怎樣了解教師教學(xué)質(zhì)量？
教師的授課水平，對教育培訓(xùn)機(jī)構(gòu)來說非常重要，下面英語外教網(wǎng)給大家分享怎樣了解教師教學(xué)質(zhì)量?
Teachers'teaching level is very important for educational and training institutions. How to understand the quality of teachers' teaching is shared by English Foreign Teachers Network below.
一、教師是否對教材分析和理解的不夠?
1. Are teachers insufficient in the analysis and understanding of textbooks?
教師是教材的解讀者，如果他們想讓面向教材的的學(xué)生能讀懂手中的教材，教師自己首先要做好這位“解讀者”的角色，需要對手中的教材進(jìn)行深入的了解與分析，只有在深入的理解后，才能通過自己的語言準(zhǔn)確而清晰的表達(dá)出來，讓學(xué)生理解課程的內(nèi)容。
Teachers are the readers of textbooks. If they want the students who are facing the textbooks to understand the textbooks in their hands, the teachers themselves should first do a good job in the role of "understanding readers". They need to have a thorough understanding and analysis of the textbooks in their opponents. Only after a thorough understanding can they express them accurately and clearly in their own language. Come out and let the students understand the content of the course.
二、教師對教學(xué)目標(biāo)不明確
2. Teachers'ambiguity about teaching objectives
在教學(xué)的每個階段都有著不同的教學(xué)目的，當(dāng)教師拿到教材并分析后，不能僅憑自己的想法去教育自己的學(xué)生，而是應(yīng)配合適當(dāng)?shù)慕虒W(xué)目的來進(jìn)行開展學(xué)習(xí)。教學(xué)目的不明確，容易導(dǎo)致教材內(nèi)容的使用不當(dāng)。
At each stage of teaching, there are different teaching purposes. When teachers get textbooks and analyze them, they should not only educate their students by their own ideas, but also carry out their learning with appropriate teaching purposes. The teaching purpose is not clear, which can easily lead to the inappropriate use of teaching materials.
三、教師沒有考慮到學(xué)生的生理和知識因素
3. Teachers do not take into account students'physiological and knowledge factors
教師的處境，往往是一面教材，一面學(xué)生。一個包涵知識內(nèi)容，卻無法道出;一個渴求知識，卻無從獲取，教師是它們之間的橋梁。但即使是橋梁也要根據(jù)孩子的生理和知識因素來架構(gòu)，教師不能在海上架起石板小橋，更不能在小溪上架起鐵架橋。一座適當(dāng)?shù)臉虿拍苁沟脤W(xué)生與教材之間無縫連接。
The situation of teachers is often one side of textbooks and one side of students. Teachers are the bridge between them. But even bridges should be structured according to children's physiological and knowledge factors. Teachers can't build stone slab bridges on the sea, let alone iron bridges on streams. A proper bridge can make the seamless connection between students and textbooks.
四、教師對教學(xué)的具體要求和教學(xué)步驟不清楚
4. Teachers'specific requirements for teaching and teaching steps are not clear
新教師往往對教材理解得很透徹，但缺少對教學(xué)具體要求和教學(xué)步驟的了解，結(jié)果在課堂教學(xué)的時候，容易導(dǎo)致教學(xué)進(jìn)度的不協(xié)調(diào)。對于教學(xué)要求以及教學(xué)步驟的詳細(xì)講解，有助于這部分教師能盡快把握自己教學(xué)的進(jìn)度和步驟。
New teachers often have a thorough understanding of textbooks, but lack of understanding of specific teaching requirements and teaching steps. As a result, in classroom teaching, it is easy to lead to inconsistent teaching progress. The detailed explanation of teaching requirements and teaching steps is helpful for this part of teachers to grasp their own teaching progress and steps as soon as possible.
五、缺乏科學(xué)有效的溝通
5. Lack of scientific and effective communication
往往有一部分老師更能和學(xué)生玩在一起，卻不能對學(xué)生進(jìn)行教學(xué)工作，或者能對學(xué)生進(jìn)行教學(xué)工作，卻無法走進(jìn)學(xué)生，不知學(xué)生真實(shí)的想法。教師與學(xué)生之間缺乏有效的溝通機(jī)制，因?yàn)樘岣咦陨斫涣魉揭彩墙虒W(xué)的關(guān)鍵。
Often some teachers can play with the students better, but they can not teach the students, or can teach the students, but they can not walk into the students, do not know what the students really think. There is a lack of effective communication mechanism between teachers and students, because improving their communication level is also the key to teaching.
