對(duì)英語老師講課的評(píng)價(jià)（精選6篇）

對(duì)英語老師講課的評(píng)價(jià) 篇1

　　今天，作為一名年輕的高中英語教師，我懷著學(xué)習(xí)的心態(tài)認(rèn)真觀看了紀(jì)筠老師的教學(xué)錄相，受易良多。

　　首先，聽紀(jì)老師的課，給我很舒服的感覺，紀(jì)老師口語流利，教態(tài)自然，師生關(guān)系融洽。教學(xué)步驟清晰，能夠正確使用英語進(jìn)行教學(xué)，語言清晰，表達(dá)準(zhǔn)確。沒有刻意做秀的表演，很真實(shí)。

　　紀(jì)老師的課，在我看來有以下幾處亮點(diǎn)：

　　1.對(duì)生單詞和短語的處理。紀(jì)老師沒有象傳統(tǒng)的教學(xué)那樣，告訴學(xué)生其漢語意思，而是給出生詞所在的句子，讓學(xué)生通過對(duì)句子的理解來猜測該詞的含義，并給予指導(dǎo)和幫助，在這之后，又立即帶著學(xué)生舉例運(yùn)用該詞匯，讓學(xué)生學(xué)以至用。

　　2.課堂設(shè)計(jì)新穎，任務(wù)性強(qiáng)。新課程標(biāo)準(zhǔn)倡導(dǎo)任務(wù)型的教學(xué)模式，讓學(xué)生在教師的指導(dǎo)下，通過感知、體驗(yàn)、實(shí)踐、參與和合作等方式，實(shí)現(xiàn)任務(wù)的目標(biāo)，感受成功。紀(jì)老師的每一個(gè)教學(xué)步驟都給學(xué)生安排了任務(wù)，尤其是在discussion這部分，師生完成的特別好。首先紀(jì)老師選了學(xué)生們所熟悉的三位不同風(fēng)格有著不同人生的三位名星，讓學(xué)生去辯論他們是否愿意當(dāng)明星，并闡述理由，使課堂氛達(dá)到了高潮。在學(xué)生進(jìn)行討論的同時(shí)，紀(jì)老師在屏幕上循環(huán)播放了一些名星參加各種活動(dòng)的照片和一些生活照，旨在通過這些照片給學(xué)生們以引導(dǎo)，可謂用心良苦。當(dāng)然，學(xué)生們的精彩演繹也給這節(jié)課增色不少。

對(duì)英語老師講課的評(píng)價(jià) 篇2

　　上課人1：

　　教者將“學(xué)-教-練”模式貫穿于整節(jié)課，上課內(nèi)容充實(shí);在while - task 部分，教者采用圖片呈現(xiàn)單詞的方式，具有直觀性，且學(xué)生印象深刻。此外，這節(jié)課教者采用了多種操練方式：有全班讀，有小組讀，也有表演環(huán)節(jié)。

　　教者在部分環(huán)節(jié)上過渡有些生硬，如從pre - task 到while - task 的過渡;此外教者語速過快，尤其在部分指令方面，有的學(xué)生都不理解老師的意思，個(gè)人建議如果有些指令太難，可適當(dāng)用中文提示。

　　上課人2：

　　本節(jié)課教者教學(xué)思路清晰，課件制作十分精美，極具實(shí)用性，從這點(diǎn)可看出教者工作態(tài)度認(rèn)真，值得我學(xué)習(xí)。整節(jié)課課堂氣氛十分活躍，教者成功做到了讓學(xué)生快樂中收獲知識(shí)。此外，教者還打破常規(guī)，comic strips 部分在熟讀的情況下未讓學(xué)生去表演;另外，單詞鞏固環(huán)節(jié)教者設(shè)計(jì)的游戲?qū)⑦@節(jié)課的氛圍推向了高潮，相信學(xué)生對(duì)這些單詞也印象深刻。 教者在剛開始上課時(shí)就對(duì)學(xué)生要求每回答對(duì)一個(gè)問題就可以獲得一棵樹，但在上課過程中教者未能從始至終提及這點(diǎn)。

　　上課人3：

　　教者聲音甜美，教態(tài)自然，能在課堂上做到收放自如，這點(diǎn)值得我學(xué)習(xí)。此外教者為本節(jié)課做了精心準(zhǔn)備：如為了能讓學(xué)生更好地理解自然災(zāi)害，教者準(zhǔn)備了多個(gè)視頻，并且為避免重復(fù)，教者也充分利用圖片導(dǎo)入單詞;對(duì)于不同階段的教學(xué)任務(wù)，教者精心設(shè)計(jì)了不同的教學(xué)活動(dòng)。

　　雖然視頻為本節(jié)課添色不少，但有的視頻內(nèi)容太難，有無字幕，學(xué)生理解上有點(diǎn)困難。 另外我不是很贊成教者用錄音代替視頻做法。

對(duì)英語老師講課的評(píng)價(jià) 篇3

　　這是一節(jié)理念正確、設(shè)計(jì)巧妙、活動(dòng)豐富、效果突出的優(yōu)秀參賽課。這堂課充分體現(xiàn)了以學(xué)生為主體的教學(xué)思想。本節(jié)課主要體現(xiàn)出以下幾個(gè)特點(diǎn):

　　1、真實(shí)巧妙的教學(xué)設(shè)計(jì)

　　x老師自然而巧妙地展開本課的話題，使課堂教學(xué)從一開始就進(jìn)入真實(shí)的交際場景，形成活躍的課堂氣氛。學(xué)生為能夠運(yùn)用自己熟悉的內(nèi)容與教師交流而獲得成功感，并為能通過交流幫助了教師而感到興奮，從而使學(xué)習(xí)的自信心倍增。同時(shí)在接下來的教學(xué)中，教師抓住師生之間的信息差，讓學(xué)生在教師的引導(dǎo)下，既進(jìn)行了實(shí)際交流，又練習(xí)和掌握了語言結(jié)構(gòu)和用法。

　　2、以學(xué)生為主體的教學(xué)安排

　　在本課中，x老師安排了多樣的學(xué)生活動(dòng)，其中有個(gè)人、兩人、小組和全班性的，有教師指導(dǎo)性的，也有需學(xué)生獨(dú)立或合作完成的。活動(dòng)均有明確的目標(biāo)與要求，并能夠安排在一定的語境和情景中進(jìn)行，突出了培養(yǎng)學(xué)生用英語做事情和用英語進(jìn)行交流的能力，體現(xiàn)了交際語言教學(xué)的思想。評(píng)價(jià)一節(jié)課成功與否，主要應(yīng)看學(xué)生在活動(dòng)中的參與程度，學(xué)生言語交際的有效性，以及學(xué)生在學(xué)習(xí)中表現(xiàn)出的情感、合作精神和學(xué)習(xí)與交際策略等方面的發(fā)展情況。在本次課上，學(xué)生能夠積極參與討論且活動(dòng)量大，并有自由發(fā)揮的空間，教學(xué)效果良好。教師在教學(xué)活動(dòng)中，注意了自己角色的轉(zhuǎn)換與控制，在啟發(fā)與示范后，能夠把足夠的時(shí)間留給學(xué)生，讓學(xué)生努力實(shí)踐與展示自己。另外，這節(jié)課的活動(dòng)安排張弛有度，活而不亂;同時(shí)，教師能根據(jù)學(xué)生的接受能力和表現(xiàn)狀況適時(shí)調(diào)整活動(dòng)安排與教學(xué)要求，表現(xiàn)了該教師較強(qiáng)的教學(xué)能力和教學(xué)組織能力，體現(xiàn)了以學(xué)生為主體、教師為指導(dǎo)的教學(xué)原則。

　　3.良好教學(xué)素質(zhì)

　　x老師在教學(xué)中表現(xiàn)出較高的教學(xué)素養(yǎng)。首先是良好的教學(xué)語言表達(dá)能力，語音、語調(diào)自然，清晰，強(qiáng)調(diào)適度;其次是形體語言在教學(xué)中運(yùn)用相當(dāng)出色，能夠吸引學(xué)生的注意力，輔助教學(xué)效果突出;還有一個(gè)特點(diǎn)是學(xué)生思維活躍，課堂教學(xué)容量較大;教學(xué)節(jié)奏掌握得當(dāng)。這些都離不開教師自身較高的素質(zhì)和平時(shí)的努力與積累，因?yàn)榻處煹拿恳还?jié)課都是自己整體水平的綜合展現(xiàn)。

對(duì)英語老師講課的評(píng)價(jià) 篇4

　　Teaching evaluation is to improve the teaching, to promote learning, to promote the development of teachers as the goal, through the analysis of teachers' teaching behavior of the information on the value of teaching teachers to judge. Classroom teaching evaluation refers to the organization, management, evaluation and related factors of classroom teaching activities. It is the analysis and evaluation of the classroom teaching effect and the elements of the classroom teaching process. It is an integral part of the complete teaching. Promote the quality of classroom teaching, and promote the development of teachers has an irreplaceable role.

　　Classroom teaching is the main front of English teaching, the evaluation into the classroom, making it an important part of teacher control classroom, after all, a good way to manage the classroom. On the one hand, the content of English teaching is updated, the teaching methods are changed, the modernization of teaching methods promotes the evaluation theory, evaluation methods, methods and contents. On the other hand, evaluation reform provides good guidance for teaching, Teaching reform.The evaluation of students is the focus of teaching evaluation. The concept, purpose, content, standard, method and means of evaluation all have profound influence on teaching, and it has a great guiding effect on teaching activities. Proper evaluation activities can promote the students' academic progress and personality formation positively.

　　First, the design of classroom teaching evaluation ideas

　　1. Student-centered

　　It emphasizes the respect of students' personality and individuality, encouragement of discovering, learning, teaching and learning. It also emphasizes on the students' learning status and emotions, and emphasizes the embodiment of students' subjective status in the teaching process. Explore and question, in order to cultivate students' innovative spirit and practical ability. Stressing the Core Idea of Curriculum Reform in Elementary Education - "Taking Students' Development as the Basis".

　　2. Evaluation of teaching and evaluation combined

　　Classroom teaching is the process of teachers' organization taking pictures to students for effective learning, which is the process of teachers and students interacting and interacting with each other to achieve specific development goals. "Evaluation of teaching", the establishment of teachers to continuously improve the evaluation system, so that it is conducive to improving the quality of teaching a large area. "Evaluation", the establishment of evaluation of student learning status and learning effectiveness of the evaluation system, to a specific evaluation of the teaching effect. Evaluation of classroom teaching should focus on evaluation, in order to promote teachers to change their ideas and improve teaching.

　　3. Reflect the openness

　　Classroom teaching has a rich connotation, students, teachers, teaching conditions, so that classroom teaching situation ever-changing. Determine the classroom teaching evaluation index system, it is necessary to reflect the general characteristics of classroom teaching, but also for different conditions of classroom teaching leave room for flexibility. Promote innovation, encourage individualized teaching.

　　4. Adhere to the feasibility

　　Feasibility is the prerequisite for the implementation of evaluation. The teaching evaluation index system should accord with the reality of the classroom teaching reform. The evaluation standard is the expectation goal, but it must be achieved under the present condition, in order to exert the stimulating function of the evaluation: the evaluation points must be observable, , Measurable, easy to judge who to judge: evaluation methods to focus on qualitative evaluation and comprehensive judgments, and strive to simple, easy to operate.

　　Second, the principles of classroom teaching evaluation

　　In the evaluation of classroom teaching, teachers are not only the object of evaluation but also the subject of evaluation, which determines the multi-directional evaluation characteristics of subject and object of classroom teaching evaluation. Due to the dynamic nature of classroom teaching itself, classroom teaching evaluation should generally follow the following principles:

　　1. Developmental principles

　　Evaluation to promote the development of classroom teaching evaluation should also follow the principle of development, the evaluation point to the improvement of teaching methods, teaching design optimization, pointing to the development of students and teachers professional development.Therefore, the evaluation should reduce the screening, identification and reward and punishment functions, highlighting the diagnosis and promote function. The evaluation should not only pay attention to the achievement of classroom teaching objectives, but also pay more attention to teachers' progress in all aspects of classroom teaching and the professional development embodied by teachers in classroom teaching. The development of evaluation requires the classroom teaching evaluation must highlight its process characteristics, must highlight the teacher in the classroom evaluation of the main role.

　　2. The principle of teacher subjectivity

　　The subjectivity of teachers in classroom evaluation is embodied in two aspects. First of all, the assessment is more of a teacher's personal behavior, rather than an administrative act. Teachers must master the skills of classroom evaluation, the classroom evaluation into the normal classroom teaching, enhance the reflective teaching and research. In addition, teachers should participate in the development of classroom evaluation index system, each teacher must be clear evaluation of the objectives and requirements, to master the basic operation skills evaluation.

　　3. The process of the principle of classroom teaching evaluation of the process of performance evaluation is not only the evaluation of teaching effectiveness, but also the evaluation of the process; evaluation is not only occurred after the end of teaching, but also occurs in teaching design and teaching the entire process of implementation Evaluation is not only concerned with the results, but also concerned about the behavior of teachers and students in teaching performance; evaluation is not a one-time behavior, but the continuity of behavior throughout the teaching is always.

　　4. The principle of pluralism

　　Pluralism is manifested in the pluralism of the appraiser, the diversity of the evaluation methods, the diversity of the evaluation contents and the diversity of the analytical methods. Evaluation of classroom teaching should not only have expert evaluation, leadership evaluation, peer evaluation and student evaluation, but also have teacher self-evaluation; evaluation should use the evaluation scale evaluation, should also increase dialogue, discussion evaluation; Objectives, plans, implementation and effectiveness, while paying attention to input factors; evaluation results both quantitative analysis, but also a qualitative analysis.

　　Third, classroom teaching evaluation means

　　In addition to classroom observation, classroom teaching evaluation, interviews, teaching diaries, questionnaires, classroom tests are also commonly used in classroom teaching evaluation methods. The interview includes the teacher's discussion and the student's discussion. The teaching diary records the teacher's classroom teaching description and the reflection; The questionnaire survey uses in the classroom to survey the student to the classroom teaching's view and the improvement opinion, simultaneously understands the student participation degree and feeling in classroom activity.

　　對(duì)英語老師講課的評(píng)價(jià)篇二

　　1, teacher voice standards, give students an exemplary role. Basic solid foundation of English, teaching state friendly nature.

　　2, clever use of language description and questioning, etc. to create a situation, so that students into the scene of emotion, to be infected, and a positive attitude into learning.

　　3, the teacher's question, effectively stimulate the students interest in learning and thirst for knowledge, so that students without psychological pressure in the case of autonomy to participate in learning, leaving students the space to show the full personality and ability, and teachersWell played a leading role.

　　4, Throughout the whole class, students enthusiasm for learning, teachers and students interaction is good, with understanding, and achieved good learning results.

　　5, the teaching activities is a combination of words, phrases, sentences teaching activities, teachers focus on students listening, speaking, reading, writing a variety of skills training, effectively improve the students' comprehensive English ability, while teachers solid Teaching skills have also been reflected incisively and vividly.

　　6, the teacher in the teaching process firmly grasp the attention of the students, seize the opportunity to carefully create the teaching highlights, the classroom teaching to a climax, so that students reached the high mood, mental stimulation of the positive state.

　　7, teachers in the implementation of this lesson teaching, teaching purpose clear, heavy and difficult to highlight the flexible teaching of science, lectures clear thinking, good at mobilizing the enthusiasm of students to learn, classroom control ability.

　　8, the students full of activities, participation in a wide range, high enthusiasm, fully embodies the spirit of the new curriculum reform, teachers and students fully interactive teaching model vividly illustrates the student as the main body of the advanced teaching philosophy.

　　9, in the teaching of the whole class from beginning to end infiltration of moral and humanistic thinking; English teachers excellent quality, always reflect the English teaching new ideas and new ideas, firmly grasp the essence of English learning - with secondary schools.

　　10, the lesson of the wonderful teaching is to mobilize the enthusiasm of the students to learn, activate the students thinking. Teachers are good at coaching, guidance, to stimulate students interest in learning, so as to promote the students into the state of positive thinking, for the wonderful teaching of this section of the classroom made full preparations.

　　11, the classroom teachers full of enthusiasm, the best mood and high teaching enthusiasm infected students, to mobilize the teaching atmosphere, so that students in the psychological resonance, into the best learning state, the teaching effect is remarkable.

　　12, the teacher accurately grasp the direction of the suspect set, set the students interested in the issue, to fully mobilize the interest of students to learn, so that students enter a positive state of mind.

　　13, cleverly designed teaching tasks, reproduction of life scenarios.

對(duì)英語老師講課的評(píng)價(jià) 篇5

　　1、口齒伶俐，思維清晰，語速達(dá)標(biāo)，中文表達(dá)能力強(qiáng)，普通話標(biāo)準(zhǔn)；

　　2、授課風(fēng)格活潑生動(dòng)，充滿激情，具有較強(qiáng)的幽默感；有較寬廣的知識(shí)面，旁征博引、激情飛揚(yáng)，富有感染力；具有創(chuàng)新意識(shí)，富有朝氣和活力；

　　3、諳熟英美文化，對(duì)學(xué)員英語的聽、說、讀、寫能力的提升均有獨(dú)到方法；

　　4、系統(tǒng)學(xué)習(xí)過口譯課程，對(duì)全國口譯考試有較為全面的了解；擔(dān)任過教師或大型會(huì)議翻譯；

　　5、有團(tuán)隊(duì)合作精神和組織協(xié)調(diào)能力，有敬業(yè)精神，能吃苦。

對(duì)英語老師講課的評(píng)價(jià) 篇6

　　1、教師語音標(biāo)準(zhǔn)，能給學(xué)生起示范作用。英語基本功扎實(shí)，教態(tài)親切自然。

　　2、巧妙地運(yùn)用了語言描述及提問等方式創(chuàng)設(shè)了一個(gè)情境，讓學(xué)生入景動(dòng)情，使其受到感染，并以積極的態(tài)度投入到學(xué)習(xí)中。

　　3、教師的設(shè)疑，有效地激發(fā)了學(xué)生的學(xué)習(xí)興趣及求知欲，讓學(xué)生在無心理壓力的情況下自主地參與學(xué)習(xí)，留給了學(xué)生充分的空間去展示會(huì)個(gè)性及能力，同時(shí)教師也很好地發(fā)揮了主導(dǎo)作用。

　　4、縱觀整節(jié)課，學(xué)生學(xué)習(xí)熱情高漲，師生互動(dòng)好，配合默契，取得了較好的學(xué)習(xí)效果。

　　5、這次教學(xué)活動(dòng)是一次單詞、短語、句型的組合教學(xué)活動(dòng)，教師注重學(xué)生聽、說、讀、寫各種技能的培養(yǎng)，有效地提高了學(xué)生的英語綜合能力，同時(shí)，教師扎實(shí)的教學(xué)功底也得到了淋漓盡致的體現(xiàn)。

　　6、該教師在教學(xué)過程中牢牢地抓住了學(xué)生的注意力，不失時(shí)機(jī)地精心制造教學(xué)的亮點(diǎn)，把課堂教學(xué)推向了高潮，使學(xué)生達(dá)到情緒高漲、智力振奮的積極狀態(tài)。

　　7、教師在實(shí)施本節(jié)課教學(xué)中，教學(xué)目的明確、重難點(diǎn)突出，教法靈活科學(xué)，講課時(shí)思路清晰，善于調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，課堂駕馭能力強(qiáng)。

　　8、學(xué)生的活動(dòng)充分，參與面廣，積極性高，充分體現(xiàn)了新課程改革的精神，師生全面互動(dòng)的教學(xué)模式生動(dòng)地詮釋了以學(xué)生為主體的先進(jìn)教學(xué)理念。

　　9、在整堂課的教學(xué)中自始至終滲透德育和人文主義的思想;教師英語素質(zhì)優(yōu)秀，時(shí)時(shí)體現(xiàn)出英語教學(xué)的新思想和新理念，牢牢把握了英語學(xué)習(xí)的本質(zhì)——用中學(xué)。

　　10、本節(jié)課教學(xué)的精彩之處在于把學(xué)生的學(xué)習(xí)積極性調(diào)動(dòng)起來，激活學(xué)生的思維。教師善于點(diǎn)撥、引導(dǎo)，激發(fā)學(xué)生對(duì)學(xué)習(xí)的興趣，從而推動(dòng)學(xué)生進(jìn)入了積極思維的狀態(tài)，為本節(jié)課堂的精彩教學(xué)作了充分的準(zhǔn)備。

　　11、課堂上教師飽滿的熱情、最佳的心境和高昂的教學(xué)激情感染了學(xué)生，調(diào)動(dòng)了教學(xué)氣氛，使學(xué)生在心理上產(chǎn)生共振，進(jìn)入了最佳的學(xué)習(xí)狀態(tài)，教學(xué)效果顯著。

　　12、教師準(zhǔn)確地把握了設(shè)疑的方向，設(shè)置了學(xué)生感興趣的問題，充分調(diào)動(dòng)了學(xué)生學(xué)習(xí)的興趣，使學(xué)生進(jìn)入了積極的思維狀態(tài)。

　　13、巧妙設(shè)計(jì)了教學(xué)任務(wù)，再現(xiàn)生活情景。