In the world of education, open classes have always been a high-profile existence. It is not only a stage to showcase teachers' teaching skills, but also a platform for students' learning achievements. However, with the passage of time, open classes have gradually lost their original meaning and have become a form of education full of contradictions and drawbacks. The collision between ideals and reality has put the open class in a predicament.
Some netizens joked: "Every time I take an open class, it's like watching a well-rehearsed 'play'." Behind this kind of "performance" is a reflection of the serious formalism tendency of the open class. Both teachers and students put a lot of effort into the lesson, but often only to meet some kind of evaluation criteria, rather than really improving the quality of teaching.
I used to be plagued by this form as well. Every time it's time for an open class, it feels like a "big war" is about to take place. Teachers and students alike need to do a lot of "rehearsals" in advance to ensure that every part of the class runs smoothly. But behind this "perfection", there is often a real teaching problem that is hidden.
Until one day, a senior teacher said to me, "The open class is not a performance, but a real process of communication and learning." This got me thinking. If open classes really want to play their due role, they must be freed from the shackles of formalism and truly focus on the essence of teaching and learning.
To achieve this goal, the first thing that needs to change is our understanding of open classes. It should not just be a means of evaluating teachers, nor should it be a performance in pursuit of perfection. Open classes should be a platform for teachers and teachers to learn from each other and exchange teaching experiences. Only under this premise can we truly return the open class to its roots.
At the same time, the evaluation method of public classes needs to be reformed. The existing evaluation system focuses too much on teacher performance and ignores student participation and learning effectiveness. This has led to teachers presenting themselves too much in the classroom and neglecting the learning needs and development of students. Therefore, we should establish a more scientific and reasonable evaluation system, and pay more attention to the learning effect and development of students, rather than just the performance of teachers. Only in this way can we make the open class truly play its due value and role.
So, how can we make the open class move from form to effect? This requires us to start from many aspects.
First of all, we need to clarify the true purpose and value of the open class. Open classes should be a platform for teachers' professional growth and students' learning, rather than a tool to evaluate teachers' abilities. Only when we are clearly aware of this can we avoid formalistic tendencies in the course of open classes.
Second, we need to simplify the preparation process for open classes. The existing methods of preparation are too cumbersome and complex, leaving teachers and students with a lot of stress. Therefore, we need to simplify this process so that teachers can focus more on teaching itself. This not only reduces the burden on teachers and students, but also makes the classroom more natural, real, and lively.
At the same time, we need to change the way public classes are evaluated. Establish a more scientific and reasonable evaluation system that focuses on students' learning effectiveness and development, rather than just teachers' performance. This kind of evaluation can better reflect the effectiveness of open classes and better promote the professional growth of teachers.
In addition, the education department should also carry out more scientific management and guidance of open classes. Listen to the voices of front-line teachers and students, adopt reasonable suggestions, and treat open classes with a scientific attitude and method. At the same time, we will increase investment and resource support for open classes to provide them with a better environment and conditions for development.
In short, reshaping the Open Class is a long-term process that requires continuous exploration and practice. In this process, we need to constantly reflect and sum up the lessons and lessons, we believe that through continuous efforts and practical exploration, education will be able to truly realize its role in cultivating social talents with all-round development of morality, intelligence, physical fitness, aesthetics and labor, and each of us will become an active participant and promoter in this process, with our knowledge and enthusiasm to influence and change the world's education towards a better future!