Summary of lectures and evaluations

In order to further promote the classroom teaching reform of our school, we will further update the teaching philosophy and teaching behavior of teachers, and fundamentally consolidate the classroom teaching mode of “learning after teaching, meeting the standard”, and effectively improve the efficiency of classroom teaching, and steadily To improve the quality of teaching, from October 28th, our school opened a two-week pull-net class and winter school evaluation. This event not only brings joy, joy and expectation to the classroom teaching reform, but also brings anxiety and anxiety to us. The activities are summarized as follows:

First, the activity organization presented three words: "long", "real" and "effective"

The so-called "long" means that the listening and evaluation activities are long. In the past, the evaluation of teaching and learning activities arranged six or seven classes a day, only four or five days at a time. This time, only four classes are arranged every day for up to eleven days. The purpose is to give lectures. The teacher is fully prepared, the teacher who listens to the class listens carefully, and the evaluation activities are solid.

The so-called "real" is mainly manifested in two aspects. The first is to let the same grade teach the same content in the same grade, to avoid the embarrassing situation that the same grade is the same as the other in the same grade, so that the lecture teachers can not effectively compare; the second is the leader of the package group to follow the lectures, the assessment, the day of the class, the evaluation Suggestions, less highlights; Third, the lecture teacher said that the class should have a lecture draft, and the review teacher should have a review draft to avoid the phenomenon that the previous lectures have no basis and the evaluation is free.

The so-called "efficiency" is mainly manifested in the fact that most of the courses can use the classroom teaching mode advocated by our school to "learn first, teach, and meet the standard" to teach, truly let this model enter the classroom, deeply rooted in the people, effective teaching Gradually normalized.

Second, the lecturer presented a good situation of “old disobedience”, “not showing weakness” and “being a good job”.

The old disobedient performance is: Cheng Yuemei teacher: old and strong, strong voice, classroom language swaying and humorous; Zhang Huaqiang teacher: fluent English spoken, compact classroom rhythm; Wang Junshe teacher: serious board and accurate language expression;

The performance is not shown in the following: Ma Hongxia teacher: steadily unfolding around the teaching focus, presenting the teaching focus one by one; Guo Jianbing: mathematics problem life, education and fun, classroom practice capacity and targeted; Zhao Yongli teacher: there is a curriculum standard in mind , teaching has a goal;

Qing You’s performance is as follows: Teacher Tian Dongping: Read through the teaching materials, deep-educational teaching, problem design and not leaking; Teacher Zhang Lili: Classroom teaching is more than enough, not inferior.

Third, the students' classroom performance is positive, active, and enthusiastic, so that we can see the hope of the future.

In this activity, all classes of students are able to participate actively and actively in classroom activities. Expressed in their ability to actively explore questions and answers, positively answer questions, active group collaboration, and active classroom presentations. Especially in classes 97 and 102, the teacher's door generally reflects that they are not active or active in answering questions in class, but from this class, their performance is the best. In the English class evaluation class, I said with emotion: The students in class 102 are a group of baboons. It depends on how the teacher adjusts the teaching and tutoring. All of them are talents. If the training is not good, it is hard to say. This reminds me of a sentence: students who have not taught well, just did not find the right way.

Fourth, the problems exposed in this activity.

1. Individual teachers do not pay much attention to their thoughts and perfunctory responsibilities. The performance is: the teaching objectives are not clear, the teaching focus is not accurate, the teaching ideas are not clear, the teaching language is not organized, the classroom exercises are coping, and the pertinence is not strong. I don’t know what to teach after a class, let alone the students learn. What?

2, the teaching method is outdated. At the beginning of the activity, it was clearly required to use the classroom teaching mode of “learning after school, meeting the standard”, but the individual teachers left their minds and did whatever they wanted, so there was a traditional “cramming” teaching method. Under one lesson, there is no way to see the student activities. The teacher is full of lectures, the students are full of lectures, and the courseware produced cannot be seen as a classroom service, but it is just a flower.

3. Disharmony with students. Director Cheng said that the harmonious teacher-student relationship is the quality of teaching, but the individual teacher's class can only hear the teacher's voice, and can't hear the student's voice. How can you inspire, the student, I don't move, why? In the final analysis, there is no harmonious teacher-student relationship in the usual classroom.

4. Individual teachers in individual disciplines have taken the form and gone through the game. They have not really played the role of our evaluation class--to improve the classroom teaching level through evaluation.

V. Measures to be taken in the future:

For the last teacher in each group, follow-up lectures and follow-up assessments are taken.