【正文】 ，時(shí)間安排是否恰當(dāng)；課堂教學(xué)組織是否嚴(yán)密、緊湊，過(guò)渡是否自然；課堂上是否注意學(xué)生的學(xué)習(xí)紀(jì)律和信息反饋，師生雙邊活動(dòng)是否良好，課堂氣氛是否活躍。評(píng)學(xué)科專(zhuān)業(yè)知識(shí)主要看：教師學(xué)科理論功底是否深厚；講解知識(shí)是否準(zhǔn)確，有無(wú)知識(shí)性錯(cuò)誤。評(píng)教態(tài)主要看：儀表是否端莊、整潔；教態(tài)是否自然、親切、大方；有無(wú)愛(ài)護(hù)。第一篇：教師聽(tīng)課評(píng)課六要素教師聽(tīng)課評(píng)課六要素一、評(píng)教學(xué)基本功教學(xué)基本功又叫教師教學(xué)的基本素質(zhì)，它是由教學(xué)語(yǔ)言、教態(tài)、板書(shū)、教案、學(xué)科專(zhuān)業(yè)知識(shí)等幾部分組成。信任學(xué)生的表情。二、評(píng)教學(xué)目標(biāo)教學(xué)目標(biāo)又稱(chēng)教學(xué)目的。五、評(píng)教學(xué)方法及教學(xué)手段教學(xué)方法和教學(xué)手段主要看：教法是否得法，是否符合認(rèn)知規(guī)律，是否靈活且有實(shí)效；是否面向全體學(xué)生，是否激發(fā)學(xué)生興趣，是否啟迪學(xué)生思維；是否注重學(xué)法指導(dǎo)及培養(yǎng)學(xué)生學(xué)會(huì)學(xué)習(xí)的能力；是否正確、有效地使用現(xiàn)代電化教學(xué)手段。t use the state standards to help in developing your topic, refer to them now to see what specific standards your lesson plan can your lesson plan correctly aligned with state standards helps to prove its worthiness and also helps in assuring that your students are being taught what your state you are able to correlate your lesson plan with standards, record links to those standards in your lesson writing this lesson plan for a website(The Lesson Plans Page)be sure to include a title that properly reflects your make sure your lesson plan will teach exactly what you want it to。t have to involve every little thing the teacher will say and do, but they should list the relevant actions the teacher needs to the adding 2 + 2 lesson, you may have procedures such as these: teacher will give each child 2 unifix teacher will ask the students to write down how many unifix cubes they have on paper(2). students should then write a + sign below the number 2, like this: 2 + teacher will then pass out 3 more unifix cubes to each students will be asked to write down how many unifix cubes they were just should write this number below the number 2 that they just wrote, so that it looks like this: 2 +3 should now draw a line under their the students should count how many unifix cubes they have together and write this number just below the 3, like this: 2 +35 students how many unifix cubes they had to start, how many they were given to add to that, and how many they had total after the teacher gave them the 3 unifix the procedures have been pleted, you may want to provide time for independent the example of above, students could be given time to add different numbers of unifix cubes together that a partner would provide them before moving on to the assessment phase you should have some sort of closure for the lesson good idea for this is to return to your anticipatory set, students how they would divide up that pizza now that they know how to work with fractions(refer to the example in step 4). you want to write your assessment / lesson plans don39。評(píng)教學(xué)語(yǔ)言主要看：是否運(yùn)用普通話進(jìn)行教學(xué)，普通話是否標(biāo)準(zhǔn)、流利：語(yǔ)速是否適中，聲音是否洪亮；語(yǔ)言是否準(zhǔn)確、簡(jiǎn)明。評(píng)板書(shū)主要看：“三筆字”功底怎樣（特別是粉筆字）；板書(shū)格式是否規(guī)范、清晰；板書(shū)設(shè)計(jì)是否合理、精良；有無(wú)筆誤和錯(cuò)別字。三、評(píng)教學(xué)內(nèi)容這一要素是教學(xué)中的重點(diǎn)，主要看：教師對(duì)教材上概念、原理，（理論）、觀點(diǎn)、結(jié)論的講授及運(yùn)用是否準(zhǔn)確、完整；知識(shí)講解的邏輯性是否嚴(yán)密，條理是否清楚，層次是否分明，是否做到深入淺出；知識(shí)重、難點(diǎn)確定及講解是否恰當(dāng)，重點(diǎn)是否突出，難點(diǎn)是否突破；理論聯(lián)系實(shí)際的事例材料是否準(zhǔn)確、科學(xué)、典型，是否貼近社會(huì)和學(xué)生現(xiàn)實(shí)生活，是否有說(shuō)服力；教學(xué)內(nèi)容份量安排是否適當(dāng)?？傊?tīng)課教師根據(jù)這六要素中的評(píng)價(jià)要點(diǎn)進(jìn)行客觀、公正、準(zhǔn)確地評(píng)課，最后形成評(píng)課結(jié)論：值得肯定的方面（優(yōu)點(diǎn)），存在的不足（問(wèn)題）及對(duì)教學(xué)的建議。因此每位教師要擠時(shí)間多聽(tīng)別人的課。任何教師不得拒絕其他教師聽(tīng)自己的課。（2）、看教師主導(dǎo)作用的發(fā)揮和學(xué)生主體作用的發(fā)揮。（4）、思考教師為什么這樣處理教材，成功的地方和不足或出現(xiàn)錯(cuò)誤的地方，并預(yù)測(cè)對(duì)學(xué)生所產(chǎn)生的相關(guān)性影響，等等。評(píng)課應(yīng)圍繞以下內(nèi)容進(jìn)行：（1）評(píng)教學(xué)思想。（3）評(píng)教法運(yùn)用。（5）評(píng)教學(xué)過(guò)程。為加強(qiáng)教研活動(dòng)，不斷提高廣大教師的業(yè)務(wù)水平和課堂效率，特制訂本制度。聽(tīng)課后，要以學(xué)科為單位，及時(shí)進(jìn)行說(shuō)課評(píng)課工作。實(shí)施推門(mén)聽(tīng)課制度，所有課堂一律開(kāi)放，學(xué)