1. Is the teaching structure clear?

2. Is the teaching focus prominent?

3. Are students actively involved?

4. Is the teacher comfortable?

5. Has the teaching task been completed?

Example:

Pay attention to the timely evaluation of teachers, mobilize students' enthusiasm for learning Chinese through timely evaluation of teachers, and guide students' thinking to develop in depth. Teachers' classroom teaching evaluation language has strong inspiration, eager encouragement and accurate guidance. At the same time, it is necessary to implement students' dominant position in classroom learning, teach for learning, pay attention to the guidance of students' learning methods, improve students' ability to learn Chinese independently, encourage students to interpret texts themselves, and allow students to express their unique opinions.

Judging from the actual classroom teaching, the two teachers have a solid foundation in Chinese teaching, can control the classroom well, have a solemn and infectious teaching attitude, have a very harmonious relationship between teachers and students, and have vivid and concise teaching language, which is very enlightening. Can skillfully use multimedia-assisted teaching methods, so that multimedia is not afraid of multimedia, and the capacity and opportunity of demonstration are closely related to the actual needs of classroom teaching. For example, in Suzhou garden teaching, students can have a clear understanding and understanding of "separation without separation, boundary without boundary" by showing actual illustrations. The design of teaching ideas can closely follow the actual content of teaching, and has certain originality, giving students a sense of freshness; In the structural arrangement, the time distribution is reasonable, the density is moderate, and the transition between modules is natural and interlocking. For example, after paying attention to the four layouts in Suzhou gardens, the teacher asked the students what "perfection" in "perfect picture" meant. Is it perfect to pay attention to four layouts? Therefore, the local transition of the garden, such as corners, doors and windows, colors and so on, is perfect.

Judging from the teaching effect, the teaching efficiency of the two courses is high, the classroom teaching capacity is large, the students' thinking has been active and the discussion atmosphere is warm. Teachers should not only pay attention to the implementation of students' basic knowledge of Chinese, but also pay attention to the achievement and cultivation of students' knowledge, skills, emotions, attitudes and values. For example, after discussing the text with the students, the students learned that people should live in harmony with nature, and assigned such an assignment: after class, the students will observe it and get along with it. Generally speaking, I think students are very happy and relaxed.

Put forward some ideas and discuss them with colleagues present:

1, I feel that there are too many teachers' presuppositions and too few students' dynamic generation in class. Students' thinking has been confined to the rules and regulations designed by the teacher in advance. Teachers failed to grasp the cremation of students' classroom thinking in time to make it burn fully.

2. There is not enough time for students to think and explain the text in class. Teachers sometimes urge students many times, which will definitely affect students' thinking effect.

There is more excitement than tranquility in the classroom. Like all open classes, teachers blindly pursue the noise in the classroom, which is full of students' reading, noisy discussion and enthusiastic speech, while ignoring the beauty of tranquility and meditation of students' thinking. In fact, students need a quiet when they study independently, and they also need a quiet when they attend classes. Personally, I think that a Chinese classroom without lectures and meditation can't be said to be a perfect classroom.

4. Although some questions designed by the teacher can be closely related to the text, they are scattered, and none of them can play a good role in stringing together the full text. The problem lacks a certain degree of openness and innovation.

5. The teacher gives a Chinese class too many educational functions, which makes people feel that there are non-Chinese classes in most open Chinese classes at present.

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