Question 1: How to write the lecture record form for the evaluation of educational and teaching practice? The lecture record form can be designed into two parts, the left part being larger. When listening to the class, record the main process of the teacher's teaching organization and students' learning activities on the left, and write some instant comments on the right at any time. In this way, there will be evaluation content to write after the lecture.

Question 2: How to write student activities in the lecture record sheet? Just abbreviate student observation, thinking, discussion, experimentation, etc.

1. Basic points of lecture records

Lecture records include two main aspects: first, teaching records; second, teaching comments.

1. Teaching records include:

(1) Lecture time, subject, class, instructor, topic, class period, etc.;

(2) teaching process. Including teaching links and teaching content, as well as the methods used in teaching (mostly writing on the blackboard);

(3) Time arrangement of each teaching link;

(4) Students Activity situation;

(5) Teaching effect.

Teaching records usually have the following three forms: one is a brief record, which briefly records the teaching steps, methods, writing on the blackboard, etc.; the second is a detailed record, which writes down the teaching steps in more detail; the third is a detailed record. Record.

2. Teaching comments

The listeners’ preliminary analysis and evaluation of the advantages and disadvantages of this lesson’s teaching, as well as their suggestions. Including:

(1) Teaching material processing and teaching ideas and goals;

(2) Teaching focus, difficulties, and key points;

(3) Classroom structure design ;

(4) Selection of teaching methods;

(5) Application of teaching methods;

(6) Basic teaching skills;

(7) Teaching ideas;

(8) Others.

Writing teaching comments can take two forms: one is inter-evaluation, which records the feedback generated after bilateral activities between teachers and students at any time; the other is general evaluation, which is a comprehensive analysis of the inter-evaluation. The opinions or suggestions formed are recorded in the record book. After class, communicate with the instructor to learn from each other's strengths.

What is worth mentioning here is that when taking lecture notes, many people prefer to record actual lecture notes instead of making comments. A considerable number of people even record what the teacher writes on the blackboard, which becomes the lecturer's "blackboard" and nothing else. Obviously this kind of lecture record is of little value. A good lecture record should take into account both the actual recording and the comments. In particular, making good classroom comments is often more important than the actual recording.

2. Enter the lecture site and record the key points of the lecture

(omitted)

3. Classroom lecture evaluation

Classroom lecture evaluation is qualitative Description is the main thing. Explain the gains and losses of this lesson from the aspects of teaching objectives, teaching content, teaching methods and means, teaching structure, student participation and learning effects. It must have both a viewpoint and a basis, and it must reflect the "quality" of this lesson. , in order to highlight the key points, we generally do not make comprehensive evaluations, but choose more meaningful and typical aspects to make comments. The evaluation should also point out alternative improvement practices from the perspective of suggestions.

Question 3: Which aspects should be written in the lecture notes? Theoretically, it is not the key. The key is the tone in which the content is written. You should know this.

I don’t need to prompt you for your signature. You're done.

Question 4: How to write lecture notes? You are also a teacher. As a teacher, you often listen to the lectures of your peers, and you are very familiar with writing lecture notes. So how to write it? one. The basic contents of lecture records include two aspects. The first is the teaching process, and the clear point is the teaching record. The second is teaching comments, that is, teaching opinions.

The second is teaching comments, that is, teaching opinions.

(1) Teaching records Teaching records include lecture time, subjects, classes, instructors, topics, class hours, etc.; the teaching process includes teaching links and teaching content, as well as the methods used in teaching (mostly written on the blackboard Mainly); the time arrangement of each teaching link; student activities; teaching effect, etc. The extent to which teaching records should be recorded should be determined according to the purpose and teaching content of each lecture. There are usually three forms:

(1) Brief recording: briefly record the teaching process, methods and strategies, blackboard design, etc.

(2) Detailed records: Write down the teaching process, methods and strategies, blackboard design, etc. in more detail, even the teacher’s key questions, students’ typical speeches, teacher-student interactions, and effective teaching Methods and means, errors in teaching, etc.

(3) Recording: Record the entire teaching process, content, time, teacher-student bilateral activities, etc. from the beginning of the lecture to the end of the get out of class.

(2) Teaching evaluation Teaching evaluation refers to the listener’s preliminary analysis and evaluation of the advantages and disadvantages of the teaching of this lesson, as well as the suggestions made. Including the processing of teaching materials and teaching ideas and goals; teaching focus, difficulties, and key points; teaching structure design; selection of teaching methods; use of teaching methods; basic teaching skills; teaching ideas, etc. Writing teaching comments can take two forms:

(1) Brief comment: Record the feedback information generated after bilateral activities between teachers and students at any time.

(2) General comments: The opinions or suggestions formed after comprehensive analysis of the brief comments are recorded in the record book. Communicate with the teacher after class and learn from each other's strengths.

2. The following points should be paid attention to when taking good lecture notes. The contents of listening, watching, memorizing and thinking should be organically and flexibly combined according to the purpose and requirements of the lecture. For example, when teachers give lectures and students speak, they focus on listening and also take into account observation; when teachers write on the blackboard and students practice, they focus on watching and take other things into consideration; when students practice, they focus on thinking.

(1) Listening notes should be prioritized. Listening in class should be based on listening and focus on listening and thinking. What to think and how to think? ① Why does the teacher handle the teaching materials in this way? Is it okay or good to change the angle? ② Think about the reasons for the teacher’s success, shortcomings or mistakes, and predict the relevant impact on the students; ③ If you are taking this class by yourself , how should it be taught, and think from others’ perspective; ④ If I were a student, have I mastered and understood the teaching content; ⑤ How can the new concepts, methods, and requirements of curriculum construction be reflected in daily teaching and internalized into teachers’ conscious teaching? Behavior; ⑥Whether this class reflects the actual level of the teacher? If there are no listeners, will the teacher be as good as he is?

(2) The records should have prominent key points. Generally speaking, records should be detailed and concise, content should be selected, and words should be refined. Good practices or existing problems and deficiencies that conform to the teaching rules, are innovative and distinctive in the lectures can be recorded in detail, and thoughts or opinions on some issues can also be recorded in detail to avoid forgetting.

(3) Give timely feedback, discuss and exchange opinions after listening to the class. When giving feedback, you must insist on seeking truth from facts, hold an open-minded and sincere attitude, talk to the teacher enthusiastically and proactively, and use an equal discussion tone to point out successes, deficiencies or areas for improvement. For inexperienced young teachers, do not talk too much about the problems. You should focus on pointing out the outstanding problems and put them forward in the form of suggestions. Talk more about their advantages and experiences, try to explore their shining points as much as possible, so that they can be happy and successful. to mature; for experienced teachers, we must point out existing problems and areas for improvement in a realistic manner, and put forward newer and higher requirements to make them realize that there are still areas for improvement and room for improvement. Usually, qualitative analysis and evaluation are not done.

(4) Organize and summarize the lecture notes and comments to make up for your own lack of experience.

When sorting out, you need to conduct rational thinking and analysis, summarize some revolutionary things, promote successful experiences and practices, and put forward improvement opinions, requirements and methods, etc., so that you can learn from them in your own teaching and improve your teaching abilities. Taking lecture notes carefully is a reflection of the basic qualities of the listeners. It reflects the basic qualities of the listeners in all aspects such as their moral character, attitude, ability, and level.

Question 6: How to record lectures and evaluate lectures? How should we listen to and evaluate lectures?

Listening to lectures and evaluating lectures are effective means of teaching research. Today, when we advocate vigorously carrying out school-based teaching research, it is particularly important to vigorously carry out lecture evaluation activities, research and improve existing problems in teaching. However, in the traditional teaching concept, teaching is considered to be a process of imparting knowledge. The teaching process often becomes a process based on teacher activities, "teachers speak, students listen; teachers speak, students remember". The focus is on teachers' teaching, thus taking teachers’ activities as the focus of teaching evaluation. And because the lecturers neither participate in classroom teaching nor directly participate in the learning of teaching content, they are usually considered to be people who have no direct relationship with the teaching. Therefore, there is no adequate preparation before attending the class (failure to understand the syllabus, teaching materials, and analyze the teaching objectives and students' intelligence); during the class, students' classroom activities are ignored and no attention is paid to collecting students' classroom feedback information. This kind of listening and evaluating class is obviously in the spirit of curriculum reform and cannot achieve the desired effect of teaching and research. To this end, lecture listening and evaluation must be innovated in accordance with modern teaching concepts.

1. How to attend classes?

1. Teachers should follow the following three steps when listening to classes.

(1) There must be certain preparations before class.

(2) Observe and record carefully during the lecture.

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

2. We should not only pay attention to the teacher’s teaching, but also pay attention to the students’ learning:

Regarding the teacher’s teaching, the key points that should be paid attention to during the class are:

(1) What teaching goals are determined for classroom teaching (what knowledge do students need to learn? To what extent do they learn? How do they feel emotionally?). When and how to present the objectives;

(2) How to introduce the new lesson, including what activities to guide students to participate in during the introduction;

(3) What kind of teaching situation is created, What life realities are combined?

(4) What teaching methods and teaching methods are used?

(5) What teaching activity steps have been designed? For example: what kind of questions are designed to allow students to explore and how to explore; what kind of activities are arranged to allow students to practice manually and verbally so that the knowledge learned can be transferred and consolidated; what kind of questions or scenarios are designed to guide students to understand the new course content and existing knowledge Integrate knowledge, etc.

(6) What knowledge should be systematized? What knowledge should be consolidated? What knowledge should be added?

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

(8) What teaching ideas are incorporated?

(9) What is the classroom teaching atmosphere?

Regarding students’ learning activities, attention should be paid to:

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

( 2) What emotional reactions students often make during learning activities;

(3) Whether students are willing to participate in thinking, discussion, debate, and hands-on operations;

(4) Whether students are often active Ask questions proactively; etc.

3. Lecture listeners should be positioned as participants and organizers of teaching activities, rather than bystanders.

Lecture listeners must be "prepared" to listen, participate in teaching activities, and participate in the organization of classroom teaching activities with the lecturer (mainly refers to the lecturers' participation in the organization, coaching, question-answering and communication), and participate in learning activities as much as possible as a student (simulating the student's thinking, knowledge level and cognitive style) to obtain first-hand materials, thereby laying the foundation for an objective, fair and comprehensive evaluation of a class.

4. Take students’ development status as the key point of evaluation.

Since the essence of teaching is a learning activity, its fundamental purpose is to promote student development. Therefore, the results of learners' learning activities are bound to become a key factor in evaluating whether classroom teaching is good or bad, superior or inferior, and successful or not. In the process of learning activities, if students' thinking is stimulated, their academic level is fully (or to a large extent) developed and improved, their interest in learning is fully (or to a large extent) stimulated and they develop a continuous desire to learn, then this can be considered Just a good lesson.

2. How teachers evaluate lessons (don’t cover everything, but focus on the key points)

1. Analysis from the perspective of teaching objectives:

Teaching objectives are the starting point of teaching and destination, its correct formulation and achievement are the main criteria for measuring the quality of a lesson. Therefore, when analyzing a class, we must first analyze the teaching objectives.

(1) From the perspective of setting teaching objectives, it depends on whether they are comprehensive, specific and appropriate. According to the "Curriculum Standards", the requirements in teaching objectives comprehensively refer to the determination of teaching objectives from five aspects such as knowledge, ability, thoughts and feelings, learning strategies, and cultural strategies; specifically, it means that knowledge objectives must have quantitative requirements, abilities, and Ideological and emotional goals must have clear requirements and reflect the characteristics of the subject (see...gt; gt;

Question 7: How to listen to lectures, evaluate lectures, and write down lecture notes) Listen to lectures, evaluate lectures, and write well Tips for taking lecture notes:

How to make lecture notes

Listening to lectures is a major form of teaching research in schools, and it is also an important way for teachers to learn from and learn from lectures effectively. , is as important as writing teaching stories, reflections, and cases, and is an important part of the teacher's accumulation of teaching resources.

Nowadays, some teachers are not very good at keeping lecture notes, some keep them in journals, and some keep them in journals. The memory is incomplete. After a period of time, I look back at the lecture records and I don’t see much value. I can only handle the inspection.

1. The lecture records should be complete, including: subjects, grades, etc. The teacher who teaches the class, the name of the topic, the time of the class, the teaching process, and the classroom evaluation. In particular, in addition to recording the teaching process, the key teacher and student statements, teaching methods, and media use must be clearly recorded.

2 . The teaching process is the main content of the lecture record. According to the operation process of a class, it should include: 1. Review; 2. Introduction, writing topics on the blackboard; 3. Teaching new things; 4. Consolidation exercises; 5. Summary; 6. Assignment of homework; 7. Sometimes, some teachers write on the blackboard. The preparation before class is also very exciting, and it is necessary to write down the new part as much as possible in the form of classroom records for easy review after class.

3. The value of a good class is just one article. The value of listening to lecture notes is vice versa. Some teachers’ lectures are ingenious and full of fun. Teachers who listen to lectures should be good at discovering and recording them in detail; some teachers’ transitional remarks, introductory remarks, comments, and summaries are very fascinating. Of course, we must also write it down; some teachers have rich gestures, movements, and expressions, and they must be clearly noted in the lecture notes; some teachers’ writing on the blackboard is novel, unique, and concise, and it can really serve as an outline, and it must also be recorded; in addition, , mistakes, episodes, random events in the class, and the teacher's clever responses can also be written down for consideration and reflection after class.

4. Listen, take notes, and think as you go in class. , and be good at capturing sparks of inspiration. Otherwise, the good things may disappear and become a fleeting thing. Comments between classes can be attached to the right part of the class record.

5. The after-class evaluation must be to the point, to the point, and evaluate the characteristics and characteristics.

You don’t have to cover everything, you don’t have to follow what others say, and you don’t even need to overdo it with compliments. Evaluation requires both perceptual knowledge and theoretical basis. The theoretical basis is rational understanding, rational analysis, and rational thinking. This is the purpose of listening to lectures and the reflection of the teacher's teaching level.

6. Due to time and environment constraints, the lecture record requires the lecturer to write at a certain speed and to be able to read the words clearly. The size of the words should be as small as 4 digits. Some marking symbols To continue to use. In addition, teachers should pay attention to collecting lecture records, sorting them out and binding them into volumes when necessary.

Teachers should take good notes when listening to classes.

It is particularly important to learn from other people’s advanced teaching experience and take good notes. Lecture records are important teaching and discussion materials and the basis for teaching guidance and evaluation. They should reflect the original appearance of classroom teaching, allowing listeners to reproduce the actual teaching situation in their minds through reasonable imagination and compensation based on the lecture records.

Lecture records are different from the teacher’s teaching design and the classroom teaching records. It should be a brief and reasonable representation of classroom teaching, as well as a record and reflection on classroom teaching links, methods, and effects.

1. The basic content of lecture records

The basic content of lecture records includes two aspects. The first is teaching records, and the second is teaching comments. As for the reflection in the lecture record book, the left side is the actual recording and the right side is the comments.

Classroom records include: lecture time, subjects, classes, instructors, subject hours, etc.; the teaching process includes teaching links and teaching content, as well as the methods used during teaching (mostly writing on the blackboard); each The time arrangement of teaching sessions; student activities; teaching effects, etc.

The extent to which classroom records should be recorded should be determined according to the purpose and teaching content of each lecture. There are usually three forms: (1) Brief recording, which briefly records teaching steps, methods, writing on the blackboard, etc.

(2) It is a detailed record, recording the teaching steps in more detail.

(3) It is a record, recording the teacher’s lecture, teacher-student activities, and the end of get out of class.

Class comments. Participants’ preliminary analysis and evaluation of the advantages and disadvantages of this lesson, as well as suggestions. Including: the processing of teaching materials and teaching ideas and goals; teaching focus, difficulties, and key points; classroom structure...gt;gt;

Question 8: How to write "Listening Record" Write "Listening Record" "Recording" is an important way to promote the professional development of teachers and an effective way to retrain teachers. However, what is the reality? "Lecture records" are mostly a "running account", which is basically a mechanical record of the teaching process of the lecturer. What is less serious is the simple accumulation and listing of teaching content, knowledge points, blackboard writing and questions. There is almost no lecture attendance. In-depth speculative educational understanding of teachers’ subjectivity: comparison of similarities, differences, advantages and disadvantages with their own teaching behavior, in-depth analysis and countermeasures of typical teaching behaviors and educational problems, abstraction of teaching experience, sublimation of theory and education concept Improvement, two-way communication and reflection with the lecturer before and after class, as well as a high-level and overall scientific evaluation of the lecturer's classroom teaching, etc. From this point of view, most teachers' "lecture records" are just a formality and do not show the actual effectiveness they should have. In order to improve teachers' initiative, scientificity, pertinence and effectiveness in writing lecture notes, the author is not presumptuous and is willing to share his views on this issue with colleagues. 1. Improve ideological understanding and stimulate enthusiasm and creativity. Teachers must correctly understand the current compelling trend of educational development, enhance their sense of urgency, strengthen their sense of mission, put pressure on themselves, overcome difficulties, and promote their rapid professional growth. We must fully realize the important value of listening to lectures carefully and writing "listening records" mentally for our own professional development, consciously enhance the motivation and interest in listening to lectures, listen to lectures actively, proactively and creatively, and write "listening lectures records" conscientiously, scientifically and effectively. "Recording" to realize the transformation from a passive inspection type to a professional growth type that pursues practical results.

In order to stimulate teachers' research awareness and cultivate teachers' reflective ability, in teaching and research activities, we advocate early childhood teachers to write teaching reflections, requiring small reflections after class - big reflections every week - general reflections on the theme. A reflection chain is formed for the effective organization of kindergarten teaching activities, from shallow to deep, spiraling up. During the reflection process, curriculum research is strengthened and teaching skills are improved. In practice, some teachers have benefited greatly, while others are at a loss. Looking through the teachers' reflection notes, there are phenomena such as empty, floating, and miscellaneous. Some teachers regard teaching reflection as task-based and coping work. For example, in the scientific activity "Sinks and Floats", the teacher's reflection notes: Children are interested in inquiry activities. interest, and being able to boldly try and observe the ups and downs of objects, but the time is a little longer; after reading the language "Little White Rabbit Under the Peach Tree", the teacher reflected: The children are interested in the story and have rich imagination, but they do not pay attention to the whole... ...and so on, the reflection is superficial, and it also has a bit of a bad taste.

In the final analysis, teaching reflection is a kind of self-awareness, thinking habits and critical spirit of teachers. Sometimes, reflection on experience is a kind of tacit knowledge of teachers. People who are accustomed to rational thinking always consciously or unconsciously introspect and analyze their own behavior to conduct self-regulation. So from what angles should preschool teachers reflect?

1. Tell the truth - write down gains and losses

After a class, teachers will be aware of the teaching situation to varying degrees. Those who know full well that the teaching effect may be beyond expectations or unsatisfactory. Organizing teaching activities can make the classroom atmosphere more lively than ever because of an interesting start by the teacher; the interest of the story can be greatly increased because of a look or a gesture from the teacher; unexpected effects can be obtained due to a new teaching method; or because of Talking more and sitting more often makes children uninterested; children may also make small forks and take detours due to negligence in one link. Furthermore, "cause" and "effect" interact with each other. Regardless of success or failure, teachers should tell the truth and record it in the record, so that they can be more thoughtful and operate more freely in future work without taking detours. Avoid detours. If a child has a question that is difficult for the teacher to answer at the moment, the teacher should record it after class and search for information in the future to provide additional answers.

Reflection case: Science activity - disassembly and assembly of ballpoint pens

In this activity, I did not pay attention to the differences in the children's existing experiences. Therefore, some children could easily complete the entire process. The process seems to be doing nothing. I should prepare some more complex pens in advance, so that once the above situation occurs, I can create space for these children to explore further. In addition, when individual children were asked to demonstrate for everyone, although a physical projector was used, the effect was still not ideal. The children still could not see some small and key steps clearly. Group learning can be used to let each group learn how to pretend. Children demonstrate in the group, which not only solves the problem and strengthens mutual learning among children, but also brings confidence to these children. Also, after disassembling the pen, children should be guided to deepen their understanding of each part, especially the function of the spring in the ballpoint pen.

2. Timely feedback - writing to teachers and students

The teaching process is a process of dialogue and interaction between teachers and students. The teacher's emotions, the teacher's gestures, the teacher's understanding of the children, the teaching materials, and the use of teaching methods, learning methods, and teaching aids directly affect the children, affecting the classroom atmosphere and the quality of activities. On the contrary, children's attention, participation, fatigue status, personality characteristics and experience differences also react on teachers. The two exist at the same time, interact with each other, are involved in each other, and affect the effect of teaching. Therefore, teachers should give timely feedback after the organized activities are over to differentiate between the performance of teachers and students and the quality of the activities, so as to help teachers prepare lessons in the future and be able to understand "teachers" and...gt;gt;