8-The Merely Very Good

Lesson Eight The Merely Very Good Objectives

To enable the students

1)To see the difference between “Great” and “Merely Very Good” (the great minds

focused like laser beams)

2)To clarify the relationship between those people by putting them into groups

3)To appreciate the author’s skill in knitting seemingly scattered anecdotes of

various characters into a coherent whole.

Time Allotment:

The teaching plan will be carried out within 6 periods.

Background Information

About the Author

Jeremy Bernstein (1929--): professor of physics and writer. After getting his Ph. D. in physics at Harvard, he spent time at the Institute for Advanced Study in Princeton and at the National Science Foundation. He taught physics for 5 years at New York University and then at Stevens Institute of Technology, Hoboken, New Jersey. But Jeremy Bernstein has also spent more than 30 years on the staff of The New Yorker magazine, writing mostly about physics, computers, and other topics in physical science. He moves as comfortably among sentences and paragraphs as among equations. Some of his publications are: The Analytical science: computers---past, present and future (1964, revised 1981); Einstein (1973); Experiencing science (1978); Science Observed: Essays Out Of My Mind (1982); and The Merely personal: Observations on Science and Scientists (2001).

Jeremy Bernstein knows both physics and writing well. Besides, he is related to Oppenheimer, Dirac and Spender in one way or another. Therefore he is in a position to come to the conclusion that Oppenheimer and Spender are merely very good. Detailed Study of the Text

Para1 Why does the author state in this personal way? 1) Use the personal way to appeal to the readers. 2) Use it to state the personal view; 3) this way is less resistant Why doses the author begin the essay with such an incident?

Such a beginning serves three purposes: 1)it adds a personal touch to the subject; 2) recreating his everyday thoughts makes it easier for readers to identify with him, and in this way he will communicate to them more effectively. 3) As a link to weave the things together

Para2 J(ulius). Robert Oppenheimer (1904---1967): American theoretical physicist who directed the Los Alamos (in New Mexico) laboratory (Manhattan Project) during the development of the first atomic bomb (1942-1945). Oppenheimer grew up in a sumptuous Manhattan apartment whose walls were decorated with paintings by Vincent Van Gogh, and Paul Gauguin. In 1922 Oppenheimer enrolled at Harvard,

where he took an intense program that ranged from math and sciences to philosophy and Eastern religions and French and English literature, Oppenheimer graduated in 1925. In 1926 he studied with Max Born at the University of Gottingen in Germany, from which he received his doctoral degree in March 1927. In 1939, he fell in love with Katharine “Kitty” Puening Harrison, a biologist and widow of a Communist killed during the Spanish civil war, She, too, had belonged to the Communist party. They married in Nov.1940 and had two children.

Oppenheimer became officially involved in the atomic bomb project in Oct. 1941. This would come to be known as the Manhattan Engineer District Project. In Nov. 1942 he was appointed Director of what was to become the Los Angeles Laboratory, which would design and construct the atomic bomb.

People marveled at how he seemed to understand any concept instantly. Almost everyone considered him to be their intellectual superior. He had the greatest memory anyone had ever seen. He seemed to keep all aspects of Manhattan Project in his head, along with an impressive knowledge of the arts and literature.

Oppenheimer was also an advisor to the Target Committee, which recommended Japanese targets for the atomic bombs.

Oppenheimer celebrated the end of the war and the success of the Manhattan Project, but the death toll and chilling descriptions of radiation sickness had a sobering effect .He informed government officials that most scientists in this project would not continue to pursue such work. “ I feel we have blood on our hands,” he told President Harry S. Truman. In October Oppenheimer resigned from Los Alamos.

From 1947 through 1952 Oppenheimer directed the Institute for Advanced Study at Princeton, which became a leading center of theoretical physics and attracted notable scholars in the social sciences and humanities.

In May 1953 when Lewis Strauss was appointed to chair the Atomic Energy Commission, he moved to revoke Oppenheimer’s security clearance, thereby serving him from the commission’s work. In April 1954 the hearing o n Oppenheimer began and in May the security board affirmed Oppenheimer’s loyalty but denied him security clearance.

Max Born (1982—1970): German nuclear physicist, who published a paper in 1924 in which the term Quantum Mechanics was used for the first time. Winner of Nobel Prize in Physics in 1954.

Gottingen Gottingen University has a history of over 260 years, which was founded in the 1730s by King George II, who was also ruler of Hanover. (Hanover----British ruling family (1714-1901). When Victoria ascended the throne in 1837, the crowns of Hanover and Great Britain were separated. 汉诺威,英国统治家族(1741-1901)，当1837年维多利亚登上王位时，汉诺威与大不列颠的王权相分离)

At the age of 23: Why is the age mentioned here? He graduated from Harvard University in 1925. Then he went to Germany to study, and got his Ph. D degree in 1927. In 2 years time, he got his Ph D degree which shows that he is a bright/ intelligent young man; few people can get Ph. D in 2 years time.

Quantum mechanics: quantum theory. Especially the quantum theory of the structure and behavior of atoms and molecules

Para2 1. What is the role of the first sentence in Paragraph 2?

It is a transitional sentence. The first part of the sentence links the paragraph with the previous one. The second part brings in a chief character of the essay, Robert Oppenheimer

2. Fellowship:sum of money paid by an institution for the support of a graduate student, scholar, etc. doing advanced study in some field.

3. Took his degree.., at the age of twenty-three. Why do you think the age is mentioned here?

The age is mentioned to show he was young and bright. When such a bright person is considered

“Merely very good” by the author his message will come across more strongly.

4. Born’s recollections ... were not sympathetic. What was Prof. Born’s view of Oppenheimer?

He did not have very favorable assessment of Oppenheimer.

5.. I was conscious of his superiority in a way which was embarrassing and led to trouble: I knew that Oppenheimer was a man of great talent but his way of showing his talent at my seminars caused uneasiness and resentment among people, especially among his fellow students.

Why was the way embarrassing? It was embarrassing because Oppenheimer was very rude in interrupting speakers at Born’s seminars, yet at the same time his scientific superiority to the Professor was evident to all present.

Why did it lead to trouble? Oppenheimer’s behavior offended his fellow students and they protested to Prof. Born, demanding he put an end to such behavior.

Para3 Erwin Schrodinger (1887-1961): Austrian physicist. He shared a 1933 Nobel Prize for new formulations of the atomic theory.奥地利物理学家，因发现原子理论的新模式而获1933年诺贝尔奖

Werner Karl Heisenberg (1901-1976): German physicist and a founder of quantum mechanics. He won a 1932 Nobel Prize for his uncertainty principle.维尔纳·卡尔. 海森堡德国物理学家，量子力学的奠基人。因其测不准原理而荣获1932年诺贝尔物理学奖Schrodinger

Paul A(drien).M(aurice).Dirac (1902—1984) : British physicist, his pioneer work in the quantum mechanics of the atom won him the Nobel Prize in Physics in 1933 at the age of 31. A giant in his field, Dirac has continued to make major contributions in many areas of modern theoretical physics.

a)---Insofar as one could have a friendship 1) did Dirac make friend with

Oppenheimer in a real sense? No. In Fact no one can be friend with

Oppenheimer

1)Did Dirac have friends? Not really.

2)Was there any limit to such friendship?

Yes, Dirac’s friendship with others would only go to a certain extent.

3)Were Oppenheimer and Dirac friends? They were friends only to a certain extent.

2. What are the similarities and differences of Dirac and Oppenheimer as shown in Paragraph3 1) Both were young--- in their twenties 2) Both were physicists, working

on quantum mechanics. 3) But when Oppenheimer was showing his talent in doing calculation better in the quantum theory, Dirac had invented the theory. Dirac was already famous.

4) Dirac concentrated on physics while Oppenheimer also wrote poetry.

3. While Oppenheimer was interrupting Born’s seminar --- Dirac had invented the subject:

What sort of image is created about Oppenheimer?

It gives readers the impression of a young man who was bright but lacked creativeness, who could only follow other’s step yet was pompous and conceited.

4. I would imagine that the “discussion”... like an Oppenheimer monologue

1) Why is the word “discussion”in quotes? Because it is so-called “discussion”since Dirac did not say anything or did not have a chance to say anything. Hence there was no discussion to speak of.

2) Does this show anything about Oppenheimer? Yes, it shows that Oppenheimer was eager to offer his opinion without thinking of giving others a chance to express their views. He liked to monopolize the whole situation.

5. Who asked, “How can you do both--- In physics we try to---, whereas in poetry---:

Dirac’s understanding of physics and poetry: Dirac thought that the physicists tried to make people understand something nobody knew before whereas poets were dealing with subjects people were familiar with.

Did Dirac think people could do both poetry and physics? Why (not)?

Dirac did not think people could do both poetry and physics because the nature of the two things was diametrically different.

6. As interesting as it might have been--- devoted to poetry:

1) Did the author repeat this anecdote? No, he decided against telling the anecdote.

2) Why did he decide against telling the anecdote? Since those who attended the conference were people devoted to poetry and he had been asked to talk about the connection between physics and poetry, such an anecdote, though interesting, might not be appreciated by the audience. Such an anecdote would likely not be well received.

Para4 Stephen Spender(1909—1995) British writer whose poetry reflects personal emotional responses to social and political injustices. His works include the collection The Still Center(1939) and Generous Days(1971). His autobiography, World within World(1951), is a recreation of much of the political and social atmosphere of the 1930s. His passionate and lyrical verse is filled with images of the modern industrial world yet intensely personal. Spender was knighted in 1983.

W.H.Auden (1907—1973) British-born American writer and critic. As a young man he was influenced by the poetry of Thomas Hardy and Robert Frost, as well as William Blake, Emily Dickinson, Gerard M.Hopkins, and Old English verse. He formed lifelong friendships with two fellow writers----Stephen Spender and Christopher Isherwood .At Oxford his talent as a poet was immediately recognized .His collection of poems, published in 1930, established him as the leading voice of a new generation. His collections of poems such as The Dance of

Death (1933) and The Double Man (1941), established his importance in 20th-century literature. 1. the function of paragraph4: it brings the readers back to the decision of going to the conference and introduces Spender and Auden, thus presenting to the readers the two pairs of contrast: Dirac and Oppenheimer and Auden and Spender.

2. S1 Pitted against these excellent reasons ... that finally carried the day: There were two reasons for my going to the conference set against going and they became decisive in my final decision.

To carry the day: to win; overcome the opposition of others, e. g. They found that my views, with which they mostly disagreed, often carried the day.

3. What were the two very powerful reasons for the author’s going?

1) he wanted to cheer up his girl friend who was rather discouraged as a result of the rough going in writing. 2) he would like to meet Stephen Spender.

Program means the arrangement is nor final

4. This, --- was decisive: Why was this so important to the author?

The author was eager to meet Spender not because he admired Spender’s writing but because Spender knew things about Auden who meant a lot to the author.

5. He is, for me, one of those whose writing about their writing is more interesting than their writing itself: According to the author, Spender belongs to the group whose writings about their lives. Experience, that is, whose autobiographies, is more interesting than their literary works.

6. Obsession n. Compulsive preoccupation with a fixed idea or an unwanted feeling or emotion, often accompanied by symptoms of anxiety. 着魔，萦绕, 感情困扰，常伴有焦虑的症状

7. Like English bishops on the Quantum Theory what is funny about this statement? Quantum Theory is a serious scientific subject, it deals with laws in physics, with new understandings of nature unknown to people in the past. Physics believes that nature can be revealed through science. While Bishop is the person who is in charge of the church and makes preach or delivers sermon they believe everything is created by God. So it is funny if a bishop explains Quantum Theory, it sounds ridiculous to put the two together.

7. Auden must have been to Spender... They focused like laser beams.

In this part the author brings up two important points: one is the idea of “great” and “merely very good”; the other is the reason for the difference: focused attention versus an unfocused approach.

Laser beam: traveling in the same direction and essentially of the same wavelength (the same frequency), i.e., color. A laser beam does not diverge （分叉）by a significant amount and maintains a high energy density.

Para. 5

1. This was the director’s mansion: 1) the director here refers to director of the Institute for Advanced Study in Princeton. Oppenheimer at that time was the director.

2) Mansion: a large, imposing house

2. Spender did not notice that, ... the odd horse on the grounds. The horse refers to a real horse Oppenheimer brought back from the western part of the United States.

3. Van Gogh Vincent (1853-1890) Dutch postimpressionist painter whose early works, such as The Potato Eaters(1885), portray peasant life in somber, dark colors. His later works, including numerous self-portraits, a series of sunflower paintings (1888), and Starry Night (1889), are characterized by bold, rhythmic brush strokes and vivid colors. His long struggle with depression ended in suicide

4. Why did Oppenheimer want to show people the painting of van Gogh? Oppenheimer wrote poetry. The display of his collection of paintings also revealed the artistic side of his character. He may not be able to appreciate art but he wanted to show he had artistic taste. This is also an example to show his unfocused interests.

b)Where did his small collection come from? Did the collection expand? Why

(not)?

He had inherited the collection from his father but he had never added to the collection. This showed that he was not really interested in art collection. The constant display and the never adding anything bring light to his character.

Paras6—7

Para6Ls.... Oppenheimer appears in Spender’s journal--- Spender’s own life: In his book, Spender fails to give a connected, complete picture of Oppenheimer and does not mention that Oppenheimer’s background and situation has quite a lot to do with Spender.

Disembody v. 1) To free (the soul or spirit) from the body.

Para7 1. Oppenheimer has been “tried” for disloyalty to this country and that his clearance had been taken away.

1)clearance: official, especially governmental, authorization allowing a person to examine classified documents, participate in confidential projects, etc

2) Why is “tried” in quotes? Oppenheimer bad not been tried by a court but was called before a three-member Security Board set up by the Atomic Energy Commission to hear accusations against him and to defend himself. The hearing lasted for four weeks.

3) Did the hearings prove that Oppenheimer was disloyal to the country? What was the final conclusion? No, even the Security board had to admit in its final report that it had not found any act of disloyalty committed by Oppenheimer. The final decision of the Atomic Energy Commission was to deny security clearance. In other words, he could no longer have access to classified materials.

4) What is the real reason for the “trial”? The real reason is Dr. Oppenheimer opposed the development of hydrogen bomb by the United States. The “trial” took place in 1954, the time of McCarthyism n.

2. Did this have anything to do... she was upstairs “ill”?

Does the author think she was really ill? No, he thinks it is only an excuse, so “ill” is put in quotes

The implication of this question is the author believes that Kitty Oppenheimer deliberately tried to avoid meeting Spender.

3. There were so many things the two of them might have said to each other, but they didn’t: The author is showing that there were many things they could have discussed but they only talked about incident far from the American scene. They

talked about recent event involving Cold War issues but not the politically more sensitive matters that had involved them both.

Paras. 8—9

Para8 1. ---but no one had actually encountered him, despite rumored sightings:

1) Had any one met him personally? No.

2) Did that mean there was no news about him?

No, there were unconfirmed reports about people having seen him from a distance.

2. -- - he had no school or following and had produced very few students.

1) school: a group of people held together by the same teachings, beliefs, opinions, methods, etc.学派

2) following: a group of followers or adherents追随者

3. He had essentially no collaborators ----, ---by only one person.

Why didn’t Dirac really have collaborator? Because Dirac held that breakthrough ideas in physics could only come from an individual.

4. The last two sentences--- He taught his classes.., --- no better way to present it.

1) How did he teach his class at Cambridge? He read aloud from the book he had written on the subject.

2) Why did he teach in that way? He believes that when he wrote he had given much thought to the subject and he considered his writing the best presentation of the subject. Since that was the case, he would rather read his great text.

Para9 ... and attempted a profile of Dirac...: and tried to write a short biographical and character sketch of Dirac. Profile: A biographical essay presenting the subject’s most noteworthy characteristics and achievements.

Paras. 10—11

Para10 the role of the first sentence: it brings he story back to the year 1981 so as to carry on the story. It serves as a flashback.

Flashback: A literary or cinematic device in which an earlier event is inserted into the normal chronological order of a narrative. What was Dirac’s remark when he was passing the Lincoln Tunnel once with T. D. Lee? Is this a good suggestion?

He said if the toll was doubled and the tollbooths were halved, the tolls collected would be more or less the same. It is a good suggestion; It can cut down costs because fewer tollbooths will mean fewer toll collectors. The Port s Authority of New York did the same thing a few years later.

Dirac interrupted his silence to remark that--- : He made his break in a continuity of silence. Imply: He continued to be silent after that.

Para11 1.Christopher Isherwood (1906---1986) : British-born American novelist and playwright,, best known for his stories about Berlin in the early 1930’s Goodbye to Berlin (1939), which became the basis for the musical Cabaret (1966), is considered among the most significant political novels of the 29th century.英裔美国作家，因描写20世纪30年代早期的柏林而闻名，作品包括再见了，柏林(1939年)，这部书后来成为歌舞片歌厅(1966年)的基础

2. --- the mere wearing of which makes one feel instantly better.

Does the author really think the wearing of it will make one feel instantly better? No, he is being a little ironical. He is hinting here that Spender likes expensive

clothes because he cares much about status. To such a person, the wearing of a brand name, expensive shirt will certainly make him feel better.

3 Blue-bell: (in Southern England ) plant with blue or white bell-shaped flowers风铃草

4. He had on a club tie of some sort. A club tie: is a tie with the symbol of the club on it. A club is usually an expensive institution, rendering service only to its members. Membership fee may be expensive but the environment is very nice and the service is very good. Being a club member is usually a status symbol. Club tie: signifies that you are the member of the club, here it shows that Spender enjoys the expense in the club.

Why does the author mention a club tie’? The purpose is the same as mentioning the shirt, to show Spender’s taste and sense of status.

Paras. 12—13

Para12 1. One probably should not read too much into appearance .., as if it were some sort of life raft: Maybe one should not attach too much importance to appearance

How did those attending the poetry workshop look like? They looked very eager to learn to write poetry as if without poetry they could not survive.

2. access:The right to approach, enter, exit, or make use of: has access to the restricted area; has access to classified material. We have few access to primary / original material.

2. ... pretty tired of being an avatar for his now dead friends---Auden, C. Day Lewis, and the rest--- especially that of Auden: What was he tired of?

He was tired of being the embodiment of his friends; He wanted to get rid of their influence. He was tired of being a person in whom people would find traces or influences of his more famous friends Auden, C. D. Lewis and others. In other words, he no longer wanted to be seen as one always under the influence of others. He wanted to be recognized in his own right.

Avatar : An embodiment, as of a quality or concept;

the very avatar of cunning.

Para13He seemed to be on autopilot: The questions Spender asked came out automatically, unthinkingly. He was rather mechanical, without giving the writings much thought.

Paras. 14—16

Para141. Jacqueline Bouvier Onassis(1929—1994): born in a socially prominent family in New York and worked (1951—1953) as a journalist and photographer before marrying (1953) John F. Kennedy. As first lady, she planed and constructed the restoration of the White House and had Congress declare the White House a national museum. After the assassination of President Kennedy, she returned to private life and later married (1968) the Greek shipping magnate Aristotle Onassis, who died in 1975. From 1978 until her death she was an editor at Doubleday.

2. Somehow, I was getting increasingly annoyed---, but more:

Did the author have a reason to feel increasingly annoyed?

No, especially he had no reason to turn his anger at Spender. This is what we call

transferred anger.

Did Spender owe them anything?

No, Spender, like the author, was invited there to conduct a workshop.

Para16 1. T. (homas) S. (tearns) Eliot, (1888-1965) American-born British critic and writer (美裔英籍批评家与作家) whose poems The Waste Land(1922) established him as a major literary figure. He also wrote dramas, such as Murder in the Cathedral大教堂谋杀案(1935), and works of criticism(作品评论). He won the 1948 Nobel Prize for literature.

2. But look, the morn in russet mantle clad/ Walks o’er the dew of yon high eastward hill. (When morning comes, ghost disappears , the sun is shining) These lines were taken from the opening scene of Shakespeare’s Hamlet (Act1 Scene1); the rising dawn marks the necessary departure of the ghost.

These lines mean: But look, the morning in reddish brown color cloak walks over the dew of the high hill over there to the east.

3. He looked at it with an expression... . There was total silence in the room.

Why did he have such an expression? What sort of feeling was revealed? Sadness indicated that Spender felt he could never compete with Auden who could produce such unforgettable lines. He himself could never write such beautiful lines; Wonder indicated Spender’s admiration. He wondered how one could produce such beautiful lines.

Regret indicated that Spender felt sorry that he had never written lines of such beauty. It is Auden, not he, who wrote such beautiful lines.

Envy was self-evident.

Paras. 17—18

c)S1 I had not thought of all this..., it all came back to me, nearly.

The role of this sentence: It brings the scene from 1981 to the time of writing. The sentence serves as a transition, linking his encounter with Spender in 1981 with the concluding part, the message the author wants to impart to his readers.

The word “nearly” is used here because almost everything came back to the author except the line Spender wrote on the blackboard.

2. My companion of 15 years ago is my companion no longer.

Fifteen years ago when the author decided to go to the conference he “was in the beginning stages of a love affair with a young lady”. Now he has parted with the young lady.

3. I am a compulsive collector of data from my past: I always have an irresistible, even irrational impulse (or urge) to keep all the papers containing information of my past activities.

4. to see if it jogged to my memory: to find out if the line would make me recall the thing/would revive my memory

Para181. Why did Spender think it would not be very difficult to imitate the late Auden?

He thought so because in Auden’s late poetry, there is a kind of eccentric appearance which some young people eager for success and with proficient writing skill can pick up and imitate.

2. Why did he think it would be difficult to imitate the early Auden?

Because the poetry of early Auden is simple yet original.

3. What does the line mean?

The beauty of the moon has no history. In other words, it is not the result of gradual development. This beauty has been absolute from the time of the moon’s coming into existence.

Paras 19—20 the last two paragraphs play the role of presenting the concluding remark, revealing/telling the key message to the readers.

What are the things the author wants to tell the readers?

1) Great poetry and great physics cannot be imitated. As Dirac put it, “the real great ideas in physics are had by only one person”.

2) Great poetry and physics are pushed (driven) ahead by unanticipated genius. The merely very good cannot contribute to the development of either poetry or physics. 3) To be original and profound, one has to be focused. As the author says, Auden and Dirac focused like laser beams. This, according to the author, is the cause of the difference of being great and being merely very good.

各学科课堂教学评价标准

各学科课堂教学评价标准 语文学科教学评价标准 教学目标 1、在语文学习中培养学生高尚、健康的积极情感，提高学生的文化品位和审美情趣，使学生养成良好的语文学习习惯。 2、在语文学习过程中引导学生学会方法，学会思维，学会交流，学会探究，学会体验。文本使用 1、教师能准确把握教材，有自己的独特感悟。 2、教师能积极开拓课程资源，使课内语文学习、实践与课外活动、生活结合起来。 课堂实施 1、在语文学习过程中，关注学生的状态，激活学生的思维，努力使语文课堂变得生动，充满感情。 2、抓住文本中有价值的语言信息，培养学生对语言文字有一定的感受、理解、欣赏、评价能力。 3、创设多样化的学习情境，鼓励学生交流、探究，带动学生亲历读书过程，帮助学生总结学习方法，并学会运用。 教学效果 1、学生能积极主动地表达、交流，声音洪亮，口齿清楚，表达参与面达到80%。 2、能基本达到教学预设目标，使学生在原有基础上有一定程度的提高。 数学学科教学评价标准 教学理念 1、体现教为学服务，课堂教学组织、调控从学生需要出发，而不是为程序的完成。 2、师生、生生平等，共同发展。 3、关注并保护学生的个性发展，学习氛围和谐。 4、能以积极的态度，欣赏的眼光，多样的方式评价、鼓励学生。 教学目标 1、目标确立全面、恰当、具体，符合学段目标要求。 2、符合学生年龄特点，认知程度，适应学生发展需要。 教学策略 1、问题设置新颖、开放，学习方式选取灵活，学生思维活跃，交流的信息量大。 2、要有培养学生自我表现、创新能力的具体措施体现，并提供相应的时间、空间。 3、学习过程突出学生的自行探究，创设问题情境，利于学生全面参与。 4、适时、恰当的选择运用学习材料，学生易于操作，易于合作研究。 5、恰当、自然地体现教学与生活的密切联系。 6、引导、设问及时，适度，有助于学生思维发展（得到深化，引发思辨）。 7、恰当选用各种媒体，突出实效。 8、教材的使用、修改、创编具有科学性，合理、正确，对学生的学习起到促进作用。 9、教学语言简洁、准确、生动，独立使用媒体，操作熟练。 教学效果 80%以上的学生掌握本节课应掌握的基础知识及基础技能。 英语学科达标课教学评价标准 教学理念

一节优质课的评价标准

一节优质课的评价标准 好课的标准是什么？仁者见仁，智者见智，莫衷一是。本文认为，在新课程条件下，一节课是否是优质课，能够从下三个层面加以判断。 一、从理念层面看 （一）主要看学生在课堂学习中自主的水准、合作的效度和探究的深度。 1、自主学习的水准。自主学习是指学生在教师引导下，自己确定学习目标，选择学习方法，监控学习过程，评价学习结果的一种能动的、创造性的学习方式。 学生的自主学习的水准如何，主要是看课堂活动中是以学生为主还是以教师为主，具体要看一节课中学生学习的自由度、能动度、时间度和创新度。自由度就是看学生的学习目标、方法、进度以及对结果的评价多大水准上由自己决定的；能动度就是看学生的学习是积极主动的，还是消极被动的；时间度就是看学生有没有自学时间，自学时间有多少；创新度就是看这节课中学生是否有所创新。一般来说，自学课学生是容易创新的，但不是每节自学课学生都有创新。 2、合作学习的效度。合作学习是指有共同的学习目标，采用小组与团队合作的方式实行的学习活动。它以组内异质、组间同质的分组原

则建立的学习小组为基本形式，通过系统利用教学动态因素之间的互动，促动学生学习。 小组合作学习效度如何，主要看小组的选题是否科学；分组是否合理；是否互赖互动；是否有预设有生成。所谓选题科学，就是所选主题符合重要性、探究性、开放性和生活化这四个标准，否则就没有探究价值，或无法探究。合理的分组一般以组内异质、组间同质为原则，人数也不能过多，以4—6人为宜，每人都应有明确的分工。互赖强调每个小组成员的努力都是小组成功所需要的和不可取代的，并且因为每个小组成员的资源、角色以及责任不同，他们对共同努力都有自己的独特的贡献，就是说组员之间是相互依赖的，谁也离不开谁，小组的成功是建立在每个人成功的基础之上的，有一人不成功，小组就没有成功；互动强调的是面对面的交流、协助、支持。没有预设的课是不负责任的课，没有生成的课是不精彩的课，我们强调在预设中有生成，在生成中有预设。 3、探究学习的深度。从本质上说，探究学习是一种发现学习，具有深刻的问题性、广泛的参与性、丰富的实践性与开放性。它要求在教学过程中，以问题为载体，创设一种科学研究的情境，通过学生搜集、分析、处理信息，独立地发现问题，获得知识技能、形成情感态度价值观的探究活动。 探究学习的深度如何，主要看学生有无有问题意识和问题水平；问题的数量是否多质量是否高。问题指的是须要研究讨论并加以解决的矛

一节优质课的评价标准与细节

一节优质课的评价标准与细节 课堂，就是青年教师成长的主阵地，谁站稳了讲台，谁就将站稳教师岗！谁在课堂上干得漂亮，谁才有了在学校仪态万方的资本！ 70、80、90后老师们，捋起袖子，讲起来！还没有上优质课的老师们，你的生命中是不是缺少了一节优质课？快把下面的宝典收藏起来，慢慢琢磨，会有所得！ 评价标准 一、仪表端庄，教态亲切、自然。（10分） 二、温故到位，导入新课自然、有趣。（5分） 三、语言流利，表达顺畅、有感染力、自然、富有逻辑性、普通话标准并富有情感。（语言语调标准）（10分） 四、重点、难点讲练突出、适当并符合知识建构理论。（2019 五、多媒体辅助教学手段使用得当。（15分） 六、在教学方法方面基本采用了学为主体、教为主导，启发诱导、学思结合的当代教育新理念。（15分） 七、课堂气氛活跃，双边活动充分，“收、放”恰当，并具有有效性和可控性。（10分） 八、课堂评价新视野的“六种状态”良好。（10分） 九、板书工整，书写速度快，板书内容的主、副区布局合理。（5分） 十、时间分配合理。（5分） 细则解读 01 仪表端庄，教态自然 这一要求基本都能做到，可以说是给分项，但优质课的级别

越高，要求也越高。 什么是教态？ 教态是老师的态度和体态的总称，教态是老师自身形象的体现，教态包括五项内容：1.表情；2.眼神；3.手势；4.站立和走姿； 5.服饰。 ①表情——恰当地运用表情表达老师的感情及对学生的意愿，如友好、期望、赞许以及友善的批评等。表情可以使学生感到亲切，拉近师生之间的距离。 ②眼神——眼神要平等、和蔼、亲切。多与全体学生的目光接触，千万不要只看好学生，或考试成绩在班级前十五名的学生，更不要不看学生。目光不宜移动过快。 ③手势——手势有助说话，表达教师的思维，手势应舒展自如，切忌机械单一。 ④站立、走姿——走路、站立的姿势应端庄大方，移动应缓慢，站立的姿势和位置选择恰当，相对固定，必要时应走到学生中间，与同学们进行感情交流，使学生听清发音，但正面退回讲台，不要单脚站立或倚墙、靠窗。 ⑤服饰——服饰要整洁、大方；不戴不适当的饰物，如护身符、教徒饰物，不要油头粉面，不要过分化妆有失儒雅。 02 温故到位，导入新课自然、有趣 导入新课是课堂教学中的一个重要环节，导入新课的目的是调动学生的学习积极性、激发学生的求知欲，在最短的时间内将学生的注意力迅速集中到新课题上来。 在优质课评选活动中，参评者常用的导入新课的方法有以下八种：1.相关话题导入；2.复习提问导入；3.故事导入；4.悬念导入；5.直观导入；6.讨论导入；7.类比导入；8.社会热点问题导入。 ①相关话题导入。在特定的情况下，师生围绕共同感兴趣的

小学各学科课堂教学评价标准及评分细则

小学语文课堂教学评价标准 所谓课堂教学评价，是指评价主体按照一定的价值标准，对课堂教学诸因素及发展变化进行的一种价值判断活动。 一、传统课堂教学评价体系的局限 长期以来，我国课堂教学评价即一堂好课的标准，往往以教师教作为评价对象，这样的课堂教学评价最大的弊端就是忽略了以人为本的教育教学思想，忽视了学生发展这一教育教学的最终目的。在新的形势下，原有的课堂教学评价的弊端日益显露：评价功能过于注重其鉴定性和终结性，不具有教育性和发展性；评价标准和方式过于片面；评价主体过于单一等等，这种种问题已经成为当前课堂教学改革的桎梏。因此，确立新的课堂教学评价体系势在必然。 二、新课程理理念指导下语文课堂教学评价标准的确立 而新的形势下，课堂教学评价应该“建立促进学生全面发展的评价体系。评价不仅要关注学生的学业成绩，而且要发现和发展学生多方面的潜能，了解学生发展中的需求，帮助学生认识自我，建立自信。发挥评价的教育功能，促进学生在原有水平上的发展。”要“建立促进教师不断提高的评价体系。强调教师对自己教学行为的分析与反思，建立以教师自评为主，校长、教师、学生、家长共同参与的评价制度，使教师从多渠道获得信息，不断提高教学水平”。（《纲要》容）简言之，新的课堂教学评价应立足于学生发展和教师教学水平的提高。（一）确定课堂教学评价标准的原则 课堂教学评价标准的确定是保证进行准确、全面、有效地进行评价的基础，也是使评价功能得以正常发挥的前提条件。小学语文课堂教学评价标准的制定，应遵循以下原则： 1．导向性原则 课堂教学评价标准应有明确的导向性，通过评价使评价对象的思想和行为不断地向评价标准靠拢。课堂教学评价标准的导向性主要体现在两个方面：一是课堂教学评价标准应体现当前教育发展的趋势，应体现全面和谐发展的培养目标，即培养具有良好品格、实践能力和创新精神、较强的适应社会的能力的人。二是课堂教学评价标准应体现现代教学观：以学生个性发展为本的发展观；在教学过程中重视活动和交往的观念；尊重学生个性独特性的差异观等。 2．有效性原则 课堂教学评价的有效性在很大程度上取决于评价标准的有效性。评价的有效性使评价活动得以顺利进行的基本要求。课堂教学评价标

—数学优质课的评价标准

—数学优质课的评价标准 一、突出重点，逐步深入 教学重点指的是反映基本要求和对于学生掌握知识起支配作用的那些内容。从教学内容上确定重点，是为了突出主攻方向，保证主要教学目的的实现。 成功的课堂教学，应当在内容的安排上确立重点,在教学时间上保证重点，在教师的讲述中紧扣重点，在学生的练习中围绕重点。做到接触重点快、讲解重点慢、理解重点透、运用重点多。 二、善于启发，精讲善练 所谓启发，就是开启、诱发的意思。进行启发式教学，要求教师的讲解要能帮助学生打开思路，并引导他们进行正确的思维，做到使学生听得清、想得懂、晓得想。 启发式通常以问答的形式出现，但不能认为凡是有问有答就是启发式。真正的启发式应当体现思考的必要性和可能性，以能够充分调动学生的主支动性积极性为标志。 教师应在知识的关键处设问，在思考的转折处设问，在理解的疑难之处设问，在规律的探求中设问。 成功的数学课堂教学，在教学程序上要实行精讲善练，讲练结合。精讲就是要求教师讲得精练、精确、精粹，讲在点子上，深入浅出,恰到好处。善练不仅要求对数量有一定的控制，而且对质量也有一定的要求—要围绕教学重点和基本要求而练，要为了深刻理解和牢固掌握知识而练；要为了培养和发展学生的能力而练；做到每次练习都有中心，每次练习学生都能有所收获。 三、面向全体，当堂解决 所谓面向全体，就是课堂教学中，时刻顾及到各类学生的认识水平和理解程度，注意爱护和发挥全体学生而不是少数学生的积极性。 对于各类学生，教师都要一视同仁，备加爱护，充分发挥他们在进取中的积极作用。通常在开始讲授新知识时，提问中等程度的学生，利用他们认识上的不够完善而将问题逐渐展开，促进讲述的发展；在突破难点、概括规律时，则要发挥上等学生的先进引导作用，启发促进其他学生深刻理解；新知识讲授告一段落,在课堂练习和巩固练习中,则要检查后进生的理解程度,帮助他们进一步完善理解的过程.

一堂优质课评价标准

一节优质课的课堂评价标准与细则解读（供教师参考） 白衣教研网6天前 评价标准 一、仪表端庄，教态亲切、自然。（10分） 二、温故到位，导入新课自然、有趣。（5分） 三、语言流利，表达顺畅、有感染力、自然、富有逻辑性、普通话标准并富有情感。（语言语调标准）（10分） 四、重点、难点讲练突出、适当并符合知识建构理论。（20分） 五、多媒体辅助教案手段使用得当。（15分） 六、在教案方法方面基本采用了学为主体，教为主导，启发诱导，学思结合的当代教育新理念。（15分） 七、课堂气氛活跃，双边活动充分，“收、放”恰当，并具有有效性和可控性。（10分） 八、课堂评价新视野的“六种状态”良好。（10分） 九、板书工整，书写速度快，板书内容的主、副区布局合理。（5分） 十、时间分布合理。（5分） 细则解读

仪表端庄，教态自然 这一要求基本都能做到，可以说是给分项，但优质课的级别越高，要求也越高。 什么是教态？ 教态是老师的态度和体态的总称，教态是老师自身形象的体现，教态包括五项内容：1.表情，2.眼神，3.手势，4.站立和走姿，5.服饰。 ① 表情——恰当地运用表情表达老师的感情及对学生的意愿，如友好、期望、赞许以及友善的批评等。表情可以使学生感到亲切，缩短师生之间的距离。 ② 眼神——眼神要平等、和蔼、亲切。多与全体学生的目光接触，千万不要只看好学生，或考试成绩在班级前十五名的学生，更不要不看学生。目光不宜移动过快。 ③ 手势——手势有助说话，表达教师的思维，手势应舒展自如，切忌机械单一。 ④ 站立、走姿——走路、站立的姿势应端庄大方，移动应缓慢，站立的姿势和位置选择恰当，相对固定，必要时应走到学生中间，与同学们进行感情交流，使学生听清发音，但正面退回讲台，不要单脚站立或倚墙、靠窗。 ⑤ 服饰——服饰要整洁、大方；不戴不适当的饰物，如护身符、教徒饰物，不要油头粉面，不要过分化妆有失儒雅。 温故到位，导入新课自然、有趣 导入新课是课堂教案中的一个重要环节，导入新课的目的是调动学生的学习积极性，激发学生的求知欲，在最短的时间内将学生的注意力迅速

小学各学科课堂教学评价标准及评分细则

小学语文课堂教学评价标准所谓课堂教学评价，是指评价 主体按照一定的价值标准，对课堂教学诸因素及发展变化进行的一种价值判断活动。 一、传统课堂教学评价体系的局限 长期以来，我国课堂教学评价即一堂好课的标准，往往以教师教作为评价对象，这样的课堂教学评价最大的弊端就是忽略了以人为本的教育教学思想，忽视了学生发展这一教育教学的最终目的。在新的形势下，原有的课堂教学评价的弊端日益显露：评价功能过于注重其鉴定性和终结性，不具有教育性和发展性；评价标准和方式过于片面；评价主体过于单一等等，这种种问题已经成为当前课堂教学改革的桎梏。因此，确立新的课堂教学评价体系势在必然。 二、新课程理理念指导下语文课堂教学评价标准的确立 而新的形势下，课堂教学评价应该“建立促进学生全面发展的评价体系。评价不仅要关注学生的学业成绩，而且要发现和发展学生多方面的潜能，了解学生发展中的需求，帮助学生认识自我，建立自信。发挥评价的教育功能，促进学生在原有水平上的发展。”要“建立促 进教师不断提高的评价体系。强调教师对自己教学行为的分析与反思，建立以教师自评为主，校长、教师、学生、家长共同参与的评价制度，使教师从多渠道获得信息，不断提高教学水平”。（《纲要》内容）简 言之，新的课堂教学评价应立足于学生发展和教师教学水平的提高。

（一）确定课堂教学评价标准的原则 课堂教学评价标准的确定是保证进行准确、全面、有效地进行评价的基础，也是使评价功能得以正常发挥的前提条件。小学语文课堂教学评价标准的制定，应遵循以下原则： 1．导向性原则 课堂教学评价标准应有明确的导向性，通过评价使评价对象的思想和行为不断地向评价标准靠拢。课堂教学评价标准的导向性主要体现在两个方面：一是课堂教学评价标准应体现当前教育发展的趋势，应体现全面和谐发展的培养目标，即培养具有良好品格、实践能力和创新精神、较强的适应社会的能力的人。二是课堂教学评价标准应体现现代教学观：以学生个性发展为本的发展观；在教学过程中重视活动和交往的观念；尊重学生个性独特性的差异观等。 2．有效性原则 课堂教学评价的有效性在很大程度上取决于评价标准的有效性。评价的有效性使评价活动得以顺利进行的基本要求。课堂教学评价标能够体现现代准的有效性就是指所确立的标准符合课堂教学的特点，课堂教学的内在要求，并为从事具体课堂教学的人员所认可。因此，课堂教学评价标准的有效性应做到：一是应反映既定的教学目的；二应体现课堂教学内在的规律；三应体现课堂教学自身丰富多样的个性，使课堂教学焕发生命活力。 3．开放性原则 课堂教学本身是一个很复杂的系统，具有极为丰富的内涵，对课

小学各学科课堂教学评价标准

信息技术课程课堂教学评价标准 1、教学内容无科学性错误，语言表达准确、规范。 2、教学技能娴熟，教法灵活多样；课堂应变、调控能力强。 3、努力培养创造性思维、保护学生的自信心，关注学生的个性发展。 4、教学语言形象生动、富有吸引力和感染力；能熟练运用各类媒体辅助教学。 5、教态亲切自然，尊重学生的自尊和人格，善于与学生建立情感。 6、教学目标明确，要求具体，符合大纲要求和学生的实际。 7、激发学习兴趣，培养学习情感，发展学习能力。 8、处理教材有整体性，注意本学科相关内容的有机整合，使用教材有创造性；重点突出、难点化易。 9、教学步骤严谨有序，符合认知规律。 10、知识的教学、技能的训练、能力的培养布局得当、合理。 11、教案编写规范、具体、实用性强，具备个人特色；媒体准备充分，利于操作。 12、.使用任务驱动法教学，任务设计精当，具有实用性、综合性、诱导性和指向性。 13、学生积极参与互动，动手操作热情高，教学事件的驱动效果好。

14、教师能够明察学情，难易掌握适度，并留有学生自主学习的空间，较好地激发学生的学习兴趣。 15、教师应变能力强，语言表达与示范操作精当、点拨到位。 16、教学方法选择得当，注重理论联系实际，做到讲练结合，精讲多练。 17、辅导细心、到位、有针对性，并能抓住学生容易犯的错误，及时、准确地加以纠正。 18、恰当、适时地在教学中体现信息技术与其它课程的整合。 19、时间利用有效，达到预期目标；不同层次的学生都有所得。 20、绝大部分学生思维活跃，积极参与教学活动；教学氛围宽松和谐。 地方课程课堂教学评价标准 1、态亲切大方，有感染力，并与学生建立和谐、平等的关 系。 2、语言流畅自然，组织教学能力强 3、充分展示扎实的教学基本功 4、体现课标的基本精神，注重综合能力的培养 5、根据教学内容和学生实际情况，设计明确具体的知识、

小学各学科课堂教学评价标准及评分细则

小学各学科课堂教学评价标准及评分细则 小学语文课堂教学评价标准 所谓课堂教学评价，是指评价主体按照一定的价值标准，对课堂教学诸因素及发展变化进行的一种价值判断活动。 一、传统课堂教学评价体系的局限 长期以来，我国课堂教学评价即一堂好课的标准，往往以教师教作为评价对象，这样的课堂教学评价最大的弊端就是忽略了以人为本的教育教学思想，忽视了学生发展这一教育教学的最终目的。在新的形势下，原有的课堂教学评价的弊端日益显露：评价功能过于注重其鉴定性和终结性，不具有教育性和发展性；评价标准和方式过于片面；评价主体过于单一等等，这种种问题已经成为当前课堂教学改革的桎梏。因此，确立新的课堂教学评价体系势在必然。 二、新课程理理念指导下语文课堂教学评价标准的确立 而新的形势下，课堂教学评价应该“建立促进学生全面发展的评价体系。评价不仅要关注学生的学业成绩，而且要发现和发展学生多方面的潜能，了解学生发展中的需求，帮助学生认识自我，建立自信。发挥评价的教育功能，促进学生在原有水平上的发展。”要“建立促进教师不断提高的评价体系。强调教师对自己教学行为的分析与反思，建立以教师自评为主，校长、教师、学生、家长共同参与的评价制度，使教师从多渠道获得信息，不断提高教学水平”。（《纲要》内容）简言之，新的课堂教学评价应立足于学生发展和教师教学水平的提高。 （一）确定课堂教学评价标准的原则 课堂教学评价标准的确定是保证进行准确、全面、有效地进行评价的基础，也是使评价功能得以正常发挥的前提条件。小学语文课堂教学评价标准的制定，应遵循以下原则： 1．导向性原则 课堂教学评价标准应有明确的导向性，通过评价使评价对象的思想和行为不断地向评价标准靠拢。课堂教学评价标准的导向性主要体现在两个方面：一是课堂教学评价标准应体现当前教育发展的趋势，应体现全面和谐发展的培养目标，即培养具有良好品格、实践能力和创新精神、较强的适应社会的能力的人。二是课堂教学评价标准应体现现代教学观：以学生个性发展为本的发展观；在教学过程中重视活动和交往的观念；尊重学生个性独特性的差异观等。

省级优质课课堂评价标准与细则

省级优质课课堂评价标准与细则 一、仪表端庄，教态亲切、自然。（10分） 二、温故到位，导入新课自然、有趣。（5分） 三、语言流利，表达顺畅、有感染力、自然、富有逻辑性、普通话标准并富有情感。（语言语调标准）（10分） 四、重点、难点讲练突出、适当并符合知识建构理论。（20分） 五、多媒体辅助教学手段使用得当。（15分） 六、在教学方法方面基本采用了学为主体，教为主导，启发诱导，学思结合的当代教育新理念。（15分） 七、课堂气氛活跃，双边活动充分，“收、放”恰当，并具有有效性和可控性。（10分） 八、课堂评价新视野的“六种状态”良好。（10分） 九、板书工整，书写速度快，板书内容的主、副区布局合理。（5分） 十、时间分布合理。（5分） 评价标准与细则解读 一、仪表端庄，教态自然。 这一要求基本都能做到，可以说是给分项，但优质课的级别越高，要求也越高。 什么是教态？教态是老师的态度和体态的总称，教态是老师自身形象的体现，教态包括五项内容：1.表情，2.眼神，3.手势，4.站立和走姿，5.服饰。 ①、表情——恰当地运用表情表达老师的感情及对学生的意愿，如友好、期望、赞许以及友善的批评等。表情可以使学生感到亲切，缩短师生之间的距离。 ②、眼神——眼神要平等、和蔼、亲切多与全体学生的目光接触，千万不要只看好学生，更不要不看学生，目光不宜移动过快，平等和亲切是眼神和表情的关键。 ③、手势——手势有助说话，表达教师的思维，手势应舒展自如，切忌机械单一。 ④、站立、走姿——走路、站立的姿势应端庄大方，移动应缓慢，站立的姿势和位置选择恰当，相对固定，必要时应走到学生中间，与同学们进行感情交流，使学生听清发音，但正面退回讲台，不要单脚站立或倚墙、靠窗。 ⑤、服饰——服饰要整洁、大方，不要过分化妆有失儒雅。