Then, how should school teaching leaders attend lectures and evaluate classes?
As for how to evaluate classes, I put forward "three views": one is the goal, the other is the process, and the third is the effect.
(1) Look at the target
1. What do you mean by looking at the target?
First, know what the teacher wants. If you don't know what the teacher wants to do in this class after five minutes, then there is something wrong with this class. Second, ask the teacher why he has such a goal orientation, that is, where is his basis. The target is based on students, textbooks and teachers. If a teacher loses students when designing goals and only designs goals according to textbooks, problems will arise. Third, continue to ask, does this kind of teaching have disciplinary characteristics? If math class is not math class and Chinese class is not Chinese class, there is a problem. Fourth, ask whether this course meets the curriculum standards and the requirements of three-dimensional goals. Of course, this kind of evaluation is not mechanical, and it needs to be grasped as a whole and measured from a macro perspective.
2. The biggest problem of teaching objectives: vague objectives.
After listening to hundreds of classes, I found that the biggest problem of teaching objectives is the fuzziness of the objectives. The goal written by the teacher on the lesson plan is clear, but what is presented in the class makes people wonder why.
I went to a famous school in Shanghai to attend classes. The relationship between teachers and students is very good. The students are looking forward to hearing that an expert will come to the lecture. As a result, I found a problem after listening. Children want to help the teacher very much and keep raising their hands to speak (as we know, high school students rarely raise their hands to speak), but students never grasp what the teacher really wants to do, so they always help. The children are sweating, and so is the teacher. Later, I told the teacher rudely that all the students wanted to help you, but they never understood what you were thinking in this class, so the more you helped, the more busy you were, and the whole class was in a mess.
3. Countermeasures to solve the ambiguity of teaching objectives
What should I do if the teaching objectives are vague? There are three solutions:
First, proof of achievement. Proof of grades is usually a favorite method for science teachers. By observing students' behaviors, teachers use the following explicit behavioral verbs to express students' academic achievements, such as enumeration, definition, calculation and demonstration. Liberal arts teachers generally don't use this method. In fact, they might as well learn from it, such as what students read, associate, define, judge and demonstrate. When teachers use this method in the classroom, the classroom teaching objectives will be clear.
Second, behavioral conditions. In other words, teachers should concretize the necessary conditions of expected achievements. Students know what conditions must be used to meet the requirements. In this way, the teaching goal is very clear.
Third, the level requirements. At present, many teachers have no concept of hierarchy in classroom teaching, and the classroom without concept of hierarchy is definitely inefficient or even ineffective. What is the concept of level? Have the concepts of time, speed, accuracy and quality. For example, this class is an English spy and has to teach words. Teachers require students to have a correct spelling rate of more than 90% for the words they have learned. This is called the concept of proficiency and the requirement of proficiency. Some teachers just talk and have no idea what children will get. This is called no level requirement.
I have been a principal for many years and seldom listen to physical education class. Now I also begin to listen to physical education class. I have heard a lecture on basketball given by physical education class. The teaching goal of this course is to teach students to shoot. After class, the teacher called the students together, organized the students to exercise their muscles, and then broke down several links of shooting. The teacher demonstrates, and then two students demonstrate. Next, many basketballs are provided for the children to shoot. The class was almost over, and the teacher gathered the students, summarized them and finally dismissed them. After a class, the teacher didn't ask what the children learned, how many people learned and how long it took. Let's take a look at how a PE teacher with a level concept makes students make 15 rabbits jump on the plane in three minutes. This is a grade requirement, with time limit, quantitative concept and accuracy.
The above three ways are called behavioral goals. The disadvantage of behavior goal is that it emphasizes students' external behavior results and ignores students' internal psychological process.
Psychologists tell us to set goals by combining internal processes with explicit behaviors. The essence of learning is the change of inner psychology. Therefore, the real goal of education is not specific behavior change, but internal ability or emotional change. When stating teaching objectives, teachers should clearly state the internal psychological changes such as memory, perception, understanding, creation, appreciation, love and respect.
(2) Look at the process
1. Pay attention to the handling of teaching materials
With regard to the handling of teaching materials, we have experienced the transformation from "teaching materials" to "teaching with teaching materials".
The so-called "teaching textbooks" means teaching whatever the textbooks have and teaching whatever the textbooks say. This is our usual practice in the past. I listened to a lesson about Xu Zhimo's farewell to Cambridge. The teacher set many questions in the class, one of which is why it is called Cambridge and why it is not called Cambridge. I'm bored when I attend class. I said in the course evaluation that this question is meaningless and worthless. The teacher was not convinced and said, "Dean Cheng, I'm sorry, that's what the faculty said." But what do teachers need if they move things from the staff to the classroom at random?
What we advocate today is "teaching with textbooks". "Teaching with textbooks" means that we don't just say what textbooks have, we only teach students what they need. Instead, the teaching structure and rules are determined according to students' psychological structure and behavior rules.
So, how does the teacher handle the teaching content? First, find out what students already know. Teachers can only find out what students already know. Second, teachers should let students summarize and refine what students can understand when reading textbooks. If the students fail to summarize and refine, the teacher will give guidance and help. Third, teachers should organize group discussions, so that students can understand what content through cooperative learning even if they don't understand textbooks. The members of each group should be pre-designed and their composition should be heterogeneous. When I was the principal of Jianping Middle School, I promoted three vice principals, one teaching mathematics, the other teaching physics and the other teaching biology. I am a Chinese teacher. The thinking structure of these three vice principals is different from mine, and the way of thinking is also different from mine. They can make up for my shortcomings and maximize the interests of our team. Fourth, teachers must teach, and students must clarify what they don't understand after reading the textbook. Fifth, teachers should design and demonstrate activities for what they don't understand and can only be understood through practice. For example, the Chinese teacher tells frontier poems in class, and students have no feelings. We once chartered a car and organized more than 600 teachers and students to set off from Shanghai. The first stop was the Terracotta Warriors and Horses in Xi 'an. After reading it, children can immediately understand what is called a heavy Han and Tang culture. The second stop is Jiayuguan, Yangguan and Yumenguan. When the children arrived at Yumenguan, they immediately learned what "the spring breeze is only Yumenguan"; When they arrived at Yangguan, the children immediately understood what it meant to "go out to Xiyangguan for no reason" ... It can be seen that specific knowledge is intrinsically related to specific space and specific activities.
2. Pay attention to teachers' language expression
Now there is a very obvious tendency: once students are emphasized, teachers talk less, or even less, which leads to the weakening of teachers' language ability. Teachers' language has three realms.
The first realm: think clearly and make it clear so that students can understand and make sense. Teachers must reach at least the first level. When I recruit teachers in Jianping Middle School, some masters and doctors from famous schools will also apply. If someone applies for a math teacher, then we will ask him to do a few questions. After he works out these questions, we will ask him to bring them to class and explain them clearly. We will ask him. The same is true of Chinese. I'm looking for an article, and I want the candidate to read it three times, at most nine times. After that, I asked him to bring this article to the class and explain it to the students. We want him. If he can't even think clearly and explain clearly, then he is not fit to be a teacher.
The second realm is emotional, vivid and beautiful, so that students can be there.
The third realm: words are limited and meanings are endless, so that students can fully imagine and think endlessly. This is the highest realm of teachers' language.
3. Pay attention to the choice of teaching strategies
The so-called "heuristic" that we use a lot now is "question and answer". "Question and answer" is actually exquisite, but teachers seldom pay attention to this problem, and the following problems often appear in application:
First, mechanical question and answer. The question given by the teacher is not worth thinking about at all.
Second, single mode. Mainly the teacher asks, and all beings answer. As a result, many students' problems were covered up. Let the children answer the questions alone, which is conducive to exposing the children's problems. The purpose of class is to expose and solve problems.
Third, question and answer. As soon as the teacher asked the question, the students immediately stood up to answer. Why can't students close their eyes and think about it? An unthought answer is an inefficient and low-level answer.
Fourth, set the problem in the wrong place. There is a passage "Go fishing with a ruler" in the Chinese textbook of the second grade of primary school. According to the article, fish under 22 cm caught in Denmark must be released, otherwise they will be severely punished. The teacher set the question in the wrong place. He asked the students, "How severely will they be punished?" The students were trained by the teacher. When they heard the teacher's words, the stress fell on "severity", they guessed the answer in terms of severity and replied, "Throw the fisherman into the sea!" " The teacher shook his head and found that there were no questions in the students' answers. Students feel that it is definitely not enough for the teacher to shake his head. "Let him go to jail for 20 years!" The teacher continued to shake his head, and the students continued to answer: "Sentence him to life imprisonment!" The teacher continued to shake his head, so the students had to answer "clap!" The purpose of this article is to emphasize that citizens should have legal and moral awareness and abide by the law, while students only act arbitrarily and ignore human life when answering questions, which is completely contrary to the purpose of the article. The reason is that the questions raised by the teacher are not set properly and the value guidance is wrong.
4. Pay attention to teachers' way of thinking
I pay special attention to the teacher's way of thinking in class. For example, I took a physics class, and I know that the thinking mode used by this teacher is deduction. He first asked the children to solve problems such as definitions, theorems and formulas together; Then, take the students to apply the formula to analyze the topic; Finally, let black boy do his homework. Deduction is a process from general to individual.
Another example is that I listened to a math class and found that the teacher used induction. Starting from the process of solving an application problem, he helps students to make clear the difference between equations and sum up what is the solution of equations and what is the solution of equations. Then, he asked the students to study their mistakes against the definitions in the books. This is a process from individual to general.
These two ways of thinking should be considered and used together.
5. Pay attention to openness
In the process of class, can the teacher open a little window to increase his openness? For example, if the math teacher calculates how much 99×2 equals, can you calculate it in another way, such as 100×2-2= 198, to increase openness? The focus of current curriculum reform is the development of curriculum resources. We used to say that "textbooks are students' world", but today we say that "the world is students' textbooks". Teachers should be good at developing various resources to serve teaching.
In an English class with the theme of Valentine's Day, students are discussing the popular "Blue Witch". Some students lamented that blue is really beautiful! The teacher had a plan and wrote a word on the blackboard: blue. The teacher asked: What does this word mean? The vast majority of students replied: "blue." The teacher then asked, "What's the point?" Several students answered, "Melancholy". The teacher went on to say that the word English has another meaning-"noble". European aristocrats are usually called "aristocrats", so we say that aristocrats are often depressed and they are always unhappy. If you want to be happy, you have to be poor, so it is called "poor happiness". The children were amused by him and immediately remembered several meanings of the word. The teacher pursued the victory and then said, "Blue has another meaning-lewdness." The blue book is a yellow book. "The children got a fright, stare big eyes. At this time, the teacher let go of "What is the noblest color in China culture?" The student replied, "Yellow! The color of the emperor's robes and palaces is yellow. " The teacher said, "OK. What color represents lewdness in China culture? " "yellow? "The students were surprised and couldn't help thinking about the differences between Chinese and foreign cultures. The teacher went on to say, "Haha, it turns out that under any circumstances, noble people are lewd! ""In this lesson, students not only remembered the meaning of words, but also began to think about culture. This is the value of openness, which requires the skill of teachers.
6. Pay attention to side examples and counterexamples
In science teaching, teachers usually pay special attention to positive transfer. For a kind of topic, some teachers first analyze and explain an example in class, and then provide a related example, as if all the students had learned it. And experienced teachers will not only give students positive examples, but also give students side examples and counterexamples. If the teacher doesn't have any examples and counterexamples in class, but only emphasizes identity and doesn't emphasize differences, then students can't really master knowledge. The necessary condition of learning transfer is to have the same sex and difference at the same time.
(3) See the effect
1. Pay attention to the effect of students' learning
How teachers teach often depends on how students learn.
First, from the cognitive point of view, pay attention to what students didn't know before and what they learned through this lesson; The students don't know what they have learned today.
Second, from the emotional point of view, pay attention to what students didn't like before and what they like now.
It depends on how the students study, and it is best to look at the students' expressions, pay attention to whether the students are all involved, whether their eyes are moving, and pay attention to the students' emotional state and communication state.
2. Pay attention to the effectiveness of classroom teaching
We should pay attention to the effectiveness of classroom teaching and consider the short-term effect of its immediacy, that is, "three highs". First, the teaching goal is highly achieved (classroom learning emphasizes efficiency). Second, students have a high degree of participation (positive learning attitude and high mood). Third, the happiness of learning is high (learning fun, happiness and health).
We pay attention to the effectiveness of classroom teaching, but we should also grasp its long-term effectiveness as a whole, that is, "three modernizations". First, the structure of knowledge and skills. Second, the systematization of process and method. Third, the rationalization of emotional attitudes and values.
In classroom teaching, teachers should consider three-dimensional goals as a whole. Scientific teaching should cultivate students' scientific attitude: first, seeking truth; Second, the problem. If the teacher doesn't give students a chance to ask questions in this class, is the teacher cultivating students' scientific attitude? The recently published book "The Great Betrayal" exposes some pseudo-scientific things and the mistakes made by so-called scientists. In this sense, we should cultivate students' questioning spirit. My Chinese class is to let students speak their own words. However, I ask them: first, talk to themselves; second, be reasonable and have evidence.
I have heard a physics class, and students have no problems before, during and after study. So is this class the most efficient? When evaluating the class, I frankly said: I don't see any problems in this class, and this is the biggest problem! After the teacher asks questions and explains at the same time, the child has no chance to make mistakes. In other words, the teacher gave the students braces and crutches, but didn't give them methods. The teacher always leads the students, so will the students walk without crutches? Will students find problems independently in the future?
3. Pay attention to the new curriculum concept
Looking at the classroom effect depends on the implementation of the new curriculum concept in the classroom. The new curriculum concept advocates that classroom teaching is not a simple knowledge learning process, but a life course in which teachers and students grow together, and a process in which passion and wisdom are synthesized.