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听课是教师进行教学经验交流的重要途径。但一般只注意讲课教师的教学内容和活动,并以此来评价该节课的成败或教师的教学水平。这种只注意教学的主导方面,而忽视教学主体方面的做法是片面的,如果把听课记录也象“课堂教学心理分析观察记录表”那样分:“教师活动”“学生反映”“初步分析”三个内容,不但可以更有效地总结教学经验,而且能提高教师运用教育心理学规律指导教学实践的自觉性,从而使教学质量来个质的飞跃。下面是按教学顺序对一节物理观摩教学课的记录,以期起到抛砖引玉的作用。
Listening to lectures is an important way for teachers to exchange teaching experience. But generally only pay attention to the teaching content and activities of the lecturer, and use it to evaluate the success or failure of the lesson or the teaching level of the teacher. This kind of attention only pays attention to the dominant aspect of teaching, but neglects the practice of the teaching subject. It is one-sided. If the recording of the lecture is also like the “Classroom Teaching Psychoanalysis Observation Record”, it is divided into: “The teacher activity” and “The student reflects “” Preliminary analysis "Three contents, not only can more effectively sum up teaching experience, but also can improve the teachers’ consciousness of using educational psychology to guide the teaching practice, so as to make the quality of teaching a qualitative leap. The following is a record of a physics observation class according to the teaching sequence, in order to play a role in attracting attention.