对英语老师讲课的评价（精选8篇）

对英语老师讲课的评价 篇1

今天，作为一名年轻的高中英语教师，我怀着学习的心态认真观看了纪筠老师的教学录相，受易良多。

首先，听纪老师的课，给我很舒服的感觉，纪老师口语流利，教态自然，师生关系融洽。教学步骤清晰，能够正确使用英语进行教学，语言清晰，表达准确。没有刻意做秀的表演，很真实。

纪老师的课，在我看来有以下几处亮点：

1.对生单词和短语的处理。纪老师没有象传统的教学那样，告诉学生其汉语意思，而是给出生词所在的句子，让学生通过对句子的理解来猜测该词的含义，并给予指导和帮助，在这之后，又立即带着学生举例运用该词汇，让学生学以至用。

2.课堂设计新颖，任务性强。新课程标准倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。纪老师的每一个教学步骤都给学生安排了任务，尤其是在discussion这部分，师生完成的特别好。首先纪老师选了学生们所熟悉的三位不同风格有着不同人生的三位名星，让学生去辩论他们是否愿意当明星，并阐述理由，使课堂氛达到了高潮。在学生进行讨论的同时，纪老师在屏幕上循环播放了一些名星参加各种活动的照片和一些生活照，旨在通过这些照片给学生们以引导，可谓用心良苦。当然，学生们的精彩演绎也给这节课增色不少。

对英语老师讲课的评价 篇2

上课人1：

教者将“学-教-练”模式贯穿于整节课，上课内容充实;在while - task 部分，教者采用图片呈现单词的方式，具有直观性，且学生印象深刻。此外，这节课教者采用了多种操练方式：有全班读，有小组读，也有表演环节。

教者在部分环节上过渡有些生硬，如从pre - task 到while - task 的过渡;此外教者语速过快，尤其在部分指令方面，有的学生都不理解老师的意思，个人建议如果有些指令太难，可适当用中文提示。

上课人2：

本节课教者教学思路清晰，课件制作十分精美，极具实用性，从这点可看出教者工作态度认真，值得我学习。整节课课堂气氛十分活跃，教者成功做到了让学生快乐中收获知识。此外，教者还打破常规，comic strips 部分在熟读的情况下未让学生去表演;另外，单词巩固环节教者设计的游戏将这节课的氛围推向了高潮，相信学生对这些单词也印象深刻。 教者在刚开始上课时就对学生要求每回答对一个问题就可以获得一棵树，但在上课过程中教者未能从始至终提及这点。

上课人3：

教者声音甜美，教态自然，能在课堂上做到收放自如，这点值得我学习。此外教者为本节课做了精心准备：如为了能让学生更好地理解自然灾害，教者准备了多个视频，并且为避免重复，教者也充分利用图片导入单词;对于不同阶段的教学任务，教者精心设计了不同的教学活动。

虽然视频为本节课添色不少，但有的视频内容太难，有无字幕，学生理解上有点困难。 另外我不是很赞成教者用录音代替视频做法。

对英语老师讲课的评价 篇3

1、有6年的高中英语教学经验，教学经验丰富。

2、每年的教学质量评比，成绩名列前茅，教学能力突出，曾获得校“最受学生欢迎的老师”称号，在指导学生参加全国中学生英语能力竞赛中获得二等奖。

3、开朗，大方，英语口语流利，在校已过了英语专业八级，热爱教育事业。

对英语老师讲课的评价 篇4

1、口齿伶俐，思维清晰，语速达标，中文表达能力强，普通话标准；

2、授课风格活泼生动，充满激情，具有较强的幽默感；有较宽广的知识面，旁征博引、激情飞扬，富有感染力；具有创新意识，富有朝气和活力；

3、谙熟英美文化，对学员英语的听、说、读、写能力的提升均有独到方法；

4、系统学习过口译课程，对全国口译考试有较为全面的了解；担任过教师或大型会议翻译；

5、有团队合作精神和组织协调能力，有敬业精神，能吃苦。

对英语老师讲课的评价 篇5

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 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 efore, 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.

对英语老师讲课的评价篇二

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.

对英语老师讲课的评价 篇6

教学评价是以改善教学、促进学习、促进教师发展为目标，通过对教师教学行为有关资料的分析对教师教学所做的价值判断。课堂教学评价指向课堂教学活动的组织、管理、评价以及与此有关的各种因素，是对课堂教学效果以及构成课堂教学过程各要素的分析和评价，是完整教学不可分割的一个组成部分，对促进课堂教学质量，推动教师发展有着不可替代的作用。

课堂教学是英语教学的主阵地，将评价纳入课堂教学，使它成为教师调控课堂的重要组成部分，不失为管理课堂的一个好方法。一方面英语教学内容的更新、教学方法的改变、教学手段的现代化促进评价理论、评价手段、方法和内容的变化;另一方面，评价改革又为教学提供良好的导向作用，有助于推进英语教学的改革。 对学生的评价是教学评价的重点。评价的理念、目的、内容、标准、方式和手段等无一不对教学产生深远影响，它对教学活动有着巨大的导向作用。得当的评价活动可以对学生的学业进步和人格形成产生积极的促进作用。

一、课堂教学评价的设计思路

1. 以学生为本

确定英语课堂教学评价指标体系，要从学生全面发展的需要出发，注重学生的学习状态和情感体念，注重教学过程中学生主体地位的体现和主体作用的发挥，强调尊重学生人格和个性，鼓励发现、探究与质疑，以利培养学生的创新精神和实践能力。突出基础教育课程改革的核心理念――“以学生的发展为本”。

2. 评教评学相结合

课堂教学是教师组织合影到学生进行有效学习的过程，是师生互动，生生互动共同实现具体发展目标的过程。“评教”，建立促进教师不断提高的评价体系，这样才有利于大面积提高教学质量。“评学”，建立评价学生的学习状态和学习效果的评价体系，以具体评价一堂课的教学效果。课堂教学评价要以评学为重点，以此来促进教师转变观念，改进教学。

3. 体现开放性

课堂教学具有丰富的内涵，学生、教师、教学条件的不同，使课堂教学情况千变万化。确定课堂教学评价指标体系，既要体现课堂教学的一般特征，又要为不同条件的课堂教学留有可变通的余地。提倡创新，鼓励个性化教学。

4. 坚持可行性

可行性是实施评价的前提。课堂教学评价指标体系要符合当前课堂教学改革的实际，评价标准是期待实现的目标，但又必须是目前条件下能够达到的，以利于发挥评价的激励功能：评价要点必须是可观察、可感受、可测量的，便于评价者进行判断：评价办法要注重质性评价和综合判断，力求简单、易于操作。

二、课堂教学评价的原则

在课堂教学评价中教师既是评价的客体，又是评价的主体，这就决定了课堂教学评价的主客体的多向评价特征。由于课堂教学本身所具有的动态过程性质，课堂教学评价一般应遵循以下原则：

1. 发展性原则

评价以促进发展为目标，课堂教学评价也应遵循发展性原则，把评价指向教学方法的改进、教学设计的优化，指向学生的发展和教师的专业发展。因此，评价应该减少甄别、鉴定和奖惩功能，突出诊断，促进功能。评价不仅要关注课堂教学目标的达成，更重要的是关注教师在课堂教学各个环节中的进步以及教师在课堂教学中所体现的专业发展。评价的发展性要求课堂教学评价必须突出其过程性特征，必须突出教师在课堂评价中的主体作用。

2. 教师主体性原则

教师在课堂评价中的主体性体现在两个方面。首先，评价更多的是授课教师的个人行为，而不是一种行政行为。任课教师必须掌握课堂评价的技巧，把课堂评价纳入正常的课堂教学之中，增强反思性教学研究。再者，教师应该参与课堂评价指标体系的制定，每位教师都必须清楚评价的目标要求，掌握评价的基本操作技能。

3. 过程性原则 课堂教学评价的过程性表现在评价不只是对教学效果的评价，更是对过程的评价;评价不只是在教学结束后发生，更是发生在教学设计和教学实施的整个过程之中;评价不只是关注结果，更关注教学中师生的行为表现;评价不是一次性行为，而是连续性行为，贯穿于教学是始终。

4. 多元性原则

多元性表现在施评者的多元、评价方式的多元、评价内容的多元和分析方式的多元。课堂教学评价既要有专家评价、领导评价、同伴评价和学生评价，更要有教师自我评价;评价既要采用评价量表评价，也应该增加对话式、研讨式评价;评价内容既要关注教学目标、计划、实施和效果，同时要关注输入因素;评价结果既要有定量分析，更要有定性分析。

三、课堂教学评价的手段

课堂教学评价以课堂观察为主要手段，除此以外，访谈、教学日志、问卷调查、课堂测验等也都是课堂教学评价常用的手段。访谈包括教师座谈和学生座谈;教学日志记录教师课堂教学描述与反思;问卷调查用于课堂上调查学生对课堂教学的看法以及改进意见，同时了解学生在课堂活动中的参与程度和感受。

对英语老师讲课的评价 篇7

这是一节理念正确、设计巧妙、活动丰富、效果突出的优秀参赛课。这堂课充分体现了以学生为主体的教学思想。本节课主要体现出以下几个特点:

1、真实巧妙的教学设计

x老师自然而巧妙地展开本课的话题，使课堂教学从一开始就进入真实的交际场景，形成活跃的课堂气氛。学生为能够运用自己熟悉的内容与教师交流而获得成功感，并为能通过交流帮助了教师而感到兴奋，从而使学习的自信心倍增。同时在接下来的教学中，教师抓住师生之间的信息差，让学生在教师的引导下，既进行了实际交流，又练习和掌握了语言结构和用法。

2、以学生为主体的教学安排

在本课中，x老师安排了多样的学生活动，其中有个人、两人、小组和全班性的，有教师指导性的，也有需学生独立或合作完成的。活动均有明确的目标与要求，并能够安排在一定的语境和情景中进行，突出了培养学生用英语做事情和用英语进行交流的能力，体现了交际语言教学的思想。评价一节课成功与否，主要应看学生在活动中的参与程度，学生言语交际的有效性，以及学生在学习中表现出的情感、合作精神和学习与交际策略等方面的发展情况。在本次课上，学生能够积极参与讨论且活动量大，并有自由发挥的空间，教学效果良好。教师在教学活动中，注意了自己角色的转换与控制，在启发与示范后，能够把足够的时间留给学生，让学生努力实践与展示自己。另外，这节课的活动安排张弛有度，活而不乱;同时，教师能根据学生的接受能力和表现状况适时调整活动安排与教学要求，表现了该教师较强的教学能力和教学组织能力，体现了以学生为主体、教师为指导的教学原则。

3.良好教学素质

x老师在教学中表现出较高的教学素养。首先是良好的教学语言表达能力，语音、语调自然，清晰，强调适度;其次是形体语言在教学中运用相当出色，能够吸引学生的注意力，辅助教学效果突出;还有一个特点是学生思维活跃，课堂教学容量较大;教学节奏掌握得当。这些都离不开教师自身较高的素质和平时的努力与积累，因为教师的每一节课都是自己整体水平的综合展现。

对英语老师讲课的评价 篇8

1、教师语音标准，能给学生起示范作用。英语基本功扎实，教态亲切自然。

2、巧妙地运用了语言描述及提问等方式创设了一个情境，让学生入景动情，使其受到感染，并以积极的态度投入到学习中。

3、教师的设疑，有效地激发了学生的学习兴趣及求知欲，让学生在无心理压力的情况下自主地参与学习，留给了学生充分的空间去展示会个性及能力，同时教师也很好地发挥了主导作用。

4、纵观整节课，学生学习热情高涨，师生互动好，配合默契，取得了较好的学习效果。

5、这次教学活动是一次单词、短语、句型的组合教学活动，教师注重学生听、说、读、写各种技能的培养，有效地提高了学生的英语综合能力，同时，教师扎实的教学功底也得到了淋漓尽致的体现。

6、该教师在教学过程中牢牢地抓住了学生的注意力，不失时机地精心制造教学的亮点，把课堂教学推向了高潮，使学生达到情绪高涨、智力振奋的积极状态。

7、教师在实施本节课教学中，教学目的明确、重难点突出，教法灵活科学，讲课时思路清晰，善于调动学生学习的积极性，课堂驾驭能力强。

8、学生的活动充分，参与面广，积极性高，充分体现了新课程改革的精神，师生全面互动的教学模式生动地诠释了以学生为主体的先进教学理念。

9、在整堂课的教学中自始至终渗透德育和人文主义的思想;教师英语素质优秀，时时体现出英语教学的新思想和新理念，牢牢把握了英语学习的本质——用中学。

10、本节课教学的精彩之处在于把学生的学习积极性调动起来，激活学生的思维。教师善于点拨、引导，激发学生对学习的兴趣，从而推动学生进入了积极思维的状态，为本节课堂的精彩教学作了充分的准备。

11、课堂上教师饱满的热情、最佳的心境和高昂的教学激情感染了学生，调动了教学气氛，使学生在心理上产生共振，进入了最佳的学习状态，教学效果显著。

12、教师准确地把握了设疑的方向，设置了学生感兴趣的问题，充分调动了学生学习的兴趣，使学生进入了积极的思维状态。

13、巧妙设计了教学任务，再现生活情景。