Open classes are a form of educational activities aimed at promoting the modernization of education and promoting educational reform. In Europe and the United States, open classes are seen as opportunities for teaching practice and as a way for teachers to communicate with each other. In China, however, the meaning of open classes has changed, becoming a tool for political performance, a basis for promotion, and a standard for schools and educational authorities to evaluate the quality of education.
However, there are some problems with open classes. First of all, open classes often focus too much on the teacher's demonstration effect and ignore the actual teaching effect. In order to get good grades in public classes, teachers often spend a lot of time and energy on preparation, but these preparations are often only formal, pursuing the demonstration effect, and ignoring the actual teaching effect of the class.
Secondly, the public class focuses too much on the form and ignores the content. Many open classes are templated, and teachers only focus on how to demonstrate teaching skills and methods when preparing, without thinking too much about the teaching content itself. In this way, although teachers perform well, the teaching content is not rich, scientific, and vivid.
In addition, the emphasis on evaluation in open classes has brought huge psychological pressure to teachers, making teachers unable to relax themselves well in the classroom and give full play to their teaching level. At the same time, there are also problems with the evaluation criteria of open courses, which often only focus on teachers' teaching skills and performance, while ignoring the core of education and teaching - the learning Xi effect of students.
Open classes are regarded as an opportunity for teaching practice, for teachers, it is not only an opportunity to show their teaching style and improve their teaching ability, but also to learn from the excellent teaching experience of others and improve their own teaching level. In addition, open classes can also promote exchanges and mutual learning within the school, improve the quality of teaching and the overall level of the school. Open classes are also an important evaluation criterion, and schools, educational administrations and teachers will demonstrate their educational level and win honors through open classes.
However, the problem of open classes is also gradually emerging. Overemphasis on the teacher's demonstration effect leads teachers to invest a lot of time and energy in preparation in open classes, but this preparation is often only formalized, focusing on the demonstration effect and ignoring the actual effect of teaching. In order to achieve good results, teachers often focus on showing off their skills and listing teaching methods, while ignoring the selection and design of teaching content. As a result, although teachers excel in open classes, the teaching content often lacks richness, scientificity, and vividness.
The problem of focusing too much on the form and ignoring the content of the open class is also prominent. Teachers often prepare public lectures according to the template, focusing only on how to demonstrate teaching skills and methods, without thinking too much about the teaching content itself. As a result, the teaching content of open classes often lacks depth and innovation, and cannot truly meet the needs of students' learning Xi.
In addition, the pressure of evaluation in open classes is also a problem for teachers. The evaluation criteria of open classes often only focus on the teaching skills and performance of teachers, while ignoring the core of teaching - the learning Xi effect of students. This makes it impossible for teachers to really relax themselves and give full play to their teaching level in open classes, which in turn affects the improvement of teaching effectiveness.
In order to improve the quality of teaching and reduce the workload of teachers, we need to change the purpose and meaning of open classes, pay attention to the actual effect of teaching, and pay attention to the learning Xi effect of students. Administrative departments for education may carry out relevant reforms, optimize the evaluation mechanism for open classes, and evaluate the teaching quality of teachers from a more comprehensive and objective perspective.
First of all, the preparation content of the open class should focus on the actual effect of teaching, not just the form of demonstration. Teachers should pay attention to the selection and design of teaching content, pay attention to the needs of students' learning Xi, and aim to improve students' learning Xi effect, rather than pursuing the effect of demonstration.
Second, education administrative departments can establish more scientific and objective evaluation standards and pay attention to students' learning Xi results. Teachers should not only focus on teaching skills and performance, but also examine students' learning Xi and outcomes, so as to truly reflect the core of education and teaching.
In addition, the administrative department of education may encourage teachers to learn from each other and communicate with each other. Observation activities can be carried out among teachers, and excellent teaching experience can be shared through exchanges between teachers, so as to stimulate teachers' creativity and teaching enthusiasm and improve the overall teaching level.
Finally, educational administrations and schools should focus on the professional growth and training of teachers. By providing targeted training and support, we help teachers improve their teaching and improve the quality of education.
As a form of educational activity, open classes are supposed to be a tool to promote educational modernization and educational reform, but in China's educational environment, the meaning of open classes has been distorted and turned into a tool for political performance and a means of selecting honors. Moreover, open classes focus too much on the form and ignore the actual effect of teaching. The core of education is the student's learning Xi, not the teacher's presentation skills.
Therefore, we need to change the purpose and meaning of open classes, pay attention to the teaching effect, and pay attention to the learning Xi effect of students. Educational administrative departments should carry out relevant reforms, optimize the evaluation mechanism of open classes, and evaluate the teaching quality of teachers more comprehensively and objectively. At the same time, teachers also need to rethink the preparation content of open classes, pay attention to the selection and design of teaching content, pay attention to the needs of students' learning Xi, and aim to improve students' learning Xi effect.
By improving the way we open classes, we can really improve the quality of teaching, reduce the workload of teachers, and provide students with a better educational environment and Xi learning experience. An education system that pays attention to the effect of teaching and students' learning Xi will be able to better cultivate outstanding talents and contribute to social development. In order to return education to its original nature, we have the responsibility and obligation to work towards it.