How to attend lectures and evaluate courses in information technology teaching

Attend class 1. What is a lecture? Listening to lectures is an educational teaching method in which the audience directly or indirectly obtains relevant information from the classroom situation with the help of their own senses such as eyes, ears and hands and related auxiliary tools (notebooks and questionnaires), and moves from perceptual to rational. The second is the function of attending class (1), finding bright spots, summing up experiences and lessons, and guiding your own teaching with the help of other people's teaching methods; (2) reflect on their own teaching behavior, learn from each other, learn from each other's strengths and improve together. (3) Enhance the understanding among teachers, form a teaching atmosphere and promote the effective development of teaching and research work. (4) You can further enrich your own teaching ideas and promote the improvement of classroom teaching theory. Third, the principle of attending class (1), the principle of advanced thought (1), the cultivation of teachers' subjective quality, and the advanced educational concept to guide teaching (the charm of teaching without research lies in how to transfer students' initial interest in learning to classroom teaching), and advocate evaluating the quality of classroom teaching by students' state in class, that is, learning effect; (2) Information technology teachers should make clear the overall teaching objectives, with the fundamental purpose of cultivating students' information literacy; Primary schools focus on interest and guide students to know information technology-related knowledge; Cultivating junior high school students' information technology cultural ethics, especially in the network environment, strengthening their own literacy is an important content of middle school education; High school advocates deep learning and teaches students deep-seated things such as technical content, ideas, methods and principles. Cultivating students' information literacy means cultivating students' interests, abilities and behavior habits. In the aspect of ability training, it is more important to avoid purely technical training for students, pay attention to the comprehensive application of information technology, and make clear the methods of learning and exploring software than mastering software functions. (3) The teaching process is active, and student activities are the key content of teaching design. 2. The developmental principle focuses on the development of teachers, downplays the screening function of attending classes, and exerts the educational function of attending classes. Refuse acting classes and take more research classes. 3. Establish the evaluation standard of information technology classroom in primary and secondary schools according to scientific principles. The evaluation standard evaluates teachers' teaching quality from the basic dimensions of "teaching objectives, teaching contents, teaching process and teaching effect", and the evaluation standard should focus on students' learning methods. Fourth, how to listen? Only when teachers have classroom teaching evaluation standards in their hands can they determine the focus of lectures according to the standards and greatly reduce the blindness of lectures. (1), listen to the teaching ideas and feel whether the teachers reflect the spirit and concept of curriculum reform. (2) Teaching content The teaching content is scientific, ideological and educational, which conforms to students' cognitive laws and psychological characteristics. The teaching design is novel as a whole, with complete structure and outstanding difficulties. Teachers' activities and students' activities should be arranged properly, and curriculum integration should be paid attention to. Teaching content is goal-based, teaching materials are handled flexibly, teaching content is brought into life, and students' ability to apply information technology to deal with practical problems is cultivated. (3) Paying attention to the teaching process is to solve the problem of how to teach and how to learn. Including teaching methods, teaching organization forms and the design of knowledge materials. In the current new curriculum education, we are more concerned about whether teachers inspire students' thinking, whether they give students space for thinking and opportunities for practice, whether they guide students to observe, discover and think, whether they guide students to summarize or whether teachers help students summarize. (4) Attach importance to students' activities. Attention should be paid to whether the students' activities have a certain depth, whether the activities are sufficient, whether the activities are targeted and operable, whether they conform to the students' reality and teaching content, and whether the activities can arouse the enthusiasm of all students. We should not only participate in all activities, but also put forward requirements and give corresponding guidance according to the individual differences of students, so that students at all levels can learn and develop their abilities. 5. Problems to be paid attention to in class (1), preparation before class, class with problems (1), learning the teaching design provided by the instructor in advance (2), sketching the general teaching framework, and thinking about the problems (puzzles) in classroom teaching. Then pay special attention to whether the coach has succeeded in these problems in class, and listen to the class with questions. 3) Role change On the one hand, teachers should play the role of students and put themselves in the situation of "learning"; On the other hand, be a "teacher" and put yourself in a "teaching" situation. (2) Make a good record of lectures and accumulate educational thought materials. Listen, remember and think, with detailed records and certain skills. In the process of recording lectures, a comparative study was conducted; If the recording speed can't keep up with the teaching rhythm during the recording process, you can simply record it in the form of summary and improve it after class. For example, if you have feelings and touches, you can immediately annotate them in concise language. (3) Arrange the records after lectures, carefully analyze and summarize the lectures, arrange the key points of records, and reproduce the process of teaching activities. Do a good job of after-class analysis, find out the highlights of this class, and sum up some regular understandings. Know what you can learn from yourself. According to the actual situation of this class, some constructive suggestions and reasonable suggestions for revision are put forward to communicate with teachers and achieve the purpose of mutual learning. Sixth, observe the five dimensions of teachers in the five dimensions of lectures: ① organizational ability. Including teaching content, teaching language and teaching activity organization. ② Adjustment ability. According to the progress and existing problems of classroom teaching, effective measures are taken to adjust teaching links, standardize classroom teaching and ensure the smooth progress of teaching tasks. ③ Teaching wit. Observe teachers' ability to quickly capture useful information in the teaching process, and whether they can flexibly use all kinds of teaching resources generated in the classroom and deal with classroom accidents decisively, thus activating classroom teaching. ④ Practical design. Can we design flexible, open and practical exercises according to the individual differences of students, so as to consolidate new knowledge, expand and improve and meet the needs of different types of students? ⑤ Teaching realm. Let's see if the teacher uses the textbook according to the content. Second, see if the teacher can guide students to learn independently. Third, look at the opportunities and time provided by teachers to students in class. Observe students' five dimensions: ① Participation status. Observe whether students are fully involved and how much they are involved. 2 communication status. See if there is multi-directional information contact and feedback in the classroom, second, whether there is a good cooperative atmosphere in the classroom interpersonal communication, third, whether there is solidarity and mutual assistance in the classroom interpersonal communication process, and fourth, whether there are good cooperative skills in the communication process. 3 mentality. One is to see if students have problem consciousness, and the other is to see if the questions raised by students are valuable. Third, see if students are proactive and original when exploring and solving problems. 4 emotional state. See if students have a moderate sense of tension and pleasure, and see if students can self-control and adjust their learning emotions. ⑤ Generation status. First, the classroom produces valuable teaching resources; Second, whether students are full of confidence in learning and experience success; Third, whether the students have received moral education and learned to be human. Class evaluation 1. What is class evaluation? Classroom evaluation is an activity to evaluate whether teachers have established modern teaching concepts and the gains and losses, success or failure of classroom teaching after classroom activities. Second, the problems that should be paid attention to when evaluating the class 1, and clarify the purpose of evaluating the class. Classroom evaluation is a serious and responsible after-class reflection activity. At present, there are some problems in class evaluation: (1), paying attention to form (2), and lacking in-depth analysis of class evaluation. 2. Grasp the evaluation content. According to the current trend of teaching reform, classroom evaluation should focus on the following contents. First, comments on teaching ideas. Second, the evaluation of teaching materials. (3) Evaluation of the application of teaching methods. Fourth, the guidance of learning evaluation methods. (5) Evaluate the teaching process. ⅵ. Evaluate the teaching effect. The above six aspects can be summed up in four aspects: teaching objectives, teaching content, teaching process and teaching effect. 3. Pay attention to the skills of class evaluation. How effective the evaluation is is a matter of method. If the method is right, the effect will be good. Otherwise, the significance of class evaluation will be lost and it will not play its due role. Therefore, we should pay attention to the methods and skills of class evaluation: (1) Grasp the main contradiction. According to the purpose and class type of teachers' class discussion, according to the purpose of class and the main problems to be solved, the main problems in classroom teaching are grasped and commented. (2) Take various forms. (3) Adhere to the incentive principle. 4. Several problems that should be paid attention to in class evaluation: (1) Prepare for class evaluation and don't talk nonsense. Second, the evaluation should be focused and not picky. Third, the evaluation should be comprehensively measured, and it is forbidden to generalize. Fourth, the evaluation should vary from person to person and avoid stylization. ① Pay attention to the age difference. ② Pay attention to teachers' personality differences. ③ Pay attention to the quality differences of teachers. (5) The evaluation should be practical and realistic, and avoid one-sidedness and vulgarization. (3) How to evaluate classes 1 Evaluate teaching objectives 1) Determination of teaching objectives: comprehensive, specific, suitable for setting teaching objectives, targeted and oriented. Comprehensive means that the details can be determined from the aspects of knowledge, ability, thought and emotion, the knowledge objectives should be quantified, the ability, thought and emotion objectives should be clearly defined, the subject characteristics should be appropriate, and the determined teaching objectives can be guided by the syllabus, which can reflect the characteristics of the current year, grade and unit textbooks, and the difficulty is moderate. 2) the implementation of teaching objectives: the teaching objectives are clearly reflected in every teaching link, and the teaching methods closely focus on the objectives and serve the realization of the objectives. Contact with key content as soon as possible, ensure the teaching time of key content, and consolidate and strengthen key knowledge and skills. 2 evaluation of teaching materials should accurately and scientifically impart knowledge, accurately grasp the key points and difficulties of teaching materials, highlight key points, break through difficulties and seize the key. Carefully organize and deal with teaching materials: according to the teaching rules, teaching purposes, students' knowledge base, cognitive rules and psychological characteristics, make reasonable adjustments, enrich and deal with teaching materials, reorganize and scientifically arrange teaching procedures, and choose reasonable teaching methods to transform the teaching material system into a teaching system. 3. Evaluate the teaching plan (1), and design the teaching ideas according to the teaching content and students' reality; It has certain originality and gives students a sense of freshness; The level and context of teaching thought are clear; The practical operation effect of teaching ideas is good. (2) Look at the classroom structure. Classroom structure is also called teaching link or step. The structure of a good class is: rigorous structure, interlocking, natural transition, reasonable time allocation, moderate density and high efficiency. Appropriate allocation and connection of teaching time: a) The calculation of teaching time allocation depends on whether the allocation and connection of teaching time are appropriate, whether there is a phenomenon of "loosening before tightening" or "loosening before tightening", and whether the combination of speaking and practicing time is reasonable. B) The calculation of time allocation between teachers' activities and students' activities depends on whether it meets the teaching objectives and requirements, whether teachers take up too much time and students' activities are too few. C) Calculate the distribution of students' individual activity time and students' collective activity time. It depends on whether the distribution of students' individual activities, group activities and class activities is reasonable, whether there are too many group activities, and whether students have too little time for self-study, independent thinking and independent homework. D) Calculate the activity time of excellent and poor students. It depends on whether the activity time distribution of top students, middle students and underachievers is reasonable, whether the top students take up too much time and whether the underachievers take up too little time. E) The calculation of non-teaching time depends on whether the teacher is divorced from the teaching content and does other things, wasting valuable classroom teaching time. 4. Evaluate teaching methods and means. 1), the teaching methods vary according to the characteristics of courses, students and teachers. Tailored and flexible to use. 2) Facing the reality, choose teaching methods appropriately, and strive to diversify teaching methods, so that classroom teaching is extraordinary, innovative and artistic forever. 3) The reform and innovation of teaching methods depend on the design of classroom thinking training, the cultivation of innovative ability, the exertion of main activities, the construction of new classroom teaching mode and the formation of teaching artistic style. 4) Look at the use of modern teaching methods: See whether teachers use modern teaching methods such as projectors, tape recorders, computers, computers, televisions and movies in a timely and appropriate manner. 5. Evaluate teachers' basic teaching skills 1). Reading blackboard writing: A good blackboard writing is first of all scientific and reasonable in design, and the book is buckled according to the outline. Secondly, it is concise and artistic. Third, clear-cut, neat and beautiful handwriting, skillful board drawing. 2) Look at the teaching attitude: Teachers' teaching attitude in the classroom should be clear, cheerful, solemn and infectious. Calm manner, enthusiastic attitude, love for students, and harmonious feelings between teachers and students. 3) Look at the language: Teaching is also the art of language. Teachers' language is sometimes related to the success or failure of a class. Teachers' classroom language should first be accurate and clear, speak Mandarin, be precise, concise, vivid and inspiring. Secondly, the intonation of the teaching language should be appropriate, with moderate speech speed, cadence and variety. 4) Look at the operation: Look at the teacher's proficiency in using teaching AIDS and operating projectors and tape recorders. Some depend on whether the teacher properly grasps the opportunity and position of the experimental demonstration and takes care of all the students in the classroom. Classroom demonstration and experiment are skillful and accurate, and good results have been achieved. 6. Learning evaluation method guidance 1) depends on whether the purpose of learning method guidance clearly requires helping students understand learning rules, correct learning motivation, stimulate learning interest, master scientific learning methods, develop good study habits, gradually improve learning ability and effectively improve learning efficiency. 2) Whether the contents of the instruction on learning the law are familiar with and implemented. 7. The cultivation of teachers' ability in evaluation project teaching can be seen in the teaching process: creating good problem situations, strengthening problem awareness and stimulating students' thirst for knowledge; Excavate students' internal factors, guide and encourage them; Cultivate students' habits of independent thinking, inquiry and questioning; Cultivate students' habit of observation and psychological quality; Cultivate students' good thinking habits and peace of mind, and teach students the ability to think in many ways and solve problems from many angles. 8. Comment on the teacher-student relationship (1) to see whether students can fully establish their dominant position in classroom teaching activities. 2) See if we can create a relaxed and democratic classroom teaching atmosphere. 9. Evaluation of teaching effect 1. Teaching efficiency is high, students are active in thinking and the atmosphere is warm. Second, students have benefited a lot, and students at different levels have made progress on the original basis. Knowledge, ability and ideological and emotional goals can be achieved. Third, the effective use of classroom time, students learn easily and happily, have high enthusiasm, solve problems in class, and students have a reasonable burden.