In my opinion, the first criterion for evaluating a good class is to look at the mental outlook of teachers and students, whether they are energetic or idle, whether they are absorbed or absent-minded, whether they are diligent, inquisitive or indifferent, whether they are clear-cut or vague, whether they are passionate or confused ... This is derived from the standing action in class, from shouting hello slogans, from the stage performance against time, and from the debate of active speech.
A good mental outlook should be harmonious, positive, democratic, efficient and pragmatic. The classroom atmosphere created in this way can make every participant have the self-motivation to meet Si Qi, the sense of urgency to race against time and the desire to show others, and feel excited, passionate, happy and fulfilling in it. This atmosphere seems mysterious. In fact, it is embodied in the communication and activities between teachers and students, in the material and spiritual existence in the classroom, and it is an objective existence that can be perceived by both sides and observers. It is the key factor that affects the efficiency of classroom teaching activities.
Second, curiosity: get to the bottom of it.
Teachers should choose appropriate learning content, design scientific teaching plans, create a relaxed teaching environment, adopt flexible teaching forms and organize appropriate teaching processes. Content, form, process and environment will arouse students' interest in learning and may also divert their attention.
To evaluate a class, the second aspect depends on whether students' interest in learning is strong, whether teachers' fanning is effective, whether curriculum design can stimulate interest, whether cooperative inquiry is attractive, whether learning has a sense of accomplishment, whether multi-interaction is infectious, and whether students' attention is distracted. If a class, teachers and students are in a state, I forget things, don't listen to things outside the window, just read sage books, then this class must be the best.
Third, teaching methods: independent interaction for practical results
In a really good classroom, students are teachers' colleagues rather than simple executors, and they are the masters of the classroom rather than slaves of homework. Under the guidance of teachers, students actively play their own initiative, use the power of cooperation with classmates, apply the most suitable way to acquire new knowledge, exercise their abilities, and feel the joy of learning in continuous progress.
Therefore, the third criterion for evaluating a class is whether students are independent, interactive and individualized, whether they advocate cooperative learning with complementary advantages, whether they design problems from the perspective of learning from the standpoint of students, whether they pay attention to the development differences of students and provide a step-by-step package plan ... If only teachers show their talents and tell the textbook incisively and vividly, and students are just listeners, then such a class is not a good class.
Fourth, teaching efficiency: relax moderately and combine work and rest.
Teaching efficiency is manifested in two aspects: one is the influence of full participation, and the other is the average of individual efficiency. Efficiency can be high or low, but if a mere formality is useless or only effective for a few students, then this class can't be regarded as a better class. First of all, a good class is full, tense, orderly and improved. Different students have different things to do and are all busy in an orderly way. Of course, it is not advisable to be blindly nervous. Relaxation is the way of civil and military affairs, and the combination of work and rest is also the magic weapon of learning.
Five, ability training: immediate feedback.
Classroom discussion is the climax of classroom teaching activities, an important way to deepen cognition, divergent thinking, develop ability and improve consciousness, and a vivid embodiment of students' main role. Teacher-student interaction and student-student interaction are the organic unity of education, nurturing and development, and realize the harmonious development of knowledge and personality, practice and ability, consciousness and morality.
However, discussion is not enough. A good class should be properly trained and tested, so that all students can have a successful experience, thus stimulating students' internal learning motivation, constantly promoting and strengthening students at different levels to establish self-confidence and self-esteem, especially to protect the self-esteem of students with learning difficulties and truly implement the curriculum concept of "for all students" in the new curriculum standard.
Regular testing and timely feedback are equivalent to providing students with a mirror to show themselves, know themselves and correct themselves. With this mirror, we can review old knowledge, check and fill gaps.
Sixth, the goal is achieved: the in-class test should be flexible.
It stands to reason that the "teaching goal" should be put in the first place when evaluating a class, but I rank it in the seventh place because I pay more attention to the achievement of the goal and the teaching measures taken to achieve it. The evaluation of a class mainly focuses on the class, but experts can see the preparation. The primary consideration in preparing lessons is the teaching objectives. Only by designing curriculum objectives from three aspects: knowledge and ability, process and method, emotional attitude and values can we have a clear aim and avoid "empty guns".
To set teaching goals, teachers should know what to teach and how to teach. If the goal is unclear or simply aimless, blindly learning and teaching will be a mess. Good classroom, teachers and students know fairly well, teaching points to "going straight to Huanglong", and the teaching process tries to avoid side escape. Such a class is naturally clear-cut, clear-headed and straight to the point.
Seven, extended drive: I have a lingering fear of class.
"I look forward to your every Chinese class. I really hope that the class time will stop here, and I am particularly afraid of hearing the bell after class. " This is a passage that students praise the teacher, but I think it tells the true meaning of the best classroom, that is, the aftertaste is long and far-reaching. Looking forward to class means that learning is enjoyment; Fear of noise shows that such a class is full of fun.
In view of this, evaluating a class depends not only on students' performance in class, but also on their emotional experience. A good lesson should be that teachers skillfully create classroom situations, stimulate students' interest in learning, make students explore independently and be willing to train. Every student has the opportunity to participate and perform, so that every student can experience the joy of learning and gain mental development in the process of participation.
Eight, the classroom scene: better than a happy party.
A good class must form students' interest and motivation for continuous learning, which requires: smooth teaching process and natural transfer of knowledge; The classroom atmosphere is active, "form" is scattered, and "spirit" is gathered. The problems designed by teachers should be accurate and interlocking, constantly inspiring students' thinking, so that students can really "think" and "live". However, the active classroom atmosphere is not a simple laughter, nor a superficial dialogue between teachers and students, but a spiritual collision and emotional exchange between teachers and students. It is a beautiful realm of mutual trust and interaction between teachers and students, and it is a happy emotional experience shared by teachers and students in * * * exploring * * * learning.
At the same time, the classroom atmosphere should be active, which requires students to be "active" and not "chaotic". Teachers should always use a "line" to hold students' activities, so as to grasp the classroom rhythm well. It is necessary to reflect the effective dialogue between teachers and students, teachers ask questions skillfully, give students time and space to think, guide students to think, make students actively participate in learning activities, and thus stimulate students' potential to boldly question and actively explore.