching program.

"Six say" constitute the overall content of the lecture, but also constitute the whole process of classroom teaching.

(2), "six" specific requirements

1, said the standard

Mainly two points:

(1) the status and role of the selected topic in the undergraduate teaching. This is based on the teaching principles and requirements set out in the standard, in the overall grasp of the knowledge system of the textbook and the intention of the premise, by analyzing the content characteristics of the newly selected topics (chapter, section, lesson), to determine its position in the overall or unit teaching. By analyzing the connection between old and new knowledge, to determine its role in the overall or unit teaching.

(2) According to the "status" and "role", to formulate the learning objectives of the subject, usually from three aspects:

A, ideological and educational objectives ① ideological and political education - such as the "five loves", the "five loves", the "five loves", the "five loves", the "five loves", the "five loves", the "five loves" and the "five loves". - such as the "five loves" education, historical materialism, dialectical materialism education, moral quality education ② learning quality education - the cultivation of non-intellectual factors, such as perseverance, attitude, methods, habits, etc. ③ thinking quality education --Each subject has its own unique way of thinking and characteristics, which need to be taught to cultivate students' good thinking quality. Mathematics--equivalent conversion, combination of numbers and shapes, classification and discussion; language--integration of learning and life; English--communicative skills.

B. Knowledge Transfer Objectives

Mainly refers to the basic knowledge of each subject, the basic theory, the basic skills of teaching purposes and requirements.

C, ability formation objectives

What to memorize, what to understand, what to master, what to move, what to evaluate, what to synthesize, there should be clear requirements in the standard.

2, said the textbook

Mainly said the understanding of the content of the textbook, analysis and processing, including theoretical understanding, analysis of knowledge points. Focus. Identification and resolution of difficult points.

Analysis of teaching materials is the focus of the regular preparation, but also an important part of the lecture, but the lecture should focus on the theoretical basis for dealing with teaching materials and the method of treatment, but not to some specific knowledge to make more explanations and explanations. Such as language interpretation of the meaning of words, summarize the meaning of the paragraph, mathematical and chemical concepts, theorems and other explanations.

3, said the students

Mainly to analyze the situation, such as the students' original foundation, the study of the subject of the favorable factors and problems, on, in, under the three categories of students respectively, as well as the learning method of guidance. The student situation is an important basis for teaching, the determination of difficult points, the choice of teaching methods, the design of classroom training should be based on the school situation. But this is the weakest link in the conventional lesson planning. Most teachers are accustomed to elite teaching, like to design from a high point, while ignoring the actual acceptance of students how. Speaking of lessons, put forward to say students, is to strengthen the teaching and learning of the target, so that every effort of the teacher can play a role in all the students, receiving real classroom effectiveness.

4, said the teaching method

Mainly explains the choice and use of teaching methods and teaching tools. The question is no longer what method is best, what means the most simple, but according to the characteristics of the material, the actual students, teachers' specialties and teaching equipment, etc., to explain the choice of a certain method and means of the basis. Some teaching methods can not be theoretically scientific and reasonable, but there is a choice to use it, depending on the actual students, so that the choice of teaching methods, to the greatest extent possible, depends on the analysis of the learning situation.

5, said the training

The main purpose of training, training methods, training topics design. Training is the main way to cultivate students' ability, is an important part of teaching.

The training in classroom teaching should be designed according to the learning objectives and serve the objectives.

Training is generally divided into ① formative ② consolidative ③ stratified ability training three types.

①Mainly check the students' understanding of concepts, definitions, and basic knowledge ②help students master knowledge ③According to the students' mastery, so that the upper, middle, and lower three types of students have gained something through this exercise, and cultivate the ability.

6, said the program

Describe the teaching process of the whole class, that is, the implementation of the various teaching aspects of the process,. We often say id optimize the classroom structure refers to the design of teaching procedures,

Saying the content of the class is "six say", there are two methods. First, the material according to the "six say" in six pieces, one by one to say, so that the material is easy to organize, clear, but not strong artistry, giving people the impression of fragmentation. The second is a comprehensive organization, according to the teaching process, the "six said" content distributed in the teaching sessions, so that the artistry is strong, smooth, integrated, but the organization of the material is laborious, but also unclear. In short, each person according to their own actual situation to choose their own method of speaking.

Second, the class

The new curriculum reform requires teachers to "teach to learn" to "learn to teach" to the student-oriented learning model.

The new curriculum concept highlights the generativity of teaching and learning, advocating a humanistic view, curriculum view, teaching view, generative teaching put forward new requirements for teachers: teachers should respect the students' right to learn and creativity, teachers should change their role and teaching behavior.

The new teaching concept focuses on students' hands, brains, the pursuit of lively classroom, but after the hustle and bustle, some students' minds are blank, hustle and bustle in the student forgetfulness, the mood can not be calm, the teacher raised the issue of the lack of deep thinking, and thus the knowledge of the knowledge of the lack of comprehensive and deep understanding of the awareness. This phenomenon is not uncommon, and this situation should be so that teachers:

One, grasp the hustle and bustle of the "degree", the "hustle and bustle" when "hustle and bustle". From the beginning to the end of a class is not normal, and vice versa, from beginning to end are not lively a pool of dead water class is not normal. Teachers should be a class of "control division", how to be a good "control division" role is everyone must think y.

Two, the teacher should give enough time for students to think about the problem, do not let the students quickly say the answer, should put an end to the habit of students to speak out of turn, the student's mastery of knowledge depends on the degree of comprehension of the knowledge of the understanding of the comprehension. Each student's comprehension is not the same, must be different from person to person, according to the teaching. As a classroom "controller", the teacher should be asked from simple to complex, step by step, real students step by step, in addition should pay attention to cultivate students to read, think, do the exercise of the habit of conscientiousness and meticulousness.

The new teaching concept of the pursuit of generativity, comprehension, but the lack of effective guidance against the law of generation will also lead to students from nothing, but also a classroom pathology.

To make a class efficient and perfect, the teachers should be so:

1, the right mindset, natural and harmonious generation, do not violate the law, do not pull the seedling.

2, carefully study the teaching materials, to generate the dynamics of the guide, improve the variability of the preset, not rigid, envisioning more sets of teaching programs, according to the classroom changes in the situation at any time to change their teaching methods.

3, the design of the problem is targeted, ask valuable questions, ask questions that students are interested in or can stimulate students' interest in learning.

4, according to the student's acceptance of the situation at any time to adjust the content of the teaching, teaching, teaching process, do not read from the book, self-absorption, to be set up in every class:

"Service" consciousness - for the students' learning services.

"Need" awareness - for the needs of students.

"Generative" awareness - adjusting randomly to what happens in class or to some need.

"Effectiveness" awareness - striving to give students one lesson at a time.

In short, every teacher should be: teaching and art marriage, efficient and fun.

Three, listening to class

Listening to class is an effective means of teaching research. In the advocacy of vigorously carry out school-based teaching research today, vigorously carry out listening activities, research and improve the teaching of the existing problems is particularly important. However, in the traditional teaching concept, teaching is considered to be the process of imparting knowledge, the teaching process often becomes a teacher activity-based, "teachers speak, students listen; teachers say, students remember" process, the focus is on the teacher's teaching, so that the teacher's activities as the focus of teaching evaluation. Moreover, since the listener is neither involved in classroom teaching nor directly involved in the learning of teaching content, he or she is usually regarded as a person who does not have a direct relationship with teaching. Thus, there is no adequate preparation before listening to the lesson (not to understand the standard, the textbook, analyze the teaching objectives and requirements and student intelligence); listening to the lesson in the process of ignoring the students' classroom activities, do not pay attention to collect students' classroom feedback information. Such listening and evaluation, obviously contrary to the spirit of curriculum reform, can not play a due effect of teaching research. To this end, in accordance with modern teaching concepts, the innovation of listening and evaluation.

l, teachers should listen to the following three steps.

(1) There should be some preparation before the lesson.

(2) Observe and record carefully during the lesson.

(3) Think and organize after listening to the lesson.

2, not only to pay attention to the teacher's teaching, but also to pay attention to the students' learning:

For the teacher's teaching, listening to the lesson focus should be concerned about:

(1) classroom teaching to determine what kind of teaching objectives (students to learn what knowledge? What degree of learning? How is the emotion?) . When and in what way the objectives are presented;

(2) how the new lesson is introduced, including what activities students are guided to participate in during the introduction;

(3) what kind of teaching situation is created, and what real-life practices are combined?

(4) What teaching methods and teaching tools were used?

(5) What steps of teaching activities were designed? Such as: what kind of questions designed for students to explore, how to explore; arrange what kind of activities for students to do hands-on drills, so that the knowledge learned can be extended, transfer, consolidation; design what kind of questions or scenarios to guide the students to the new content and the existing knowledge integration and so on.

(6) What knowledge is systematized? Consolidate what knowledge? Supplement what knowledge?

(7) What skills are developed in students? To what extent?

(8) What teaching ideas are penetrated?

(9) What is the atmosphere of classroom teaching.

For students' learning activities, listening to the class should pay attention to:

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

(2) What kind of emotional responses students often make during learning activities;

(3) Whether students are willing to participate in thinking, discussing, arguing, and hands-on work;

(4) Whether students whether they are often motivated to ask questions; and so on.

3, the listener should be positioned as a participant in teaching activities, organizers, rather than onlookers.

Listeners should be "prepared" to listen to and participate in teaching activities, and lecturing teachers to participate in the organization of classroom teaching activities (mainly refers to the listener to participate in the organization of learning activities, tutoring, Q&A and communication), and as far as possible in the capacity of students (simulate the level of knowledge of students' thoughts and cognitive approach) to participate in the learning activities. Learning activities to obtain first-hand materials, so as to lay the foundation for an objective, fair and comprehensive evaluation of a class.

4, the development of students as the key point of evaluation.

The essence of teaching is learning activities, its fundamental purpose is to promote the development of students. Therefore, the results of the learners' learning activities are bound to become the key elements of the evaluation of classroom teaching good or bad, excellent or poor, successful or not. Students in the process of learning activities, if the thinking is stimulated, the academic level is fully (or to a greater extent) of the development and improvement of interest in learning to be fully (or to a greater extent) to stimulate and generate a sustained desire to learn, it can be considered that this is a very good class.

Four, teachers how to evaluate the class (do not face to face, to have a focus)

1, from the analysis of teaching objectives:

Teaching objectives is the starting point and destination of teaching, its correct development and reach, is a measure of the main yardstick of the class is good or bad. So analyze the class first to analyze the teaching objectives.

(1) From the teaching objectives, to see whether the comprehensive, specific, appropriate. According to the "standard", the requirements of the teaching objectives, comprehensive refers to the knowledge, ability, thinking and feeling, learning strategies, cultural strategies and other five aspects to determine the teaching objectives; specific refers to the quantitative requirements of the knowledge objectives, ability, thinking and feeling objectives to have clear requirements, reflecting the characteristics of the subject (see the standard); appropriate refers to the determination of the teaching objectives, can be guided by the syllabus, reflecting the years, grades, unit The characteristics of the teaching materials, in line with the age of students and understanding of the law, the difficulty is appropriate.

(2) From the point of view of goal achievement, it is necessary to see whether the teaching goal is clearly reflected in each teaching link, and whether the teaching means are all closely centered on the goal and serve to achieve the goal. To see whether the classroom as soon as possible to contact the key content, the key content of the teaching time has been ensured, the key knowledge and skills have been consolidated and strengthened.

2, from the handling of teaching materials on the analysis:

Assessment of the teacher a lesson on the good and bad not only to see the development and implementation of the teaching objectives, but also to see the organization and handling of teaching materials. When evaluating a teacher's lesson, we should not only look at the accuracy and scientificity of the teacher's knowledge, but also pay attention to analyzing the teacher's handling of teaching materials and choice of teaching methods to highlight the key, break through the difficult points, and seize the key.

3, from the teaching program analysis (teaching program evaluation includes the following major aspects):

(1) look at the design of teaching ideas:

Teaching ideas are the pulse and main line of the teacher's class. It is designed according to the actual situation of the two aspects of teaching content and student level. It reflects a series of teaching measures how to organize the combination, how to articulate the transition, how to arrange the details, how to arrange the lecture and practice.

The design of teaching ideas in the teacher's classroom is varied. To this end, the evaluation of the teaching ideas, a look at the design of teaching ideas in line with the actual content of the teaching, in line with the actual students; and look at the design of teaching ideas is not a certain degree of originality, extraordinary to give the students a fresh feeling; three look at the level of teaching ideas, the vein is not clear; four look at the teachers in the classroom teaching ideas on the actual operation of the effect.

(2) look at the classroom structure arrangement

Teaching ideas and classroom structure are both different and related, teaching ideas focus on the treatment of teaching materials, reflecting the teacher's classroom teaching vertical teaching vein, while the classroom structure focuses on teaching techniques, reflecting the horizontal level of teaching and links. It refers to the establishment of the various parts of the teaching process of a lesson, as well as the connection, order and time allocation between them. Classroom structure is also referred to as instructional segments or steps.

Calculating the instructor's instructional time design provides a better understanding of the focus and structure of the instructor's lesson. Arranging the design of teaching time includes: ① calculating the time allocation of teaching sessions to see whether the time allocation and articulation of teaching sessions is appropriate. To see if there is a loose front and then tight or tight front and then loose view, to see whether the lecture and practice time with a reasonable and so on. ② Calculate the teacher's activities and students or beatings can be time allocation, to see whether the teaching objectives and requirements of the same, there is no teacher occupies too much time, student activities too little time phenomenon. ③ calculate the students' individual

personal activity time and the distribution of student collective activity time. See whether the allocation of time for individual activities, group activities and class activities is reasonable, and whether there are too many collective activities and too little time for individual students to study, think independently, and complete homework independently. Calculate the activity time for students with good and poor performance. See whether the activity time allocation is reasonable for the superior and inferior students. The phenomenon that the superior students occupy too much time and the inferior students occupy too little time. ⑤ Calculate the non-teaching time to see if the teacher is out of the teaching content and doing other things in the classroom. The phenomenon of wasting valuable classroom teaching time.

4, from the teaching methods and means of analysis:

Teaching methods: refers to the teacher in the teaching process in order to complete the teaching objectives, tasks and the activity of the general term. Including teachers "teaching" way, but also includes students under the guidance of teachers "learning" way, is "teaching" way and "learning" way of unification. The unity of the way of "teaching" and "learning".

Assessment of teaching methods and means include the following main elements:

(1) to see if it is tailored, preferred live? Teaching has a method, but there is no fixed method, precious in the right way. Teaching is a complex and varied systematic project, there can not be a fixed and unchanging universal method. A good teaching method is always relative, it is always due to the course, due to students, due to the teacher's own characteristics and corresponding changes. That is to say, the choice of teaching methods should be tailored, flexible use.

(2) look at the diversity of teaching methods. Teaching methods most avoid monotonous rigid. The complexity of teaching activities determines the diversity of teaching methods. Therefore, the evaluation of the class not only to see whether the teacher can be oriented to the actual appropriate choice of teaching methods, but also to see whether the teacher can make some effort in the diversity of teaching methods, so that the classroom teaching is extraordinary, always teaching new, rich in artistry.

(3) Look at the reform and innovation of teaching methods. Evaluation of teachers' teaching methods should be assessed not only the routine, but also to see the reform and innovation. Especially the evaluation of some good quality backbone teacher's class. Both to look at the routine, but also

look at the reform and innovation. To see the design of the classroom thinking training, to see the cultivation of creative ability, to see the play of thematic activities, to see the construction of a new classroom teaching mode, to see the formation of the art of teaching style and so on.

(4) Look at the use of modern teaching methods. Modern teaching calls for modern means of education. Teachers also need to timely and appropriate use of projectors, tape recorders, computers, television, movies, computers and other modern means of teaching.

5, from the teacher's basic teaching skills on the analysis:

The basic teaching skills is an important aspect of the teacher's good class, so the evaluation of the class will also look at the teacher's basic teaching skills.

(1) look at the board: scientific and reasonable design; simple and concise; organized; artistic (neat and beautiful handwriting, skilful board painting, etc.)

(2) look at the teaching attitude: the teacher's classroom teaching attitude should be bright, lively, dignified, infectious. Instrumentation dignified, demeanor calm, enthusiastic attitude, love of students, teachers and students emotional blend.

(3) Look at the language: teaching is also a language art. Teachers' language is sometimes related to the success or failure of a lesson. Teachers of the classroom language, to be accurate and clear, when the concise, vivid image of enlightenment. The tone of the teaching language should be high and low, fast and slow, moderate, staccato, rich in change.

(4) look at the operation: look at the teacher's use of teaching aids, operating projectors, tape recorders, microcomputers and other proficiency.

6, from the teaching effect on the analysis:

"Analyze a lesson, both in terms of the teaching process and teaching methods, but also in terms of the results of teaching." Look at the classroom teaching effect is an important basis for evaluating classroom teaching. Classroom effect evaluation includes the following aspects:

One, teaching efficiency, active student thinking, the atmosphere is warm.

The second is that students benefit from a large number of students of different levels of progress on the original basis. Knowledge, ability, ideological and emotional goals reached.

Third, the effective use of 45 minutes, students learn easily and happily, high motivation, the problem in the classroom when the classroom to solve the problem, the student burden is reasonable.

The evaluation of the classroom effect, sometimes with the help of testing. That is, when the end of the class, the evaluator of the student's knowledge of the question of the mastery of the test on the spot, and then analyzed through the statistics to make an evaluation of the classroom effect