Listening to classes and evaluating them is a science, an important part of teaching and research work, an important basic skill for teachers, and an important method for teachers to improve their education and teaching abilities. The following are the comments and suggestions on kindergarten classes that I have collected and compiled. Welcome to read. Comments and Suggestions for Kindergarten Classes 1

Class time: November 6, 20xx

Class: Preschool Class A

Teacher: Teacher Li

Subject: Mathematics

Topic: Distinguishing Left and Right

Classroom Record:

1. Introduction. Take out a number of red ribbons to attract children, invite a child to come on stage, tie the red ribbon on the right hand of one child, turn your back to the child below, and let the child tell the left and right. Then ask the children to turn around and face the children in the audience and say left and right.

2. Draw a simple figure of a character on the blackboard, and ask the children to come up and draw balloons on the left or right side of the figure.

3. Show a photo of multiple people, select one person as a reference, and ask the children to tell who is on the left and right of this person.

IV. Homework assignment, paint red on the left side of a little girl and yellow on the right side.

Suggestions:

The introduction is very successful, firmly grasping the curious mind of children and making them highly focused. Students answered questions actively, with a high accuracy rate, and the classroom atmosphere was active. Kindergarten lecture notes and comments. Kindergarten lecture notes and comments. The whole teaching process is very coherent and the assignments are reasonably arranged. It is a great teaching demonstration. Kindergarten class comments and suggestions 2

Class time: November 10, 20xx

Class: Preschool Class B

Teacher: Teacher Huang

Subject: English

Topic: Unit 6 Hot and cold

Classroom record:

1. Review the rhythm and vocabulary of the previous lesson

2. Introduce new words and prepare two glasses of water, one hot and one cold, let the children touch and feel the temperature, and introduce the teaching of hot and cold

3. Tear up the card game and combine hot and cold Stick the cards on the backs of two children respectively, see which child tears off the other's card first, and then reward them.

4. Invite a child to listen to the command game. The child will take a picture of whichever word the teacher reads. The child who takes the correct picture will be rewarded.

5. Learning new rhythms

6. Handing out cards to review words

Suggestions:

When teachers lead children to dance rhythms, do not It's too natural, mainly because the rhythm is not practiced well. There was a bit of confusion when it came to organizing the game. Many children did not participate in the game. The class time is too short. Overall, the process is clearer and has improved a lot compared to before.

3. Reflection on Small Class Music Listening

This week I was fortunate enough to listen to Teacher Lulu’s small class music game "Happy Little Mouse", and experienced the relaxed and pleasant atmosphere of the game. Teacher Lulu’s teaching wit and enthusiasm in class. I remember that I also listened to this music when I was in elementary school. The version I listened to was "Start and Stop". I also felt the sudden pause of the music, but I used many ways to start and stop, such as driving a car, a gas stove, a washing machine, etc., and it felt like The little mouse is not as vivid as Teacher Lulu.

First of all, Teacher Lulu’s selection of materials is very suitable. The exciting music is very relaxing and fits the age characteristics of small class children. The image of a jumping mouse can catch the attention of children. The music is very vivid, jumping easily, and then the music stops suddenly and continues after a short pause, much like a little mouse looking around when stealing something. At the same time, the little mouse played by Teacher Chen is also very vivid. He claps his hands, takes a bath, gnaws corn, and eats biscuits... Each action comes from the life of young children. The movements are exaggerated and wonderful, making the children laugh. The little mouse in the early stage is also a good example of the later stage. Children’s games pave the way.

Secondly, Teacher Lulu’s own teaching is quite contagious, which is very valuable for a new teacher who has just graduated.

Kindergarten lectures record comments and comments. Every time the children listen to the music, Teacher Lulu can randomly praise the children, mobilize the children's enthusiasm, and encourage the children to listen to the music carefully. Moreover, the teacher's own language is more passionate and contagious, and can drive the children to play happily together. Teachers can also pay attention to details, such as the processing and listening of pause music, the use of charts, the performance of little mice, etc., all of which serve to achieve the goal.

However, there are some points where we have different opinions. When placing the maps, Teacher Lulu did not follow the order of the performance of the little mouse, which caused the children to be a little confused during the game. Some children looked at the maps and most of them Following the teacher's game, the map did not have the greatest effect. It is recommended to place the maps and play the game according to the order of the little mouse. Later, when the children are allowed to play freely, they can remove the maps and tell the children that they can proceed according to their own interests.

Moreover, Teacher Lulu’s picture of the little mouse is not vivid enough. It can be done with the little mouse as the main body and simple props.

Generally speaking, this is a happy, enjoyable and relaxing music game, which makes children, teachers and teachers all feel happy!

Related reading:

How should kindergarten teachers listen to and evaluate classes

Listening to classes and evaluating classes are regular and indispensable teaching and research activities for teachers in daily teaching activities. They are important to promote the updating of teaching concepts, the exchange of teaching experience, and the improvement of teaching methods. It is an important way and main means to discuss, display teaching art, report research results, and improve teaching level. The process of listening to classes and evaluating classes is a process in which teachers gain experience and improve themselves through interaction. Therefore, listening to and evaluating classes is the most effective way for teachers to study classroom teaching and improve their professional abilities.

The first question: How should teachers listen to lectures

1. What should be prepared before listening to lectures

Blindness is the enemy of efficiency, and the same is true for listening to lectures. Teachers The effect of listening to a class blindly is very different from attending a class prepared. Therefore, you should make the following preparations before attending a class.

(1) Be familiar with the teaching materials, understand the editor’s intention of this lesson, clarify the internal connection between old and new knowledge, and be familiar with the important and difficult points of the teaching content.

(2) Clarify the three-dimensional teaching objectives of this lesson. Only when the teaching objectives are clarified during the lecture can we see the completion of the teacher's teaching.

(3) Design a preliminary classroom teaching plan in your mind for this lesson. The broad outlines of the teaching framework provide a reference system for course evaluation.

(4) Before listening to the class, you should recall whether you have taught this class before and what confusions and questions you have. Recall whether you have listened to this lesson.

2. What should be recorded during lectures

Lecture records are important teaching and discussion materials and the basis for teaching guidance and evaluation. They should reflect the original appearance of classroom teaching so that listeners can rely on Listen to the lecture records and reproduce the teaching situation in your mind through reasonable imagination and compensation. The following aspects should be paid attention to:

(1) Pay attention to the design of teaching links. That is, situation creation → introduction of new lessons → exploration of new knowledge → consolidation, application and expansion of new knowledge, etc. Be able to adapt to changes in circumstances, flexibly adjust, regulate the classroom, and achieve the purpose of activating the classroom. How to control the time of each link, complete the process and transition of each link; when listening to the class, you should also pay attention to thinking about why the teacher arranges the classroom teaching links like this, how to arrange the small links within the big links, and how to make the classroom structure conform to the teaching content. The teaching purpose of each lesson, the characteristics of the teaching materials and the actual situation of the children, how are the various steps or links arranged in an orderly manner? One link is closely linked, when the teacher guides, when the children explore independently, when the children cooperate and communicate, what When do children practice presentations, when do they give feedback and comments, when do they question and discuss, when do they summarize, are they reasonably arranged and scientifically deployed to give full play to the effectiveness of every minute?

(2) Focus on key points and difficult breakthroughs. When listening to the class, pay attention to how the teacher fully, flexibly, simply and effectively uses the children's existing knowledge to reproduce the vertical and horizontal connections. Whether to use examples, guided comparisons, visual demonstrations, etc. How to use logical thinking methods such as comparison, analysis, and synthesis to help children break through key and difficult points and understand and master new knowledge. When solving problems, we should focus on how to transform book knowledge into children's spiritual wealth. How to organize children to explore independently, experience first-hand, and learn new knowledge. This requires our young teachers to think carefully and carefully.

(3) Pay attention to teaching methods and learning methods. When listening to the class, pay attention to how the teacher actively interacts and develops with the children during the teaching process. From teachers' "teaching" as the center to children's "learning" as the center, how to handle the relationship between imparting knowledge and cultivating abilities. How to create a teaching environment in which children actively participate, stimulate children's enthusiasm for learning, and cultivate children's learning ability.

(4) Pay attention to the application of auxiliary means. When listening to the class, we should also carefully consider how teachers can integrate information technology with subject teaching, give full play to the role of information technology, and provide rich and colorful teaching situations for children's learning, thereby stimulating children's interest in learning and improving the effectiveness of classroom teaching.

(5) Pay attention to exercise design and knowledge expansion. Whether the exercise design is targeted, hierarchical, and scalable to achieve the purpose of consolidating new knowledge and cultivating abilities. At the same time, attention should be paid to whether the practice forms are diverse, whether the knowledge learned is applied to solve practical problems in daily life, and whether the children's ability to solve practical problems is improved.

In addition: the classroom teaching process progresses with the flow of time. In a class, it is impossible to "play back" the past; some details are fleeting, and if you ignore some details, your perception will be broken, affecting the overall understanding of the entire teaching process. Therefore, when listening to the class, you must devote yourself wholeheartedly, think actively, and analyze carefully. We should intervene from three roles: First, we must enter the role of "teacher". Put yourself in their shoes and think about how you would take this class if you were taking it.

Compare the coach's teaching methods with your own ideas, so as to avoid being an outsider and being critical, unable to see the advantages, and unable to understand the coach's good intentions; it can also avoid unprincipled sympathy and understanding, which cannot see the good intentions of the coach. Shortcomings and shortcomings. Second, we must enter the role of "child". You must put yourself in a "learning" situation and reflect on how teachers teach or handle teaching content, how to guide, and how to organize from the perspective of children, so that children can understand, explore, apply, and master. Third, we must enter the role of "learning". During the lectures, you will discover more about the strengths of the teacher, the shining points of classroom teaching, and things that inspire you, learn from each other's strengths, and strive to improve your professional level.

3. What should be done after listening to the lecture

(1) Organize the lecture records. Record the content of the lectures and record them in an outline according to the sequence. Record the time allocation, that is, the time spent in each link, the time used by teachers to teach, and the time used by children to learn. Record the selection and application of teaching and learning methods, record the creation of situations, the language of transition, the techniques of guidance, the methods of motivation, and the way of organizing activities. Record the teacher's exploration and use of classroom-generated resources, and record the flexible handling of unexpected events. Record practice status, practice content, practice form, etc.

(2) Do a good job in post-class analysis. After listening to a lesson, you should conduct a comprehensive analysis in time to find out the characteristics and highlights of this lesson, and summarize some regular understandings. Identify the aspects that inspire you and can be learned. Based on the actual situation of this class, we put forward some suggestions and reasonable modification suggestions, and communicated with the teaching teachers to achieve the purpose of mutual help and mutual learning.

Second question: How should teachers evaluate lessons

1. The concept of lesson evaluation

1. Lesson evaluation content: Lesson evaluation is about the effectiveness of classroom teaching evaluation, as well as analysis and evaluation of the role of each element that constitutes the classroom teaching process (teachers, students, teaching content, teaching methods and teaching environment, etc.), that is, the interaction between teachers and students, the interaction between teachers and teaching methods, teaching methods Interaction with students, etc., including teaching and learning in the classroom, speaking and practicing, leadership and subjectivity, learning knowledge and learning how to behave, learning knowledge and improving abilities, comprehensive requirements and teaching students in accordance with their aptitude, achievement of teaching goals and performance, professional development of teachers, etc. etc. It not only evaluates how teachers teach, but also how effective the teaching is. The most important thing is to evaluate students' learning methods and learning effectiveness. It depends on the degree of goal achievement, that is, how students learn and understand the teaching content, and whether students can use it. Re-express the teaching content in your own words.

2. The function of lesson evaluation The function of lesson evaluation can be summarized into four aspects: first, to promote the improvement of kindergarten teaching quality; second, to promote the improvement of teachers’ professional quality; third, to promote the level of kindergarten teaching and scientific research Improve; the fourth is to improve the quality of students. Finally, eight optimizations were achieved in terms of educational thoughts and concepts, teaching objectives, teaching content, teaching methods and means, teaching process, homework design, teaching management, and basic teaching skills.

3. Principles of lesson evaluation

(1) Principle of telling the truth: lesson evaluation is an opportunity for coaches to learn and draw lessons from. Only when evaluators have a strong sense of responsibility and are objective, fair, and realistic can evaluations have real meaning. However, we must also avoid the situation where "heavy words" will affect the effect. Therefore, when telling the truth, we must also pay attention to methods and strategies, and pay attention to the art of class evaluation.

(2) "Psychological zero distance" principle: Course evaluators should consider issues from the perspective of helping and promoting, put forward pertinent guidance, and especially use a sincere attitude to create a "psychological zero distance" harmonious atmosphere. Make coaches feel good-willed and receptive to opinions, which will help coaches reflect on their own teaching and improve their teaching standards.

(3) The principle of highlighting key points: which areas need improvement, which areas are very distinctive, and can grasp the key points and integrate theory with practice, so that the coach can enter the realm of "sudden realization".

(4) Incentive principle: The language of evaluation is enthusiastic and sincere, which can encourage coaches to self-reflect, build self-confidence, and improve teaching standards as soon as possible.

(5) Principle of individual differences: According to different coaches, different teaching forms, and different evaluation focuses, course evaluation must have corresponding differences and characteristics. For example, the requirements for key teachers can be higher, seizing individual characteristics, exploring teaching expertise, and stimulating the formation of personal teaching styles.

(6) Artistic principle: When evaluating lessons, you must pay attention to art, master psychological theories, consider language skills, pay attention to the evaluation scale, consider it from the perspective of helping and promoting, discuss the class, and evaluate the class thoroughly. , talk less about people.

4. Form of course evaluation

(1) Individual interview: face-to-face individual and two-way communication between the listener and the instructor. It can not only protect the coach's self-esteem, but also make it easier to discuss issues in depth. Of course, this only applies to situations where there are only 1-2 people attending the class.

(2) Group review: adopted when there are a large number of people attending the lecture. The general procedure is: instructor giving lecture → listener review → leader or expert general review.

(3) Written materials: Affected by various factors such as time, space, personnel, and location, issues that are inconvenient to talk about in public places can be expressed in writing, and you can also fill in the form designed by the organizer. Evaluation schedule.

(4) Questionnaire: There are three forms: one is the student learning effect questionnaire, the other is the listener’s evaluation form on the classroom teaching situation, and the third is the teacher’s self-evaluation form. This depends on the needs of the assessor or organizer.

(5) Statement defense: The teacher first states his or her teaching ideas, teaching ideas, teaching methods, teaching concepts, teaching characteristics, teaching success or failure, etc., and can focus on it. Then there will be a defense, the evaluators will ask questions, both parties will explain their own opinions, then summarize, and finally authoritative experts will comment.

(6) Roll call review: The course review organizer invites the reviewers to make on-site comments by roll call.

(7) Expert consultation: Invite experts to consult on the instructor’s classes to help young teachers develop their strengths, avoid weaknesses, and grow as quickly as possible. Experts look at issues more accurately, in depth, and are more convincing and rational.

(8) Self-analysis: After listening to the evaluation, the coach will promptly reflect on, modify and optimize the teaching plan, and conduct secondary design. In particular, it is necessary to explore the reasons for errors and record them in time to prevent similar problems from recurring.

Lesson evaluation should become a regular activity in kindergartens. It promotes teachers to learn from each other and discuss together; it helps school leaders better diagnose and inspect the quality of teaching. The focus is not on evaluating teachers' level, nor on identifying the teaching effect of a certain class, but on diagnosing problems and deficiencies in teachers' classroom teaching, creating a team spirit in teaching research, promoting the improvement of teachers' teaching level, and improving students' comprehensive quality. improvement.

2. Evaluation criteria for a lesson

(1) Teaching purpose (reflecting goal awareness)

1. Teaching objectives are comprehensive, specific, clear and consistent Outline, teaching materials and early childhood practice.

2. The key points and difficulties are raised and handled properly, the key is grasped, the simplicity is used to control the complex, and the knowledge taught is accurate

3. The awareness of achieving the teaching goals is strong, and the teaching is carried out throughout the teaching. The process is always

(2) Teaching procedures (reflecting subject awareness)

1. Clear teaching ideas, rigorous classroom structure, and reasonable teaching density

2. Open to all , reflect differences, teach students in accordance with their aptitude, and comprehensively improve the quality of children

3. The amount of knowledge imparted and the degree of training ability are moderate, highlighting the key points, and seizing the key

4. Create opportunities for children, Let them actively participate and develop actively

5. Reflect the knowledge formation process, and the conclusion is realized and discovered by the children

(3) Teaching methods (reflecting training awareness)

< p>　1. Lectures are concise and concise, focusing on thinking training

?2. Teaching methods are flexible and diverse, in line with teaching materials, and the actual situation of children and teachers

?3. Multiple exchanges of teaching information and feedback Timely, correction is effective

4. Based on reality, use modern teaching methods

(4) Emotional education (reflecting emotional awareness)

1. Teaching democracy, Teachers and children are equal, the classroom atmosphere is harmonious and harmonious, and innovative abilities are cultivated

2. Pay attention to the cultivation of children's motivation, interests, habits, confidence and other non-intellectual factors

(5) Basic teaching skills (embodied skills) Awareness)

1. Teaching in Mandarin, with standard, concise and vivid language

2. The teaching style is friendly, natural, dignified and generous

3. Proficient Use modern teaching methods

4. Strong ability to control the classroom

(6) Teaching effect (reflecting efficiency awareness)

1. The teaching objectives are achieved and the teaching effect is good

2. Children learn to learn, take initiative in learning, and the classroom atmosphere is active

3. The amount of information is moderate, the burden on children is reasonable, and it is efficient in a short time

(7) Teaching Characteristics (reflecting characteristic awareness)

1. Teaching has individual characteristics

2. Teachers form teaching style

3. How to evaluate lessons

1. Evaluate teaching objectives

Teaching objectives are the starting point and destination of teaching. Their correct formulation and achievement are the main criteria for measuring the quality of a class. Therefore, when analyzing a lesson, we must first analyze the teaching objectives.

First of all, from the perspective of setting teaching goals, it depends on whether they are comprehensive, specific, and appropriate. Comprehensive: refers to the formulation of general teaching goals that include three dimensions (emotional attitude, ability, knowledge); specific: refers to the knowledge goals that must have quantitative requirements, and the ability and ideological and emotional goals must have clear requirements, reflecting the characteristics of this teaching activity ( That is, it is clearly operable when expressed); appropriate: refers to the determined teaching objectives, which can be guided by the new outline, conform to the age characteristics and cognitive rules of children, focus on the interests of children of this age, and are moderately difficult.

Secondly, from the perspective of goal achievement, it depends on whether the teaching goals are clearly reflected in each activity link, and whether the teaching methods closely focus on the goals and serve to achieve the goals.

2. Evaluation materials

To evaluate whether a lesson is good or bad, it depends not only on the formulation and implementation of teaching objectives, whether they are accurate and scientific, but also on the teacher’s understanding of the activity content. Whether the selection is appropriate, whether the teaching materials are thoroughly understood, and more attention should be paid to analyzing whether the teacher highlights the key points, breaks through the difficulties, and grasps the key in the processing of teaching materials and the selection of teaching methods.

Specifically, we can start from the following points:

1) Whether the selected materials are in line with the children’s life experience level, cognitive rules and psychological characteristics.

2) Whether the teacher’s handling of teaching materials is accurate. (Processing refers to: reasonably adjusting and enriching teaching materials, reorganizing and scientifically arranging teaching procedures, and choosing reasonable teaching methods.)

3) Whether the key points have been highlighted, difficulties have been overcome, and difficulties have been grasped. key.

3. Evaluate the teaching procedures

1) See whether the teaching ideas, context, and main lines are clear.

When doing things, you need to have ideas. When you write articles, you need to have ideas. When designing teaching activities, you also need to have ideas. This is the teaching idea. The teaching idea is the context and main line of the teacher's class. It is designed based on the actual situation of the teaching content and the level of the children. It reflects how to arrange and combine a series of teaching methods, how to connect them appropriately, how to arrange details, how to arrange operation exercises, etc.

Teachers’ teaching ideas in activities are diverse, such as: link design, question design, operation link design, etc. To this end, when we evaluate the teaching process, we must first look at the design of teaching ideas, whether it is consistent with the actual teaching content, whether it is consistent with the actual situation of the children, stimulate interest, and meet the learning needs of the children; second, we must look at the design of the teaching ideas, whether there are certain Whether the originality can give children a fresh and exciting feeling; the third is to look at the level of teaching. Whether the context is clear, from easy to difficult, from shallow to deep, and progressively (this is also the most important point).

2) Whether the design ideas are consistent with the actual teaching operations

Sometimes, when teachers design teaching ideas, they do not presuppose enough activities, do not know enough about the children, or the teaching ideas are unclear, As a result, situations encountered during activities cannot be handled well.

3) Check whether the structural arrangement of the teaching is reasonable.

Check whether the time allocation and connection of the teaching links are appropriate, and whether there is "loose in the front and tight in the back" or "tight in the front and loose in the back" phenomenon, it depends on whether the guidance and practice time are reasonably matched.

Look at whether the time allocation for children’s individual activities, group activities and collective activities is reasonable, and whether there are too many collective activities and too little time to focus on individuals.

4. Evaluate teaching methods and means

Evaluating and analyzing the selection and application of teachers’ teaching methods and teaching means is another important part of course evaluation. The so-called teaching methods refer to the general term for the activities that teachers adopt to complete teaching purposes and tasks during the teaching process. But it is not a single activity method isolated by the teacher. It includes the teacher's "teaching activity method" and the way students "learn" under the guidance of the teacher. It is the unity of the "teaching" method and the "learning" method. Evaluate and analyze teaching methods and means, including the following main contents.

1) See if it is tailor-made and use it flexibly.

We know that there are methods for teaching, but there is no fixed method. The most important thing is to get the method. A good teaching method is always relative, and it always changes accordingly according to the content, the students, and the teacher's own characteristics. In other words, the choice of teaching methods should be tailored to suit the needs and used flexibly.

2) Look at the diversity of teaching methods.

The most important thing to avoid in teaching methods is monotonous and rigid. No matter how good the method is, it will be boring if you copy it every day. The complexity of teaching activities determines the diversity of teaching methods. Therefore, when we evaluate classes, we not only see whether the teacher can face reality and choose teaching methods appropriately, but also see whether the teacher can work hard on diversifying teaching methods to make classroom teaching extraordinary, constantly teaching new things, and rich in content. artistry. Pay attention to random generation.

3) Look at the reform and innovation of teaching methods.

To evaluate teachers’ teaching methods, we should not only evaluate the routine, but also look at reform and innovation, especially the evaluation of the classes of some well-qualified key teachers. We must look at both routine and reform and innovation. It depends on the design of thinking training in activities, the cultivation of innovative abilities, the development of children's subjectivity, new teaching concepts, the unique teaching style and the teacher's personality charm, etc.

4) Look at the use of modern teaching methods

5. Evaluate the relationship between teachers and children

1) See whether children can fully establish their dominant position in learning activities .

2) See if we can work hard to create a relaxed and democratic teaching atmosphere and integrate teachers and children. (For example: some teachers have a very harmonious relationship with children, while some teachers are aloof. Especially small class teaching activities require such a sense of closeness between teachers and children.

)

6. Evaluate teachers’ basic teaching skills

1) Look at the teaching style: According to psychological research, people’s expression depends on 55% facial expression + 38% voice + 7% words. The teaching style in teachers' activities should be clear, cheerful and contagious. He has a dignified appearance, calm manners, enthusiastic attitude, loves children, and has a harmonious relationship between teachers and students.

2) Look at language: Teaching is also an art of language. First of all, it must be accurate and clear, speak Mandarin, be precise and concise, be vivid, and ask enlightening questions. Secondly, the intonation of the teaching language should be appropriate in level, speed, rhythm, and varied.

3) Look at the operation: Look at the teacher’s use of teaching aids and multimedia operation proficiency (piano playing and singing).

7. Comment on the teaching characteristics (where are the highlights of the entire activity).

In short, evaluating a class should be viewed from two aspects: first, whether the teacher is good at guiding. Whether to create a good teaching environment, whether to organize children to carry out activities, whether to leave space and time for meditation, rather than how well the teacher teaches. See if the children are proactive. See whether children actively participate, how extensive their participation is, and whether they take the initiative to explore, cooperate and communicate.