Question 2: What is teaching feedback? 1 refers to the memo record of teachers' post-teaching feelings and achievements in the courses they teach; 2 refers to the evaluation of teachers and courses by students, parents or others. Please look it up in the dictionary if you don't understand the above.
Question 3: Classroom Mathematics Feedback So how to organize effective classroom teaching feedback of primary school mathematics? First, the object of feedback should be holistic and pay attention to differences. Because of the differences of students' mathematical knowledge background, knowledge structure, study habits and personality characteristics, it will inevitably have different effects on the same knowledge. Classroom teaching is a stage for the whole class to learn and communicate with each other, rather than the process or result of individual excellent students solving problems. In teaching, we should respect each student's personality, allow different students to understand problems from different angles, express their thoughts in different ways, and solve problems with different knowledge and methods. 1, pay attention to the difference of students' thinking mode when giving feedback. For example, multiplying two digits by two digits is carried out in the context of solving problems. The textbook of People's Education Edition provides theme situation map: 1 set 12 volumes, each 24 yuan, one * * *, how much is it? When comprehensive and exploratory math problems are thrown out, it is bound to form a short-term classroom silence. At this time, some students are exploring and thinking with their original knowledge, and some students are at a loss because they can't find the entrance to solve the problem. Communicate fully on the basis of students' independent thinking, and encourage students to be good at expressing their views and listening to other people's methods. To solve "24× 12", some students will use the estimation they learned last class: first solve "24× 10" and "24×2", and then add up the products of the two parts; Some students will make full use of their own method of multiplying one digit by multiple digits: "24×6×2", and some students will directly calculate the result vertically. Teachers should give full feedback to the thinking process of these three representative methods and guide students to communicate with other methods by column-vertical method. Teachers should not directly choose students who use the method of column and vertical to demonstrate and explain the rules and reasoning of written calculation, which will limit students' thinking and cause students to mechanically imitate how to calculate column and vertical in the middle and late stages. 2. Giving full play to the leading role of excellent students in feedback and promoting the development of epiphany of all students will often cover up the confusion of most students and cause one-sidedness of classroom feedback. Therefore, in order to ensure the authenticity and effectiveness of classroom feedback information, we should fully understand students' learning of knowledge. Especially in view of the overall situation of students at all levels of good, medium and poor, follow-up knowledge teaching can be carried out according to the teaching objectives and the actual situation of students. For example, when teaching "the sum of the internal angles of a triangle", how many degrees is the sum of the internal angles of the triangle at the beginning? There are always several students in the class who have learned the conclusion that the sum of the internal angles of a triangle is 180 degrees through different channels or methods, but not many students explain clearly how to verify that the sum of the internal angles of a triangle is 180 degrees. Therefore, the first problem in the teaching process is how to know the sum of the internal angles of the triangle. The first thing most students think of is to measure a given triangle with a protractor. Teachers ask students to measure and give feedback, and there will be "178 degrees, 179 degrees, 180 degrees, 18 1 degrees" and so on. Even some students who already know the conclusion will trim the degree of each corner on the basis of quantity to get 6500 degrees. At this time, teachers should feedback the results of students with different levels and practical abilities, and at the same time, don't be sure of the suggestibility of the results of "180 degrees", and let all students observe "178 degrees, 18 1 degrees, etc." Then guide the students to verify whether the sum of the internal angles of the triangle is close to 180 degrees by other methods. Many students can't figure out a method except knowing the internal angle and degree of a triangle. When considering the feedback object as comprehensively as possible, we should not only capture the bright spots in the thinking of excellent students, but also capture the joint points when students are "stuck". Some excellent students will come up with the idea of cutting each angle into a straight angle to explain that the sum of the internal angles of the triangle is 180 degrees, so that these students can explain clearly how to operate it, and then cut different triangles into straight angles in groups, so that the feedback triangles have different shapes, but they are all combined into straight angles, so that the sum of the internal angles of the triangle is 180 degrees. 3. Feedback should consider how students with different personality characteristics choose information of students with different student levels. When giving feedback, you should pay attention to strategies: if you are an introverted student, you are usually in class ... >>
Question 4: What is classroom feedback? Classroom feedback refers to students' classroom reaction, awareness of participating in learning, cooperation in learning, mastery of knowledge, emotional changes and so on.
Question 5: What is the function of teaching feedback? Teachers' daily teaching is an interactive activity of information transmission between teachers and students. How to carry out this information exchange depends on feedback, which is expressed by teachers and students around courses and methods. If teachers can consciously observe and record, they can give feedback in time and affect the teaching process.
Careful observation of students' performance after class, especially in class, is a channel to capture feedback information, from which teachers can get a lot of information to improve teaching and improve classroom efficiency and teaching quality. The most timely way to record all kinds of feedback information is the teaching postscript, which itself can play an obvious feedback role. At the same time, the teaching postscript is also a reflection, a summary, an experience, a lesson, and the cornerstone of building a theoretical tower. In many years of teaching practice, I have made a lot of teaching postscript and accumulated a lot of experience, which is summarized as follows:
One is to record students' thoughts and explore their potential. In class, teachers should change from an excited speaker to an active listener, "educating people by listening". Teachers' silence in class gives students the opportunity to speak, and adopts the way of communication centered on hearing to listen to students' thoughts, needs, emotions, thoughts, psychology, differences and relationships with people. After consciously recording it, encourage it to conduct completely open and customized teaching in some classes at an appropriate time.
The second is to record the experience of teaching material processing and time allocation, and constantly accumulate experience to improve teaching efficiency. For example, during the Mid-Autumn Festival, students have a personal experience of the climate change around the Mid-Autumn Festival, so they can spend less time showing, discussing and describing the unfamiliar rural harvest scene of urban students. The custom of celebrating the Mid-Autumn Festival among all ethnic groups can be clearly shown in pictures, while the Mid-Autumn Festival in Hangzhou can carry out activities to encourage students to love their hometown and nature.
The third is to record the appropriate teaching methods. Which topics are suitable for exploration, demonstration, experimental operation and explanation. Such as sound, light and electricity, need to raise and observe animals and plants. Under the background of the new curriculum advocating inquiry, there is a tendency that the less teaching is used, the better. Reflecting on this problem, I think it takes a long time for students to assimilate a subject field and skill system before thinking and acting, and then think on this basis. Teaching is an effective way for students to achieve this goal. Teachers' questioning and open views in teaching can let students see the process of reflection, so it is absolutely necessary to explain it in time and properly.
The fourth is to record where and when students need to dial. In the course of "Various Seasonings", it is very common to add different seasonings to the same food in daily life, but in class, many students can't turn around and make wrong judgments. In fact, life itself is a classroom and an ever-present teacher. In class, as long as the teacher puts a little emphasis on the relationship between life and class, students can straighten out their thoughts and solve problems with life experience. At the same time, the timing of teachers' teaching is also very important. Teachers are bystanders when students observe, experiment or discuss independently. They should actively watch and listen, feel what students are doing and thinking, keep abreast of various situations in the classroom, consider how to guide students to learn next, when and to what extent to express their views, what impact their instructions will have on enhancing students' self-confidence, and when to express their views.
The fifth is to record the difficult problems in class so as to solve them at any time. Teachers are not omnipotent, not encyclopedias. Don't deify yourself. When you meet a difficult problem, you don't need to hide it in front of students. It is far better to admit "I don't know" with a realistic attitude than to tell students a wrong answer. But how to solve unknown problems, teachers must be clear and tell students how to do it. Teachers can mobilize students to find information and verify it to solve difficult problems. For example, there is a kind of mole in the class worm, which the author has always suspected to be the so-called "local dog", but there is no such content in the encyclopedia at hand. I have been paying attention to finding relevant information, which was finally confirmed in a student's book and explained to the students in time in class, so that students can see the teacher's learning process from the event itself and realize the joy of acquiring knowledge.
Sixth, record the common problems in homework, conduct the next teaching in a targeted way, reduce mistakes, and let students experience "excellent" happiness, which plays a positive feedback role. Like the sun's >>
Question 6: What should we pay attention to in teaching feedback of information technology courses? Due to the characteristics of information technology, teachers are required to not only consider the knowledge points in textbooks, but also teach students new knowledge points related to them. This requires teachers to dig deep into useful information while being familiar with textbooks and materials, so that students can learn the latest and most comprehensive knowledge. However, as a subject, teachers can't cram all the knowledge into students, but also let students develop their own thinking, explore their own abilities, learn to study independently, update their skills, and truly "teach people to fish".
But in the course of one year's teaching, I found that there are still some problems in my teaching methods:
First, in terms of teaching methods, I realized that the teaching content should be demonstrated first, then the students should imitate it and do it again. Although this teaching method can make my classroom teaching easily achieve the expected teaching purpose, it leads to students' freedom rights not being reflected. Therefore, we try to make a breakthrough in teaching methods and adopt autonomous learning.
Inquiry learning can stimulate students' creativity and inquiry spirit. However, in practice, specific teaching strategies need further careful consideration. Only in this way can students' inquiry activities be implemented and achieved practical results.
Second, the teacher talked for a long time throughout the class. With only one class a week, I obviously greatly reduced the time for students to do their own work and explore. The teaching of information technology course must let students experience it on the computer. As an operation skill course, it is far from enough to have a teacher's lecture and demonstration. If there is no computer experience, then even the best teaching methods and teaching contents will be "on paper" and have no practical value. When a student receives a learning task and wants to use modern information technology to complete the teaching task, a very important factor is whether the student has experienced it personally. If he has not experienced it, he will encounter many difficulties before completing the task. An important purpose of our information technology course is to let students experience the experience of completing tasks through information technology classroom teaching. Although each student's experience is different, it will lay a certain foundation for their integration with other disciplines and information technology in the future, and even help their further growth today. How to achieve accuracy in classroom teaching?
Question 7: How to write a feedback form for teaching information staff for reference?
First, the school has ideas, a team for management and a system for implementation.
Parent school is an important position to guide family education. It is our parents' school's consistent pursuit to carry out extensive family education propaganda, popularize family education knowledge, popularize successful experiences, help and guide parents to establish correct family education concepts, master scientific family education methods, and improve the ability of scientifically educating children. Therefore, at the beginning of the establishment of the parents' school, the school leaders established the school purpose of "serving parents, being their friends and educating people hand in hand with parents". Our working idea is: take the parent committee as the leader, take the teaching and research of the lecturer team as the basis, rely on twice teaching each semester, take the construction of the parent school system as the guarantee, take the subject research as the carrier, build a scholarly campus and cultivate campus cultural people. To this end, we have established and improved the school organization and achieved the "four haves": one is organized. Parents' school leading group and caring for the next generation association, which are attended by principals, community leaders, working committees (committees) and parents, have been set up, and parents' committees have been set up, improving the school organization. Second, there is a working system. Relying on the parents' committee, we have formulated a series of related systems, such as the Charter of the parents' committee, the responsibilities of the parents' committee, the responsibilities of the principal of the parents' school, the student learning system, the measures for training teachers in the parents' school, and the measures for selecting excellent parents' scholarly families, and organized students to learn these systems at the beginning of each parent school, so that students can know, abide by and consciously maintain them. Third, there is material security. Every year, parents' schools have certain funds to purchase necessary learning materials and facilities, and parents have classrooms to attend classes and reception rooms to receive visitors. Fourth, there are teachers. We have hired backbone teachers and outstanding retired teachers who are enthusiastic about the education of the next generation as parents' school teachers, hired President Shen as parents' school counselors, established a relatively stable team of teachers with certain professional knowledge and teaching level, and also hired community directors who are experienced and enthusiastic about family education as off-campus counselors. As a result, the construction of parent schools has been standardized and systematized, which provides a strong guarantee for family education.
Second, the school has teaching materials, teaching research and teaching methods.
Based on the goal of running a parent school established by our school, when we set up a parent school, we reasonably selected parent school textbooks, such as parents' books for primary school students and municipal parent school textbooks. Every semester, we should use 1-2 days to organize and train teachers to conduct teaching research, from the selection of teaching content to the design of lesson preparation problems and the selection of cases. From the choice of teaching methods to how to teach in cadence, we have studied them one by one, demanding teachers with high standards, and trying to make every class interesting and rewarding for parents.
According to the present situation of family education in our school and the characteristics of students' physical and mental development, parents' schools have made beneficial explorations in the forms of running schools and teaching methods. When teaching, we have various methods:
1, level 3 teaching. Our school implements the "three-level teaching" system for parents' schools, that is, the whole school experts give lectures, annual group lectures and class consultation and discussion. In addition, in order to promote communication between home and school, an open day for classroom teaching has been set up to let parents participate in lectures and improve the level of classroom teaching. Through the establishment of home-school contact system for special students and regular home visits by teachers, home-school contact and communication have been strengthened.
2. Hierarchical teaching. Through questionnaire survey, parents' discussion and class teacher's understanding, we collect and find out the main problems existing in family education, understand the problems that parents are most concerned about and feel difficult, and determine the focus and direction of parents' school education. We adopt stratified teaching and continuous guidance to serialize the teaching content. The specific way is to offer relevant courses to parents at three levels according to students' grades. For example, parents of first-grade students should focus on helping their children understand the school's learning characteristics, learning requirements and basic learning methods, clarify the tasks and routines of school teaching, and let their children adapt to primary school learning life as soon as possible. For parents of grade two or three students, the focus of teaching is to let parents know the ways and means to cultivate their children's behavior habits and study habits during this period, and clearly put forward that it is better to give their children a good habit than to give them a golden mountain and a silver mountain. For parents of grade four, five and six students, the focus of teaching is to help them understand their children's psychological needs and ideological changes and enhance the effectiveness of family education.
Third, the training focuses on the process and the work is pragmatic.
The quality of process management is the key to the quality of parents' school training. Therefore, we are working hard. > & gt
Question 8: Assignment and correction of homework, students' feedback on teaching, and how to write assignment and correction of homework.
Homework is a continuation of classroom teaching and an important way for students to deepen their understanding, consolidate their knowledge and improve their independent thinking ability. Homework correction is an important means for teachers to check the teaching effect, diagnose learning problems and obtain teaching feedback information. Assigning and correcting homework is an important link that cannot be ignored in the teaching process and an organic part of the teaching process.
1, arrange homework scientifically and reasonably.
After each class in the culture class, there must be homework corrected by the teacher. Homework should have a clear purpose, closely follow the teaching objectives, focus on the teaching content, and combine written and oral homework according to the class learning situation and subject characteristics. In order to consolidate knowledge, lay a solid foundation, inspire thinking and develop intelligent services. The difficulty and quantity should be moderate, and the foundation, typicality, development and innovation should be combined. Advocate the implementation of grading operation and the combination of doing and selecting. Class A is the basic problem that everyone must master, class B is the problem of improving thinking, and class C is the problem of innovation and development. Let students learn to choose according to their academic conditions and learn to tailor their clothes; Advocate the establishment of school-based homework resource database, gradually realize the transformation from scratch, from less to more, from coarse to fine, from local to systematic, constantly changing and new, and truly get rid of the bondage of teaching AIDS and the dependence of teaching on them. The development center should play an active role in the construction of school-based homework resource database.
2. Strictly control the workload
Teachers should have as much information as possible at hand and do exercises in a wide and deep way. By solving a large number of exercises, they can find good topics and good methods to break through the key and difficult points, and the exercises assigned to students should be few and precise. Homework should have a global concept, and all disciplines should make overall plans and cooperate with each other to avoid fragmentation and excessive schoolwork burden. Generally speaking, written homework is not made up for grade one or two in primary school, and the daily homework time for single subjects in grade three or four is generally controlled within 15 minutes, within 20 minutes for grade five or six, within 30 minutes for junior high school and within 40 minutes for senior high school. And the teacher can correct it to the upper limit of homework. Do not engage in crowd tactics, do not arrange unfiltered homework, and do not arrange invalid mechanical repetitive homework. Teachers should carefully complete the distributed test papers in advance, delete wrong questions and digressions, and make some choices before distributing them to students. Strict management of examination and approval of supporting teaching materials for students, and it is strictly forbidden to organize students to buy teaching materials privately. A registration system for homework assignment and correction should be established, which should be truthfully registered by the monitor or study committee on time and submitted to the Academic Affairs Office before next Monday. The Academic Affairs Office should promptly remind teachers who have too much (or too little) homework and have certain problems in homework wholesale, and take certain measures when necessary.
3, standardize the operation requirements
Homework should be done carefully, on time and independently. According to the characteristics of the subject, standardize the writing format of homework, with clear and specific format, clear handwriting and complete process. HB pencils are used in the first and second grades of homework primary school, and blue-black pens or fountain pens are used in the third to sixth grades. A registration system should be established for students who have not handed in their homework. Teachers should promptly give criticism and education to students who fail to hand in their homework without reason, whose homework is not standardized or in arrears, and order them to redo or make up, but it is strictly forbidden to assign punitive homework. Ask students to carefully check the teacher's corrections or comments and correct their mistakes in time. Students who have difficulty in completing their homework independently should be educated to help and learn from their peers on the basis of independent thinking.
4, homework correction requirements
Homework should be corrected and handed out in time. Generally speaking, homework should be handed out to students before the next class. Teachers should standardize the use of marking symbols, so that students can recognize, understand and write neatly, and play an exemplary role for students. The homework in the exercise book must be marked with the date of correction, and "√" or "reading" cannot be used instead. It would be nice to correct it. Homework should be handed out and collected. If it is collected, it will be changed. If it is changed, it will be evaluated. If it is evaluated, it will be supplemented. The selection of science homework and fill-in-the-blank questions in various subjects must be graded separately. If the liberal arts are difficult to review, students can't write their homework instead. Teachers can revise their compositions in turn. No less than 50% students have revised their compositions, and no less than 80% students have revised other major liberal arts topics. Pay attention to the balance of students. Teachers must work out a feasible experimental scheme when carrying out homework correction experiments, which will be publicized after being reviewed and approved by the principal's office meeting.
5. Typical problems in homework.
After correcting homework, you should always write down original opinions and typical mistakes and accumulate original materials as the basis for comments and counseling. On the basis of trying to find out the causes of students' homework mistakes, students are required to correct homework in time, comment on mistakes in time, and advocate face-to-face criticism of personality problems to improve the quality of homework correction. Teachers and students should form the good habit of setting up files of wrong problem sets. ...& gt& gt
Question 9: How to write the teaching execution log and the teaching feedback log? What is the content? Problems found in class every day and reflections after class.