How to evaluate the quality of instructional design

Chapter one: Comments on teaching plans.

The teaching plan is standardized, carefully written, and the teaching objectives are clear, including knowledge objectives, emotional objectives, and moral education objectives.

Accurately grasp the difficulties in teaching, distinguish the priorities of teaching content and grasp the key points; The structure is reasonable, the connection is natural and compact, which meets the teaching requirements, the characteristics of teaching materials and the students' reality. The choice of teaching methods is flexible and appropriate, the guidance of learning methods is appropriate, and the teaching process is carefully designed, which highlights the concept of "taking students as the main body" and the concept of comprehensively cultivating students' literacy and independent inquiry learning.

3. This lesson can bring forth the old and bring forth the new, find the connection and growth point between the old and new knowledge, pay attention to the process of knowledge development, find the characteristics of teaching materials and the doubts in this lesson, and properly handle them. It is a class with great personality characteristics.

4. The design of various learning activities in this class is specific, paying full attention to the cultivation of students' learning habits, teaching students in accordance with their aptitude, mobilizing students' enthusiasm for autonomous learning, following the routine but not sticking to the routine, and handling the teaching materials from concrete to abstract according to the differences and characteristics of students. This is a very successful class.

5. The teaching process design of this class is complete and orderly, which not only embodies the knowledge structure and knowledge points, but also pays attention to highlighting students.

Activity design embodies teaching democracy and cultivates students' good learning quality.

The classroom structure is complete and the density is appropriate.

6. The teaching plan of this class is cleverly designed, and novel and unique teaching methods can be used in the teaching process.

Meaning, to guide students, students use their mouths and brains, and actively participate in the teaching process, so that the works made by students are both graphic and aesthetic, and the whole class is perfect.

7. This class is very artistic, and the teaching arrangement is clear and orderly, scientific and standardized. Teaching material processing from concrete to abstract.

For example, turning the difficult into the easy and breaking through the difficult with simplicity. Each link has detailed exercises to scientifically, reasonably and effectively cultivate the development of students' autonomy, inquiry and innovation ability.

8. This class is very successful. The design highlights the concept of student-oriented, comprehensive cultivation of students' literacy and independent cooperative inquiry learning. With a friendly and lively teaching attitude, teachers use abundant praise methods appropriately, so that students can feel the happiness of success in their studies.

9. Accurately grasp the important and difficult points of this lesson, clarify the primary and secondary teaching contents, and grasp the key points; Reasonable structure, natural and compact connection and tight organization. Adopting effective teaching methods to guide independent inquiry and cooperative communication, and successfully teaching students to "learn".

10, the class structure is clear, and appropriate teaching methods and means are used to inspire students' thinking and solve problems.

Point out and highlight the difficulties. It is an excellent class to design exercises carefully and pay attention to the cultivation of students' ability in the whole teaching process.

1 1, this course is very creative, with a thorough grasp of the teaching materials, in-depth excavation, novel handling, and students' foundation and

Students' development goals, design various teaching activities, guide students to learn independently, and systematically and comprehensively use old knowledge.

12, the teaching objectives of this course include ideological education requirements and knowledge requirements. In classroom teaching, we should pay attention to the supplement of underachievers and the top students, so as to be affectionate and sincere to students and make the webpage competition achieve perfect results.

13, the teaching design of this class is very clever, combining the characteristics of teaching materials, the reality of students and teachers, focusing on one method, cooperating with many methods and optimizing the combination. Exercises provide students with materials they like to listen to. Classroom exercises closely follow the key points and pay attention to the word "fun".

14, the teaching link of this course is clear, complete and concrete, which can activate the teaching content and make it come alive.

The openness and democracy of the teacher-student relationship and the diversity of teaching modes cultivate students' good learning quality, which shows that teachers have strong teaching ability.

15, this class is very distinctive. Create a scene, and let students experience, practice, understand and accept it by themselves by building a website.

The collection, sorting and screening of data highlights the educational concept of people-oriented and student-oriented development. This is a very successful class.

16. This class is very artistic. On the basis of the content of the textbook, it has carried out appropriate and necessary expansion, and carefully arranged the activities of students' autonomous learning, questioning and operation exercises, mainly based on heuristic and discussion. Students learn to cooperate in the process of completing tasks.

17. This course is focused, comprehensive, accurate and specific. It presents three dimensions: knowledge and ability, method and process, emotional attitude and values. Reasonable layout and diverse design of teaching activities guide students to learn independently and use old knowledge in an orderly and comprehensive way.

18, the class structure is clear, and appropriate teaching methods and means are used to inspire students' thinking and solve key points.

Highlight the difficulties. According to the actual situation of the class, carefully design exercises and pay attention to teaching students in accordance with their aptitude in the whole teaching process, which is an excellent class.

19, this course is very creative, with clear teaching objectives, proper methods, clear language, and full of appeal and learning.

Typical questions, appropriate questions, stimulate students' interest, guide independent inquiry, and cooperate to complete tasks. The whole classroom is very efficient.

20. This lesson has a thorough grasp of the teaching content, in-depth excavation and novel handling. In classroom teaching, the analysis of important and difficult points is concise and thorough. Taking practical thinking training as the core and implementing double basics is a very successful course.

Chapter two: Evaluation of instructional design.

Evaluation scale of teaching design scheme

Chapter three: Comments on teaching plans.

The teaching plan is standardized, carefully written, and the teaching objectives are clear, including knowledge objectives, emotional objectives, and moral education objectives.

Accurately grasp the difficulties in teaching and distinguish the primary and secondary teaching contents; The structure is reasonable, the connection is natural and compact, which meets the teaching requirements, the characteristics of teaching materials and the students' reality.

The choice of teaching methods is flexible and appropriate, the guidance of learning methods is appropriate, and the teaching process is carefully designed, which highlights the teaching concept of "students as the main body and teachers as the leading factor".

Chapter four: the language of teaching plan evaluation

Teaching plan evaluation language

1. The teaching objectives of this course are clear and specific, easy to stimulate interest, guide independent inquiry, cooperation and exchange, and practice design reflects the comprehensive application of knowledge. Various forms, moderate degree of difficulty, and proper guidance of learning methods. This is a very good class.

2. Accurately grasp the important and difficult points of this lesson, clarify the primary and secondary teaching contents, and grasp the key points; The three dimensions of reasonable structure, close connection with nature and emotional attitude and values meet the teaching requirements, the characteristics of teaching materials and the reality of students. This is a mature course.

5. The teaching process design of this class is complete and orderly, which not only reflects the knowledge structure, knowledge points, but also reflects the notes.

It is intended to highlight the design of student activities, embody teaching democracy and cultivate students' good learning quality. The classroom structure is complete and the density is appropriate.

6. The teaching scheme of this class is cleverly designed, and novel and unique teaching can be applied in the teaching process.

Methods: Be concise, guide students to use their words and brains, and actively participate in the teaching process, so that the works made by students are both graphic and aesthetic, and the whole class is perfect.

7. This class is very artistic, and the teaching arrangement is clear and orderly, scientific and standardized. In the teaching material processing

From the concrete to the abstract, change the difficult to the easy, and break through the difficulties with simplicity. Each link has detailed exercises to scientifically, reasonably and effectively cultivate the development of students' autonomy, inquiry and innovation ability.

10, the class structure is clear, and appropriate teaching methods and means are used to enlighten students' thinking.

Maintain, solve key points and highlight difficulties. It is an excellent class to design exercises carefully and pay attention to the cultivation of students' ability in the whole teaching process.

1 1, this course is very creative, with a thorough grasp of the teaching materials, in-depth excavation and novel handling.

Students' basic and development goals, design various teaching activities, guide students to learn independently, and systematically and comprehensively use old knowledge.

14, the teaching link of this course is clear, complete and concrete, which can activate the teaching content and make it come alive.

The openness of classroom teaching, the democracy of teacher-student relationship and the diversity of teaching modes have cultivated students' good learning quality, which shows that teachers have strong teaching ability.

15, this class is very distinctive, creating scenes, and letting students experience and practice by themselves through the construction of the station.

Comprehending, collecting, sorting out and screening data highlights the concept of people-oriented and student-oriented development education. This is a very successful class.

18, the class structure is clear, and appropriate teaching methods and means are used to inspire students' thinking.

Solve key points and highlight difficulties. According to the actual situation of the class, carefully design exercises and pay attention to teaching students in accordance with their aptitude in the whole teaching process, which is an excellent class.

19, this course is very creative, with clear teaching objectives, proper methods, clear language and features.

Strong appeal, typical exercises, appropriate questions, stimulating students' interest, guiding independent inquiry and cooperating to complete tasks, the whole classroom is very efficient.

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Comments on Common Words in Teaching Cases

A collection of commonly used words in teaching comments

First, how do teachers write teaching case reviews?

There are two common forms, one is the halfway annotation of teaching plans, and the other is the ending annotation. First of all, simply evaluate the textbook.

Second, quote famous sayings or curriculum standards (one or two sentences)

Third, summarizing the outstanding characteristics of teaching cases in general should be consistent with the previous theory (three or four sentences). Fourthly, it expounds its characteristics by points (one or two theoretical explanations, two or three highlights analysis, combined with the specific practices in teaching cases, pay attention to concise language, simple explanation, objective evaluation, don't say too much, and it is best to reflect inductive ability)

Fifth, if possible, make some suggestions, just one or two. If you have difficulties, grasp the beginning well and finish it beautifully.

Second, the common discourse highlights in teaching case analysis

1, evaluation of teacher's role change, and equality between teachers and students;

(1) The formation of an equal relationship between teachers and students is a concrete manifestation of classroom democracy. Teachers have changed from the past knowledge givers and authorities to students' helpers and learning partners. Teachers have no shelf, respect students' opinions, let students truly feel equal and cordial, and realize zero-distance contact between teachers and students, so as to gradually form a democratic and harmonious classroom atmosphere.

(2) Open your heart in teaching and communicate with students in an equal manner.

(3) Teachers are equal participants and collaborators, and students become the real masters of learning activities.

(4) Teachers become organizers, guides and participants of learning activities. Teaching is the unity of teachers' teaching and students' learning. This reflects the training objectives set by the new curriculum and the learning methods advocated.

(5) Taking students as the main body, students become the masters of the classroom, and teachers become the discoverers, developers, appreciators, organizers and guides of the classroom.

2. Evaluation of respecting students and creating a harmonious classroom atmosphere;

(1) The new curriculum emphasizes: "We should respect students' unique experience in the learning process."

(2) Modern teaching theory holds that a democratic, harmonious and relaxed classroom teaching atmosphere is the key to promote students' autonomous learning and active development. There is a strong atmosphere of teacher-student cooperation, student-student cooperation, equal discussion and mutual complementarity in the classroom. Teachers provide students with opportunities to fully show themselves and let them show their personalities. Students express their feelings freely and express their views in words with ease and pleasure. Learn language in speech practice, develop thinking in positive thinking, and improve expression ability in communication and expression. The equal participation of teachers not only increases the affinity between teachers and students, but also effectively guides and guides the focus of learning and increases the depth and breadth of students' learning.

(3) Respecting and trusting students is the basic requirement for teachers in the new curriculum reform. Respect students' willingness to learn, and give them sufficient time and broad space to explore and discover independently. . Wonderful teaching and learning comes from returning to children's real life. It is not for the teacher to observe who is here, but for the students' interests and needs to make their own choices, so that students can discover with their own eyes and question with their own thinking. Finally, let students rely on their own ability and potential to explore and solve problems.

(4) The free combination of learning styles opens up a rigorous and closed classroom space for students.

Explore independently in a relaxed and cooperative learning atmosphere to promote students' smart, open and innovative thinking. (Evaluation of Free Combination Learning Style)

(5) Teachers actively create a democratic, harmonious, vivid and interesting learning environment for students with an open mind, making the classroom a "laboratory" and a "small society" for teacher-student interaction. (This is a common evaluation in the activity class)

3. Stimulate students' desire to explore, boldly let go of students and reflect student-centered evaluation.

(1) Suhomlinski once said: "In people's hearts, there is a deep-rooted need to be discoverers, researchers and explorers, and this need is particularly strong in children's spiritual world." Yes, students need to learn, they are eager to be open and challenged, and they need to put forward their own unique opinions and not stick to standard answers. Give students an open reading space, let them participate, research and discover with great interest, and let them concentrate on their studies. Different people have different opinions. This teaching case creates an open and energetic classroom for students, who are fascinated by exploration, experience, communication and telling. Only by truly returning students' dominant position to them and letting them study, feel, research, practice, create and express freely in the colorful life inside and outside the classroom can students' potential be brought into play and they can learn something.

(2) Suggestions for the new curriculum standard: Reading is students' personalized behavior. Teachers' analysis can't replace students' reading practice, so students should deepen their understanding and experience in active thinking and emotional activities.

(3) German educator Stilwell believes that the essence of teaching art is not to impart knowledge, but to inspire, awaken and inspire. This lesson can show that the teacher really mobilized the students' enthusiasm.

Chapter five: How to evaluate the quality of instructional design.

How to evaluate the quality of instructional design

Teaching design evaluation is an important daily teaching activity. The direct purpose of evaluation has two aspects: one is to identify the advantages and disadvantages of classroom teaching, and the other is to evaluate the reasons for the success or failure of classroom teaching, so as to help sum up experience, learn lessons and improve teaching understanding. Regular class evaluation is conducive to accurate diagnosis, correct decision-making and guidance of teaching problems, to encouraging teachers to practice their internal skills, to speeding up knowledge updating, to optimizing teaching art, and to learning from each other, learning skills and exchanging experiences among teachers. Classroom evaluation plays an important role in promoting the implementation of quality education, strengthening the construction of teachers and improving the teaching quality in an all-round way.

Evaluation method:

1, evaluation of teaching objectives

Teaching goal is the starting point and destination of teaching, and its correct formulation and realization is the main measure to measure the quality of a class. Therefore, the evaluation of the class should first evaluate the teaching objectives. First of all, from the perspective of teaching objectives, it depends on whether it is comprehensive, specific and appropriate. Comprehensive means that it can be determined from several aspects such as knowledge, ability, thought and emotion; Specifically, it means that the knowledge goal should have quantitative requirements, and the ability, thought and emotional goals should have clear requirements, reflecting the characteristics of the discipline; Suitability refers to the determined teaching objectives, which can be guided by the syllabus, reflect the characteristics of the current year, grade and unit teaching materials, conform to the actual age and cognitive law of students, and have moderate difficulty. Secondly, from the perspective of achieving the goal, it depends on whether the teaching goal is clearly reflected in every teaching link and whether the teaching means closely focus on and serve the goal. It depends on whether the key content is contacted as soon as possible in class, whether the teaching time of the key content is guaranteed, and whether the key knowledge and skills are consolidated and strengthened.

2. Evaluation of teaching materials. To evaluate the quality of a class teacher, we can't just look at the teaching objectives.

The formulation and implementation of teaching materials depends on the organization and processing of teaching materials by lecturers. To evaluate a teacher's class, we should not only see whether the teacher's knowledge is accurate and scientific, but also pay attention to analyzing whether the teacher highlights the key points, breaks through the difficulties and grasps the key points in the teaching material processing and teaching method selection. It depends on whether the determination of teaching purpose is clear, comprehensive, targeted and oriented. Whether the teaching focus is accurate and whether the teaching process has a focus. Whether the teaching difficulties are grasped accurately and made a breakthrough. Whether the teaching materials have been carefully organized and processed. Teachers must make reasonable adjustments, enrich and deal with teaching materials, reorganize and scientifically arrange teaching procedures, and choose reasonable teaching methods according to the necessity and purpose of teaching, students' knowledge base, students' cognitive rules and psychological characteristics, so as to transform the teaching material system into a teaching system.

3. Evaluation of teaching process

Teaching objectives should be completed in the teaching process, and whether the teaching objectives can be achieved depends on the design and operation of the teacher's teaching process. Therefore, it is necessary to comment on the teaching procedures when evaluating classes. The evaluation of teaching process includes the following main aspects.

Look at the design of teaching concept

1. Teaching philosophy is the main thread of teachers' classroom, which is designed according to the actual situation of teaching content and students' level. It embodies a series of teaching measures, such as how to arrange the combination, how to connect the transition, how to arrange the details, how to arrange the lectures and exercises, etc. The design of teachers' classroom teaching ideas is varied. To this end, we evaluate the teaching concept. First, it depends on whether the design of teaching ideas conforms to the reality of teaching content and students' reality; Second, it depends on the design of teaching ideas, whether it is original or not, and whether it can give students a sense of freshness; The third is to see the level of teaching ideas and whether the context is clear; The fourth is to see the effect of teachers' teaching ideas in the classroom. We usually have classes, and sometimes we see some teachers who are not good at class and have low efficiency.

To a great extent, it is because the teaching ideas are not clear, or the teaching ideas do not conform to the teaching content and the students' reality. Therefore, in the course evaluation, we must attach importance to the evaluation of teaching ideas.

(2) Look at the classroom structure.

There are differences and connections between teaching philosophy and classroom structure. The teaching concept focuses on the treatment of teaching materials and reflects the vertical teaching context of teachers' classroom teaching. Classroom structure focuses on the design of teaching methods, reflecting the horizontal level and links of teaching. It refers to the establishment of each part of a class teaching process, as well as their connection, order and time allocation. Classroom structure is also called teaching link or step. Different classroom structures will also produce different classroom effects. It can be seen that the design of classroom structure is very important. Usually, the structure of a good class is: rigorous structure, interlocking, natural transition, reasonable time allocation, moderate density and high efficiency.

On Teachers' Basic Teaching Skills

Teaching basic skills are an important aspect of teachers' good classes, so the evaluation of classes also depends on teachers' teaching basic skills. Usually, teachers' basic teaching skills include the following aspects.

(1) Reading on the blackboard: A good blackboard, first of all, the design is scientific and reasonable, and the book is deducted according to the outline. Secondly, it is concise and artistic. Third, clear-cut, neat and beautiful handwriting, skillful board drawing.

(2) Attitude: According to psychological research, human expression depends on 55% facial expression +38% voice +7% words. Teachers' teaching attitude in the classroom should be clear, cheerful, solemn and infectious. Dignified appearance, calm manner, enthusiastic attitude, love for students, and harmonious feelings between teachers and students.

(3) Look at 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 and fast.

Moderation, rhythm and change.

(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.

Correct teaching ideas and serious teaching attitude are the premise of doing well in teaching, while basic teaching skills are the basic guarantee to improve classroom teaching efficiency. The so-called basic teaching skills generally refer to the knowledge and skills that teachers must possess in teaching practice, which are embodied in the following aspects in classroom teaching:

① Selection and application of teaching mode. As long as the teaching is prepared and planned, there must be a certain basic stage and mode order, and there must be a certain combination of teaching procedures and teaching methods. What kind of teaching mode teachers choose to optimize classroom teaching can be measured from two aspects: First, it embodies the heuristic principle. Because it advocates meaningful learning and opposes mechanical learning, which is a minimum standard of modern teaching mode. The second is to embody the principle of goal, that is, the choice of mode should meet the requirements of teaching objectives.

② Teaching organization ability. The choice of mode only determines the basic form and framework of teaching, and the key to make the teaching process "alive" lies in effective teaching organization. Teaching organization is divided into teaching organization, teaching content organization and teaching means organization. For the organization of classroom teaching, special attention should be paid to the organization of students' learning at present. Because students' "learning" is not organized, it is impossible for teaching activities to enter the "state" according to the established goals, and it is impossible to achieve the teaching goals better. ③ Teaching behavior strategy. Professor behavior strategy mainly refers to classroom questioning, dealing with students' answering questions, stimulating learning motivation and prompting information (including blackboard writing,

Demonstration, audio-visual methods, etc. ), strategies for collecting and processing information, strategies for eliciting opinions, strategies for drawing conclusions, and so on. Don't be angry, don't be angry, don't be unhappy, don't be angry, don't be angry, don't be angry, don't be angry, don't be angry, on Confucius Day, the book "The Tao must be led, and the midwifery of Socrates, an ancient western educator, all emphasize the need to grasp the" temperature "and pay attention to teaching behavior strategies. Teachers' teaching behavior strategies greatly affect the effect of teaching organization. Moreover, only when teachers attach importance to teaching behavior strategies can teaching achieve artistic height and give people artistic enjoyment. In particular, some classroom teaching is a question and answer from beginning to end, with frequent and superficial questions, and students answer without thinking; This seemingly "heuristic" teaching can not really open the door of students' thinking, but also lead to greater and deeper thinking confusion in the future.

④ Teaching wit and expressiveness. Teaching tact is the resilience and immediate organization in teaching activities, which is mainly reflected in the handling of accidental events in the classroom, and whether it can make use of the situation and not deviate from the rules in teaching activities. Teaching expressive force is the ability of teachers to use various teaching tools, including language expressive force, emotional expressive force and the operation ability of using teaching instruments and equipment. Only when teachers express the integration of body and mind, teaching requirements and teaching influence can students really feel it. It can be said that this is the teacher's "acting".

⑤ Theoretical basis and knowledge: On the one hand, the theoretical basis of teachers lies in whether the classroom teaching design is scientific and practical; on the other hand, it lies in the rational analysis of their lectures after class, and whether they can justify themselves. Teachers' knowledge is mainly manifested in classroom teaching. Can they enrich teaching, expand students' knowledge and enrich classroom teaching according to the teaching needs at that time? Teachers show a wide range of knowledge, which is also conducive to establishing the image of "erudite and versatile" and adding a bit of teaching charm to teachers.

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