《以老师的角度来写自我评价【汇编3篇】》

以老师的角度来写自我评价（通用3篇）

以老师的角度来写自我评价 篇1

该生学习认真，勤奋努力，思想进步，朴实诚信，待人礼貌，与同学相处融洽，性格开朗，知识面广，有较强的动手潜力和创新潜力，用心参加社会活动，有爱心，帮忙班级同学，尊敬老师，遵守各项制度，用心参加社会实践，注意自身各方面素质的提高。

以老师的角度来写自我评价 篇2

一.工作能力方面

1.在教学过程中始终贯彻新课程改革的教育理念。准确的理解和牢牢的把握新课程的核心理念，让课堂走向生活，面向学生的生活世界和社会实践。以自主，合作，探究的学习方式，让学生参与教学，让课堂充满新活力。

2.严格要求学生，尊重学生，发扬教学民主，使学生学有所得，不断提高，从而不断提高自己的教学水平和思想觉悟，顺利地完成了教育教学任务。一名老师的自我评价。

3.把教学过程视为师生合作，共同发展的互动过程，实现了教师的角色转换、课程与教学的整合，有效的提高了教学能力。

二.业务学习方面

1.加强理论，经验文章以及纲要的学习。多学习，广泛学习教育教学理论知识，努力形成比较完整的理论知识结构，

2.认真参加每一次的教研活动，并认真做好记录。

3.观摩校内优秀教师的课程，并认真做好记录和分析。在教学过程中所涉及到的问题要积极主动的向有经验的优秀教师请教和学习，取长补短。

4.多专研，做到了认真备好每节课，并钻研教材，努力上好每一节课。在备课过程中认真地分析教材，根据教材的特点及学生的实际情况设计教案。一名老师的自我评价。在课堂上，努力调动学生的积极性，尽可能使每个学生都参与到课堂中来。

5.认真做好教学反思，做到了学习——实践———交流———总结。并认真的做好反思记录，记录自己的不足之处和待提高的部分，及时的改正，使我在教学过程中能做到扬长避短，争取一次比一次有进步，以夯实基础。

6.增加了阅读时间，多读书，多记录。在课余，我坚持经常看书、看报，如、等杂志和报刊。多采集各方面的信息，不断的填充和弥补自己，提高自己综合文化知识的含金量。为了解教学方面的动态信息，还经常上网找一些优秀的教案课件学习，努力提高自己的教学水平，使我收获不少，无论是在和学生相处的技巧，还是课堂教学的合理安排上，我都有了很大的进步。

以老师的角度来写自我评价 篇3

The Effectiveness of Task Design in English Teaching

Using the task-based approach, teachers should specify the purpose of each task designed, but also consider the practicality of the task, feasibility. To enable students to obtain new information from the teaching of the sister within the teacher designed learning tasks, should allow children to jump, picking fruit, pay attention to the task should not be too easy, if the lack of challenging tasks, students will lose interest, but If too difficult, students daunting, that can not be completed, will lose self-confidence.

Here are some of the "task-based" teaching activities I have designed in teaching:

Task 1: After learning the names of hamburger, hot dog, chicken ... and so on, I use the form of questionnaire to let students use "Do you like ...?", "What do you like?" Sentence to ask other students, ask their favorite food, complete the form.

Task 2: I draw a few basic graphics on the black, such as squares, rectangles, circles, triangles, etc., draw the four lines below, and then let some students up in the favorite graphics add a few pen into another One has learned something, and in the four-line grid to write the English name of the item.

In the above two tasks, the purpose of design task 1 is to develop students' ability to communicate in English, and the purpose of task 2 is to cultivate the ability of students to observe, imagine and innovate. At the same time, we should also note that the task and the purpose of the correspondence is not one to one, and sometimes a more complex task can have several purposes at the same time, such as the purpose of task 1 may be memorized English food name, Is to practice using English as a short question and answer, or to learn to fill out the form in English.

Task 3: Game tasks. Like the game is the child's nature. With the knowledge of English to learn the game, of course, will be welcomed by the child. As I teach He / She likes "sentence, the design of a guess the game, I first find a student in a whisper way to tell me what color he / she likes, or what sport, or what toys, The students can learn

I like "sentence, and then let other students guess his / her preferences, students naturally used the He / She likes"

Task 4: Perform the task. Performing tasks best meet the characteristics of good performance of students, most students reflect the overall quality of English, by students. Einstein said: "All the activities of teachers are to develop students 'thinking potential, to stimulate students' imagination and creativity, to help students to be more open to the students, Good self-study, so that students feel that learning English is no longer a burden, is conducive to cultivating students interest in learning English. Performance in a variety of forms, including talk and talk, storytelling, performance and so on. For example, in the lesson of visiting the zoo, teachers can make each student to do a headdress worn on the head, the classroom will become an animal kingdom, which is a simulated situation, the students interested in the image of things, so participatory Very strong, very good."Hello, children! Where are you from?" The children vied with each other and answered: "Hello, children! Where are you from?

"I'm China." Then, I showed the world map for students to learn their own countries, the students immediately started a warm exchange, discussion.Then I asked the students to hold the World Children's Association in English. Through the "fraternity", the students not only to consolidate the new knowledge, but also enhance the friendship. Finally, we all together, "Global Travel", by the "small tour guide" to lead you to tour the world. The children play while learning, high spirits!