范文一：初三政治听课反思

初三政治听课反思

初三政治听课反思 今天下午第三节听了一节初三政治公开课,听后感受颇多, 作一 反思总结如下: 1、新闻播报环节很实用。 关于新闻播报我也进行过,但今天 的所见让我受到不少启发。学生当堂说新闻,这个新闻是太谷当地刚发生的事情,学生 没有稿子,直接口头表述,听者了然于胸。然后由其它学生联系书的知识点,新闻播报 了两个例子,大概用了七分钟,就像讲课老师所总结的:用政治的思想、政治的观点去 思考问题,提高学生分析问题、解答问题的能力。 2、学生复习环节很用心。教师 给了复习要求后,学生非常用心地读课本,背重点知识点,用心的结果就是:当老师让 总结知识网络时,学生能够准确说出重要知识点。 3、学生回答环节很专业。这与 老师的严格训练与要求是分不开,太谷明星中学的所有政治课都是围绕“是什么, 为什 么, 怎么作”这种方式展开的, 事实证明, 这样做很高效。 学生的回答很适合中考。 4、 对联总结设置很巧妙。 这节课是关于消费者权益的,老师在引导学生掌握消费者的权利 时,总结了一幅对联,我当堂就记住了。“安知公主求俗人”,消费者的安全权、知悉 权、公平交易权、依法求尝权、风俗习惯、人格尊严权等,就这样简单记住了。 5、 问题方法总结很到位。 这节课的最后问题是“如何天天实现 3.15”, 实际上是建议类题。 程老师很做题的方法详细地呈现在了多媒体屏幕上,并且让学生把准确的答案读了一 遍。 学生在读答案的时候, 又再次把做题方法熟悉了一遍。 一节亮点颇多的政治课, 给我的启发很多,这些环节在今后的教学中,我要努力尝试,让政治课堂变得实用、高 效。

范文二：初三政治中考复习课听课反馈

初三政治中考复习课听课反馈

4月22日——24日，在教研中心的组织下，听取了部分学校的初三政治中考复习课。现将现将本次听课调研活动情况反馈如下:

青桥学校:《联考试卷讲评》

阳明学校:《八下知识点梳理》

育新学校:《十八届三中全会复习专题》

城北学校:《开展道德模范的评选，推进社会道德建设》

光明学校:《联考试卷讲评》

好的方面:

1、各校的初三政治教师不但经验丰富，而且很敬业。例如:上课的老师大多是跨年级教学，在课务多的情况下，能在初三月考一结束，就能将试卷在短时间内对试卷进行批阅，并且及时讲评。老师们能根据中考考点进行有针对性的复习，同时注意解题思路和规范的指导。青桥学校的黄老师、光明学校的夏老师是月考试卷中出现的问题有针对性地讲评，如黄老师在讲评选择题“国家放开单独二胎”这一题时，有针对性地进行了人口老龄化问题的复习;夏老师在讲评试卷能针对中考的18题的解题方法做了很详细的指导。阳明学校的老师能依据中考考点对八年级下册的内容进行梳理;育新学校的胡老师和城北学校的胡老师都能依据中考考点进行专题复习，并且制作了精美的课件，帮助学生梳理专项知识点，收到很好的效果。五节课上，教师都有对考生易出错的选择题进行答题技巧的指导。

2、教师能紧扣政治学科时政性这一考点，并将这一考点贯穿在

课堂上。如:城北学校胡老师的导入环节从近期新闻里播放的《老人倒地，无人施救》这一热点话题谈起，课堂上引用的例子是2013年江西践行核心价值观的典型人物事迹;育新学校的胡老师在课堂上有《新闻快播》这一时政环节;青桥学校的黄老师与光明学校的夏老师讲评试卷时都提到了国家新废止的《劳动教养》这一时事热点。

3、教师能针对不同的内容，设计不同的课堂的模式。本次听课活动中，三节专题课，两节试卷讲评课，五位老师都能针对考点设计自己的课堂模式，。如:城北学校胡老师的课堂模式是“时政新闻入手—考点—知识点---答题技巧—实战训练”;育新学校胡老师的模式是“背景资料—知识点---教材链接---典型例题—实战训练“

几点建议:

一是中考复习要有计划性。上复习课时，老师要算笔时间账，在复习期间学生有多少学习时间，针对学生的实际情况和考点要做一个的复习计划，每一个复习的时间段学生的能力应达到什么程度。同时，对学困生帮辅的计划要具体详实，重在落实有效。

二是中考复习要有科学性。中考复习时间有限，因此，对每一节课的精心设计显得尤为重要。如:复习课的基本模式(环节)是什么，有哪几个模块构成，每一个模块的内容如何精心构思;练习讲评课的模块又是怎样的,讲评课的备课要围绕三句话九个字进行，即“讲几题”，“讲什么”，“怎么讲”。 “讲几题”，一定在是认真批阅和对各题正误统计的基础上，重点讲错误率高的题目，绝大部分学生都会的

题目不讲，讲了学生也不懂的题目首先是不考，其次是不讲。“讲什么”，不是就题讲题，而是举一反三，进行变式训练拓展延伸，重点讲思路，讲方法，讲规律，讲规范。“怎么讲”，是让学生讲，还是教师讲。教师在备课时都要予与充分考虑，才能真正将知识点讲透，学生才能真正理解掌握知识。

三是中考复习要有主体性。课堂教学一定要处理好教师的主导和学生的主体关系，突出学生的主体作用。可通过情景的创设，层次性问题的设计等方式，组织学生参与讨论进行互动，激发学生参与学习的主动性积极性。

范文三：初三英语听课记录

初三英语听课记录

This article is contributed by yangfan034

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On Wednesday, April 11th morning, I came to the six peak middle school in anzhen town to attend the third grade English teaching and research activity. The members of the English teaching and research section of the town center attended the event and the third grade English teacher in the town. This event first heard a Jay peak six school teachers Zhu Jiehong junior class teaching, then, we carry out a positive research and discussion activities, finally, had Yanming director of English review work done some work deployment. The following is the class lecture records and post listening impressions. Teaching procedure 1. read aloud before class, review the words 2., Greetings, What's, the, weather, like, today, Sunny., and then review other words that represent the weather. Cloudy, rainy, sunny, windy, fine, etc., and then inspire students to say some other words that represent the weather: warm, cold, cool, hot, etc., inspired by teacher and student questions and answers. The teacher asked: "What's the weather will be if it's rainy like", and then the student replied, "It'll be wet. 3., by It's, a, fine, day., review the expressions of exclamatory sentences.". How, fine, day, is, the, when this sentence, students expressed problems, the teacher in time through What a fine it is day inspired, and eventually let students speak smoothly

The following sentence: "How, fine, it, is!" then asked, "how do you praise a person?" Draw the following words: clever, smart, careful, hard, hard-working, and He is a said: after the hard-working student. I'll learn from him. 4. Lesson 60 read the text, through a slide, talk about the pictures (feel content; in this process, the teacher Chinese teaching too much. First of all, what do we see in the picture? Sentences like this can be organized directly in english. The teacher presents the story through the slide, in the story present, the infiltration language knowledge, the form is very good. It would be nice to ask for some more purposeful and effective questions about pictures Then, the teacher continued to draw out the pictures and topics. The, dog, is, our, best, We, should, friend., take, good, care, of, it.. Can these two words be linked together? Let the students say: The dog is our best friend and we should take good care of it. 5. and check the last composition into the business of junior college liters review questions written in this one link, let the students do the teacher, read and modify the composition, they talk about good and bad to the bottom where, how to modify. 6. lectures read essays and thoughts opinions of the overall feeling: Zhu teachers in the classroom teaching shows a basic teaching skills and rich teaching experience, and demonstrate the teaching

characteristics of teachers love students, good at giving systematic guidance etc.. Especially in the process of introducing knowledge, attaches great importance to enlighten students' thinking, and in the process to improve the students' imagination and good language knowledge and skills. Thoughts and suggestions: 1. written language output is part of the process. It is not a passive language input, but a positive active output. It can be said that written expression is the

most difficult one for the third grade students. 2., thinking: how to improve students writing or writing ability?

I think: first, we should give the students enough correct language input; second, we should set up written composition classes. In the composition class, the teacher demonstrates himself and writes with his students. For example, in the process of looking at the picture, you can better inspire students how to see pictures, how to say pictures. (so that it can be better to the core of the students' thinking.) When the map is fully trained, written expression is carried out. Third, pay attention to the grasp of the main points.

Such as correct tenses, proper choice of characters, long and short sentences, conjunctions, etc.. Fourth, students excellent writing, demonstration, poor error analysis. When revising a composition, we need to consider what standards we have revised What are the dominant and implicit criteria? At the same time, we can also carry out teaching activities with a special emphasis on the written expression in the examination standard. 3., from the point of view of the teaching process, the individual feels that each link is small and the task is clear. However, the consistency between the objectives of each small task and the big task still needs to be strengthened. 4., about the output of spoken language, there is a teaching activity can consider: that is, before class give students 6-8 words or phrases, let them use these words to tell an English story. Then, you can show the students three minutes before the beginning of each class. To some extent, the input of students' language will be helpful. 5. from this class in the material composition, after a problem: that is the question at the sight

of injustice, draw a sword and render help. This is not an English knowledge problem. When we need to consider is: at the sight of injustice when, how to draw a sword and render help, help? He knew what was happening. He threw the bottle hard and quickly to the man. We should help people in trouble. But how? Maybe, on this topic, you can use English to carry out more in-depth discussion (output). After

********************************************** April 11th class, listening to lectures, records and opinions timely made up capriccio. But because of the problem of the network, it has been successfully completed today. It's not easy, but it's worth it. Because, in the heart comfortable. Ha ha ha ha。 Miss

Xie Pan is a young history teacher in our school. She herself didn't teach English, but because of the need of school work, this semester he obeyed the arrangement of the school, and took the English Teaching of the first two classes. In March 9th, it was Friday, and in the morning, I went to listen to an English lesson with pam. The following is a lecture record and a review of the class. The first lecture records Hunan first lecture records Tian teacher: Xie Pan students: first class (3): Module 2 Spring Festival teaching content teaching time: March 9, 2007 morning before the first class 1. 2. 3. 4. Do you on like Festival What kinds of festivals do? You know in China Which festival do you like? Best? Why? What does your family usually do to get ready for Spring Festival?

Teaching procedure Before class Read the words in Module 2 During 1. class: 2. Read 3. the words and expressions in Module Have a dictation of the words 2 in Module 2 Ask and answer: Do you like festivals What kinds of festivals do? You know in China Which festival do you like? Best? Why? What does your family

usually do to get ready for Spring Festival work Divide the? 4. Group students into nine groups and the topic for them to discuss is: What does your family do to get ready for Spring Festival?

5., 6., 7., 8., 9.

Talk, about, the, pictures., Match, phrases, and, the, pictures., Listen, and, read., Finish, Part, the,, Choose,, the, correct, answer., Homework

Comments on the lesson: 1, the class forward the classroom, advance written on the blackboard related content, for classroom teaching smoothly laid the foundation, and can effectively save time; 2, teaching links design arrangement clear, transition nature.

3, it can effectively carry out group activities in combination with the characteristics of school group sharing teaching method and English teaching. Such as the class into nine groups, discuss What does your family usually share do to get ready for Spring Festival? In the middle school students can actively participate in this link, and can fully utilize the language knowledge of English expression; 4, rational use of teaching resources to do better. For example, wall charts. Teachers can organize students to carry out talk, about, the, pictures teaching activities. 5, each teaching link, when carrying out teaching activities, can clearly and accurately explain the teaching task. Such as packet sharing activities is the task of Talk about what your family usually does to get ready for Spring Festival. and Listen and Match's mission is to listen

to the recording materials, the phrase Listen and read crossed; again, the task is to answer the following questions. What are Lingling and her family doing What are the? Boys doing? What is Lingling doing What is Lingling s mother? "Doing? Recommendations: 1, each link time is worth considering for example the review stage. The teacher basically organizes the student collective reads aloud, the teacher raises the tune to read with the form, then organizes the student to carry on dictation. The whole process is finished at 7:50. In other words, from 7:40 to 7:50, the review stage took ten minutes. With his first two days of classroom teaching of thinking, that is part of routine review stage of each lesson, should unremittingly; review stage of the content selection should be targeted, combined with new teaching content; time allocation review links should not dominate; review the form should be various. Not necessarily reading and dictation every time. For example, after the beginning of the teaching activities, the teacher organizes questions and answers about festivals, and carries out group sharing activities, and organizes them to share after the grouping activities are finished. In this process, students can use the collective strength of group discussions, boldly use English expression, and make a good foreshadowing for the next stage of teaching, and the effect is good. In the process, the teacher can effectively answer the blackboard writing of the students to facilitate the introduction of new teaching. At the same time, in the process of sharing, they can answer questions in groups and carry out evaluation activities in a timely manner. Time or time for attention?. The end of the session is 8:05. Also as follows: the first link on the eighth page, Match the pictures and the phrases, ends at 8:14. From the above links, Listen and read, an important part of classroom

instruction, now has only 10 minutes to go. And that's obviously not enough. 2, teaching chart is a very effective teaching. But the use is not enough. Whether the chart "hanging" or talk about the pictures, there is still great space for; 3, teachers in classroom English teaching, but proper English more, less chinese. Meanwhile, pay attention to your pronunciation and intonation. Such as: pronunciation of festival and so on. And as we listen, listen and repeat. OK or not? Again, let's listen to this dialogue and underline the phrases you hear. OK or not? Similar to this content, teachers can completely organize in english. 4, blackboard writing and design, you can also strive for excellence. For example, layout design, such as the case of the letter L. 5, language knowledge specific exercises can be increased appropriately?. As for the content of the ongoing process - not only is the design of the activities within the textbook reasonable, but there are also relevant content in workbook. Teachers can make better use of existing content and carry out teaching activities. Lecture notes on the first day of the course -- Lecture Notes by instructor Xie Wei, lecture teacher Xie Wei -- Lecture attendance time: Dec. 8.

2006 lecture teacher: Wei Yun class: Class 1 (8) class content: Module 8, Unit 1, Tom, always, likes, parties. teaching process:

1, the class started greeting up. 2, stand 3, collective endorsement over collective reading again 4, look at the blackboard, through the chart showing the words always, often, Daming Sunday Monday Tuesday Wednesday Thursday Friday Saturday tick tick tick tick tick tick tick Always by Q & A, under the training pattern of Do you have breakfast column in

the morning Yes? I, usually have breakfast in the morning. How often do you have breakfast in the morning No I never have? Breakfast in the morning. oral practice, then the teacher writing on the blackboard above sentence, students pair work, all read, again practice, students read the dialogue content 5, the teacher shows some birthday gifts, and to introduce the basic situation the students in English. My birthday is in...... My friends and family usually give me some birthday presents. When is your birthday then asked the students? Do you usually get birthday presents from your friends? 6, and students together for 1 Unit Part One. Match the pictures with words. (birthday, card, present, party, cake) 7, listening activities. Sam + + + + + + + + 1234 Wang Dong Tony tick tick tick tick tick tick tick tick tick tick Usually Betty * * * * Often Lingling * * * * * * * never

8, listen to another dialogue, clear the task. Answer the following two questions. When, Tony, is, s, birthday, When, do, they, usually, play,, basketball, 9, after checking the answers to the above questions, organize the students to read aloud. 10, 11, 12, 13, 1, class opinion: relationship between English teachers 2, good teachers and students is the emotional foundation of students' English learning, classroom discipline and control ability of the 3 habits is the guarantee of success in learning 4, before class preparation is the basis of successful teaching (careful preparation, teaching carefully design, well before the 5 class blackboard design students are good ways to answer questions of the fourth part is right and wrong. Read the original sentence first, then give your own judgement. It s true/false., however, there should be a better way to determine whether the answer is correct or not. 6.

Instructional design: in class, the teacher answers questions and answers by chart, helps students review always, usually, often, never., and then drills sentences. Then write the sentences on the blackboard. It's better to feel the exercise sentences written on the blackboard sooner. 7, listening comprehension should be defined as the main purpose of listening comprehension. What is listening or listening. Once we have defined our goal, then we can have a clear object in the process of listening and avoid light. Without wasting too much time. Read the dialogue, the following sentences. Practice reading aloud further. But the reading time is obviously not enough. The whole class will read the dialogue in groups. Practice reading again.

8, the blackboard writing course prepared well, can solve the inconvenience caused by no multimedia. However, the design of writing on the blackboard should first make clear the purpose of writing on the blackboard. Not everything is written on the blackboard. It should be the main point and the essence of a lesson. By now, helping the students memorize and master the use. Second, the layout of blackboard writing should be clear and beautiful, and the writing standard. 9. After the students have finished listening to the text dialogue, the teacher organizes the students to read the text. In this part, some students close their books, listen and read aloud, while others open books, listen and read aloud. From this point of view,

Students' instructions and tasks are not clear enough, which leads to a variety of learning responses. How do you take notes while listening to activities 10, 11? "I see only one person taking notes."". When students read the exercises, they feel

that they do not have enough time to practice, so when the students are reading the characters, the effect is not good. After reading aloud,

The teacher makes comments while reading in groups. "Which group reads better?" asked the Chinese Then give the teacher's judgment. The first, second, fourth groups are better, the third groups are relatively quiet. "Is it very tired?"" If so, how can you keep the students from getting tired?

One

范文四：试听课教案(初三)

初三数学试听课教学案

1、．如图，在四边形ABCD 中，AD ∥BC ，∠C=90°，E 为CD 上一点，分别以EA ，EB 为折痕将两个角（∠D ，∠C ）向内折叠，点C ，D 恰好落在AB 边的点F 处．若AD=2，BC=3，则EF 的长。

2．如图，四边形ABCD 中，AD ∥BC ，BA ⊥AD ，BC=DC，BE ⊥CD 于点E ．

（1）求证：△ABD ≌△EBD ；

（2）过点E 作EF ∥DA ，交BD 于点F ，连接AF ．求证：四边形AFED 是菱形．

3、已知实数a ，b 满足：a +1=，b +1=，则2015

4、已知反比例函数22|a﹣b|的值。 y 1=k 的图象与一次函数x y 2（1，=ax +b 的图象交于点A

4）和点B （m ，﹣2）， （

1）求m 的值及一次函数的关系式；

（2）观察图象，写出使得y 1≤y 2成立的自变量x 的取值范围；

（3）如果点C 与点A 关于x 轴对称，求△ABC的面积．

范文五：初三英语听课记录

初一听课记录田湘军

授课教师：谢潘

学生：初一（3）班

授课内容：Module 2 Spring Festival

授课时间：2007年3月9日上午第一节

课前板书

1. Do you like festival?

2. What kinds of festivals do you know in China?

3. Which festival do you like best? Why?

4. What does your family usually do to get ready for Spring Festival?

Teaching procedure

Before class

Read the words in Module 2

During class:

1. Read the words and expressions in Module 2

2. Have a dictation of the words in Module 2

3. Ask and answer:

? Do you like festivals?

? What kinds of festivals do you know in China?

? Which festival do you like best? Why?

? What does your family usually do to get ready for Spring Festival?

4. Group work

Divide the students into nine groups and the topic for them to discuss is: What does your family do to get ready for Spring Festival?

5. Talk about the pictures.

6. Match the phrases and the pictures.

7. Listen and read.

8. Finish Part 3 --- Choose the correct answer.

9. Homework

评课意见：

1、课前进教室，提前板书相关内容，为课堂教学顺利进行打下基础，并能有效的节省时间；

2、教学环节设计安排清晰明了，过渡自然。

3、 教师课堂英语组织教学方面，可是适当多些英语，少些汉语。同时，注意语音语调。如：festival的读音等。又如：我们听一遍，边

听边跟读。好不好？再如：我们接着听下面这段对话，将你听到的短语划线。好不好？类似这样的内容，教师完全可以通过英语组织完成。

4、 板书的书写和设计还可以精益求精。比如说版面的设计，比如说字母L 的大小写形式。

5、 语言知识的专项练习是否可以适当增加。如关于现在进行时的内容—不仅课本内的活动设计合理，而且，workbook中也有相关内容。

教师可以更好的利用已有内容开展教学活动。

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