What kind of class is a "good class"

1. What are the characteristics of a good class? What are the characteristics of a good class? Or what standard does a class meet to be a good class? 1. "Good class" is a descriptive concept. To be exact, although "good class" is rich in connotation, it is not a standardized concept, but mainly a description of the state and effect of classroom teaching. 2. "Good class" is a kind of value judgment. The judgment made by the evaluation subject on the degree of a stratum is a kind of value judgment. Because there are differences in the background, concepts, experiences and values of the evaluation subjects, different evaluations will be made for the same class. A class is like a prism. Due to different viewers and different evaluation angles, the evaluation results will be varied, and there is no "one size fits all" standard. 3. "Good class" is an open concept. With the changes of the times, the renewal of ideas and the development of education itself, the requirements for "good classes" will be different. Although the topic of "good class" has a long history, the related discussion has never stopped, because the concept of "good class" is open and the standard of "good class" is constantly developing, and there is no conclusion. Second, from what angles can a "good class" be measured? Literature research shows that there are two main strategies for the design of classroom teaching evaluation standards: one is the strategy of dividing classroom teaching elements. According to the main elements of classroom teaching, it is divided into teaching objectives, teaching content, teaching process, teaching methods and teaching effects, and then each part is further divided into several sub-projects; The second is the analysis strategy of classroom teaching behavior. According to the specific behavior of people in classroom teaching, classroom teaching is divided into teacher's teaching behavior, student's learning behavior and teacher-student interaction behavior. The specific evaluation project is carried out according to three behaviors. The author believes that the standard of "good class" can be discussed from the following four different angles. In this way, the understanding of "good class" may be more comprehensive. 1. Thinking from the "origin": What is the essence of classroom teaching? The essence of classroom teaching is the process that teachers organize students to study effectively with purpose and plan. To evaluate classroom teaching, students' learning activities must be observed. Only when teachers' organizational activities trigger students' learning activities, and only when teachers' activities are linked with students' activities, it is meaningful to evaluate teachers' activities and evaluate classroom quality. 2. Thinking from the comparison between the old and new evaluation concepts: What is the difference between the evaluation concept under the new curriculum concept and the traditional evaluation concept? Curriculum evaluation under the new curriculum concept is a developmental evaluation system, that is, an evaluation system that promotes students' all-round development, teachers' continuous progress and curriculum development. The goal of classroom teaching under the new curriculum concept is to pay attention to the learning process and methods while strengthening the teaching of basic knowledge and basic skills training, especially to strengthen the cultivation of students' emotions, attitudes and values, and improve students' quality in an all-round way. The scientific concept of classroom teaching evaluation must be based on human development, and evaluators should look at teachers and students from a developmental perspective and evaluate the behavior of learning and teaching. 3. Reverse thinking: What kind of class is "poor class"? "Good" and "bad" are relative. We might as well grasp the standard of "good class" by analyzing the characteristics of "poor class". For example, a teacher-centered classroom is not a good classroom, a classroom with the sole goal of imparting knowledge is not a good classroom, and a classroom where students' desire to learn is not stimulated is not a good classroom, and so on. 4. Think from the grasp of the trend of things: What are the development trends of classroom teaching evaluation? The research and practice of classroom teaching evaluation standards are different, which reflects the development trend of evaluation standards: from paying attention to teachers' "teaching" to students' "learning", from paying attention to single goal to multi-dimensional goal, from paying attention to the achievement of "effective teaching" to paying attention to the performance of teachers and students in the teaching process at the same time, from paying attention to static state to paying attention to generation, from paying attention to teaching effect to pursuit. These trends are an important reference for us to think about evaluation indicators. What are the characteristics of a good class? There is no absolute standard for a good class, but a good class often has some basic characteristics. Today, with the deepening of curriculum reform, a good class must embody the concept of quality education, which is the basic requirement and, in a sense, the highest requirement of a good class. According to my personal understanding, subjectivity, effectiveness, generation, interaction and reflection are the important characteristics that a "good class" should have at present. 1. Subjectivity. In the past, the outstanding problem in classroom teaching was that students ran on the track designated by the teacher and learned passively according to the activity rhythm set by the teacher. Students have no desire to learn in class, and are completely dragged by teachers to learn passively, without active thinking. How can they learn well? The establishment of students' dominant position in the classroom is guaranteed by a certain degree of participation. If students don't participate, or the participation is neither extensive nor deep, then this class can hardly be said to be a good class. "Good class" must require students to actively participate and take the initiative to learn. 2. effectiveness. "Effective" means that students have actual gains after class. A good class needs rich knowledge and sincere emotional experience. Students not only master knowledge, but also integrate these new knowledge into the original knowledge system. At the same time, pay attention to each student's academic performance, so that each student can get as great an all-round development as possible on the original basis. While devoting to all students, let the top students "eat enough" and the students with learning difficulties "eat enough" to really learn something. 3. make money. Classroom teaching is the unity of presupposition and generation. If the teacher completely ignores the situation in the classroom and blindly executes his own teaching plan, such a class is actually a teaching plan drama. "Good class" not only requires teachers to have sufficient presuppositions, but also requires teachers to adjust the preset teaching objectives, processes and progress according to the actual situation, and jointly generate classroom content and new educational and teaching resources with students. A class with "generation" is an innovative class, a dynamic class and a "good class". 4. Interaction. The interaction between students and the surrounding environment is helpful to understand and master the learning content. "Good class" must be interactive. A good classroom should create an equal, relaxed, democratic and harmonious learning environment for teachers, create appropriate problem situations and effectively guide students. In such an environment, the classroom is the sky for students to fly their hearts and the process of life interaction between teachers and students. Both teachers and students can embody their own life values in teaching. Strictly speaking, there is no perfect class, even a "good class" is not perfect. The seemingly perfect class is often just a smooth performance, while the real class always has "regrets" and always needs further improvement. "Good class" should make people remember deeply, and encourage teachers and students to form the habit of reflection, so as to make continuous progress. * The writer is deputy director and associate researcher of Shaoxing Education Bureau, Zhejiang Province. To evaluate the teaching of a good class, we should observe from the perspective of teachers' organizing student activities, and design activities and organize teaching from the perspective of guiding teachers to pay attention to the direct effect of activities, that is, whether students can achieve effective learning and how many students can achieve effective learning. Only in this way can we give full play to the positive guiding role of classroom teaching and promote the healthy development of classroom teaching evaluation itself. When studying and formulating good curriculum standards, we must adhere to the basic concept of modern education-the idea of students' development, the attitude of evaluating the developing teaching process with a developmental perspective, and pay attention to absorbing modern advanced education and teaching experience. At present, we can't get a good class and there is no constant standard. There is no end to good classes. The standard of good class we advocate is not a sword hanging over teachers and students to restrain their initiative, but a sharp weapon to help teachers improve their professional level and guide teachers and students to improve classroom teaching efficiency. Since the essence of classroom teaching is the process in which teachers organize students to study effectively purposefully and systematically, the evaluation of classroom teaching should be carried out from the perspective of observing students' learning activities. The focus of observation is the activity process, which is the activity process of teachers organizing students. The sole purpose of these organizations is to enable students to learn effectively. Therefore, teachers' organizational activities are not the focus of observation and evaluation. Only after teachers' activities lead to students' activities, and only when teachers' activities are linked with students' activities, it is meaningful to measure and evaluate teachers' activities to evaluate classroom quality. Otherwise, no matter how vividly the teacher explains, no matter how many educational resources the teacher shows, it is unnecessary or even worthless as long as it does not arouse students' effective learning. When measuring and evaluating classroom teaching, the focus of observation shifts from teachers' actions to students' actions, and teachers' actions are linked with the activities of students to be evaluated, which reflects our new understanding of the nature of classroom teaching. Of course, this analysis and evaluation of classroom teaching does not deny the leading role of teachers in teaching, because the performance of students' effective learning activities is the result of teachers' labor and reflects the level of teachers' organization and planning. Therefore, we can still evaluate teachers according to the actual performance of students in the classroom under certain conditions, so as to understand the professional level and professionalism of teachers. First of all, we emphasize that classroom teaching time should not exceed 30 minutes, and students' training and activities time should not be less than 15 minutes. We only pay attention to teachers in time and students' main role in the teaching process, not to restrictions. As an evaluation of an activity process, we should evaluate it from its purpose, process, effect, atmosphere and characteristics. When formulating the evaluation standard of classroom teaching, we should grasp the following five indicators: 1. Teaching tasks and objectives 1. Under the condition of class teaching system, teachers and students should always determine one or several specific teaching tasks in each class, that is to say, they should be clear. The task or goal should be concrete and scientific, a meaningful and valuable scientific proposition, a reasonable requirement, and a requirement that meets the needs of students' development and the needs of inheriting human civilization. The teaching task of a class should be specific, targeted and feasible. 2. Tasks and goals should be crucial, that is, they should adapt to students' knowledge and ability, be interesting and challenging for students, rather than simply repeating them, and should not be too far away from students' life experience. 3. The scientificity and appropriateness of learning tasks and learning objectives is the premise to stimulate students to learn effectively. Unreasonable and worthless task objectives will not arouse students' interest, and it is impossible to achieve successful teaching. Second, the teaching process 1. The teaching process should conform to the generation and development process of students' knowledge, ability, emotion and values, and should meet students' physical and mental needs. As a group learning activity, the focus should be on students' participation, and the breadth, depth and consciousness of students' participation. 2. It depends on how many students have achieved effective learning; It depends on the extent to which the problems discussed and explained by teachers meet the needs of students and help students solve difficulties; It also depends on the mental state and value pursuit of students and teachers in activities such as questioning, discussion and homework. 3. At the same time, we should pay attention to the organizational procedures and activity rhythm of the teaching process to see whether there is a reasonable order and order on the whole, whether we can flexibly adjust the established arrangements at any time because of people and things, whether the activity rhythm conforms to the principle of health and safety, whether we can relax and integrate seriousness and vividness. 4. The observation of activity degree and activity rhythm should focus on the needs of effective learning, pay attention to the rationality of activity methods and the suitability of educational resources utilization, and evaluate the scientificity and rationality of activity procedures and activity rhythm according to the requirements of students' cognitive and emotional development. 5. When observing and analyzing the teaching process, we should adhere to the principle of "someone in the eyes", care about the emotional experience of individual or group students, and evaluate the teaching process from the actual effect and the long-term impact on students' physical and mental development. In a word, observing the teaching process mainly focuses on teachers' humanistic care for students and students' comprehensive understanding and implementation of teaching tasks. Teaching tasks, teaching objectives and modern educational ideas embodied in them can not only stay at the declaration level, but also be embodied in the process of teaching activities, and must be transformed into specific activities, characteristics and atmosphere of teachers and students in order to truly promote the development of students. Third, the atmosphere of teaching activities 1, the atmosphere seems to be a mysterious and unpredictable thing. In fact, it is embodied in the communication and activities between teachers and students, in the material existence and spiritual existence of the classroom, which is completely perceptible to both sides and observers, and is a key factor that can affect the efficiency of classroom teaching activities. 2. A positive teaching environment should be harmonious, positive, democratic and equal, so that every participant has a sense of security, intimacy and belonging. Students and teachers should have a similar psychological distance. A positive classroom environment is related to the classroom atmosphere, such as emotional security, self-confidence and sense of belonging, which requires us to pay attention to the psychological needs of learners. Fourth, the effectiveness of teaching Effective teaching must be a learning activity that can make learners gain something. It is very important to check the learning effect. Efficiency check can have three indicators: first, the degree of problem solving; Second, what is the cost of solving the problem and whether the input-output ratio is appropriate; The third is to see whether it can arouse the will to continue learning and promote development, specifically, whether it can bring new problems and start more in-depth and extensive learning activities. The evaluation of learning efficiency should have a sense of benefit, advocate promoting students' development under the condition of reducing the burden of schoolwork, care about students' physical and mental health as much as they care about their studies, and strive to achieve "low input and high output". At present, with the prevalence of "sweating teaching" and teachers working overtime and procrastinating in adding classes, we advocate "finishing classes on time" and "making up lessons collectively without overtime" as teaching disciplines, which are one of the key requirements for evaluating classroom teaching. Some people think that as long as the students' senior high school entrance examination results are made up, no matter how many things violate the teaching rules, they can cover up all the ugliness and the past with kindness, which is actually very wrong and harmful. Modern society is an interest-oriented society, which should be created by people full of vigor and vitality. If our students have been pursuing immediate "achievements" since childhood without paying attention to benefits, and spend their enthusiasm and initiative in this repetitive training since childhood, how can they adapt to the development needs of socialist modernization? How can we become a new generation with innovative spirit and practical ability? In this sense, education must have the concept of benefit, which is one of the basic requirements of modern education. 5. Creative value-added This is the encouragement and support for teachers' personality, creative spirit and exploration courage in teaching activities. A good class should reflect the teacher's personal characteristics and be closely combined with the reality at the moment. It is a class with some innovative attempts or sparks of inspiration. Therefore, teachers should be encouraged to create boldly and allowed to make mistakes in exploration, which needs to be improved. Creative value-added or characteristic points in classroom teaching evaluation should not only be the patent of old teachers, but also be a means to encourage all teachers to try to reform, and should be a way to encourage teachers to make breakthroughs in general requirements and gradually improve the overall teaching quality. Therefore, we can not only increase the advantages and characteristics contained in the evaluation elements, but also increase the characteristics and creativity. In short, teachers should be encouraged to make bold reforms, try new methods and explore new laws. Classroom teaching under the condition of quality education is a new thing in development, and we haven't had much successful experience yet. Under such conditions, it is not only the need to improve the quality of classroom teaching, but also the need to promote quality education to encourage teachers to actively create and let more teachers grasp the essential requirements of quality education and modern education in their creation. Specific evaluation of classroom teaching should mainly examine the following six indicators: (1) students actively participate in learning; (2) Maintain effective interaction between teachers, students and students; (3) study materials, time and space are fully guaranteed; (4) Students form a real understanding of knowledge; (5) Cultivate students' ability of self-monitoring and self-reflection; (6) Students get positive emotional experience. Of course, these indicators can be further refined and quantified when implemented. For example, students can be actively involved in the following two aspects. First, the time and breadth of students' personal participation. Including students' active activities, independent thinking and individual study time, the number of people answering questions and demonstrating. Second, the cooperation between students and others. Including the time to participate in group study, the effectiveness of group exchange and discussion, etc. But in any case, we must follow the basic principles of formulating and selecting evaluation indicators, and ensure that the indicators are clearly expressed and concrete, and can be improved through subjective efforts. Finally, there is another thing that we often ignore, that is, the evaluation index must grasp the key factors and main contradictions, and remember not to cover everything, be too detailed and too comprehensive. Because the evaluation standard is a tool, its purpose is to better promote teachers' teaching behavior, we should make good use of it, instead of making it a chain that binds teachers' hands and feet and restricts teachers' display.