First, evaluate 1 from the classroom teaching objectives. Whether the classroom teaching goal is completed or not is the expected learning result of students. Teaching objectives determine the direction, process, content and methods of teaching, which is related to the overall situation of classroom teaching. The new curriculum standard has determined the three-dimensional goals of "knowledge and skills, process and method, emotional attitude and values". 2. Whether the goal is achieved by the students themselves through cooperative inquiry. The new curriculum standard points out that "students are the masters of learning, and teachers are the organizers, helpers and promoters of students' learning". Teaching objectives should be achieved through students' active exploration and personal experience. Teachers should fully mobilize students' initiative, not always. In some classes, although teachers carefully design questions, organize media demonstrations, organize discussions, etc. And do everything possible to make the classroom more active, the atmosphere in the classroom is still boring. On the other hand, some classes are noisy in form, but in fact they are not clear about what to say and what to listen to. The class order is out of control and the teaching task is difficult to complete. Neither of these two classes can arouse students' initiative in the learning process. The former is compulsory and the latter is laissez-faire. The former is that students are completely led by teachers, while the latter understands students' autonomous learning as free learning, moving from one extreme to the other. Teachers should do something to stimulate students' initiative, not force them, and don't do anything like herding sheep. Teachers should play a leading role in guiding, organizing and promoting students' learning. Let students use their own brains, words and hands, actively discover and construct knowledge, learn something in the teaching process, and achieve the teaching goal. Second, from the teaching process to evaluate 1, how to play the role of teachers in the classroom? First of all, whether a teacher is "student-centered" in the classroom or not, the teaching thought of the teacher who is in the dominant position in the classroom is the primary factor that determines the nature of the classroom. The new curriculum classroom teaching advocates the combination of independent inquiry, practical experience, cooperative communication and receptive learning methods, and advocates the rational and flexible use of various classroom resources and information technology to learn, realize the diversification of learning methods and build an education suitable for each student's development. Therefore, in the new classroom, teachers' teaching philosophy should be "student-centered", that is, students' development-oriented, and adhere to the all-round and harmonious development of all students. I advocate designing some open questions in teaching so that students can express their opinions freely. For example, "can you put forward some reasonable construction for the strategy of developing the western region?" Students can answer from environmental protection, strengthening infrastructure construction, introducing talents and technology, strengthening legal system construction, building ecological agriculture, strengthening management and development, developing tourism, rationally utilizing resources, vigorously developing education and technology, and implementing sustainable development strategies. As long as it is reasonable, it will be affirmed and praised. This can fully mobilize their enthusiasm to participate in teaching, so that their personality has a free space to play. Secondly, whether the teacher really gives students the initiative to learn in class. Many teachers understand the educational concept of "everything is for the development of every student" in theory, but the actual operation is far from the original intention. In the course of my usual lectures, I found that some teachers still pay attention to themselves unconsciously. What goals should be achieved in a class, what key points should be highlighted, what difficulties should be solved and how to achieve the goals are all carefully designed by the teacher when preparing lessons. How to learn, how to read and how to understand in class are all based on the route designed by the teacher in advance. Some classes have changed the "full-time irrigation" in the past into "full-time questioning" now. There are as many as twenty or thirty questions from teachers in a class, some of which are worthless at all. So many students asked how to have enough time to study the text, to think and explore independently, and finally the questions raised by the teacher became the teacher's own questions and answers. No matter how advanced teaching tools (pictures, videos and multimedia) and novel teaching methods (listening to recordings, watching videos and performing) are adopted by teachers, this course is not a real new one. Because it is student-centered on the surface, it is actually teacher-centered, and the core is "transmission" and "indoctrination". Teachers should be the organizers and instructors of classroom teaching and the helpers and promoters of students' learning. They should not only "let go" of teaching ideas, but also "let go" of teaching behavior. Thirdly, the interaction between teachers and students is effective. "Motion" refers to all kinds of learning activities that students use their brains, move their mouths and do in class, including "thinking", "reading" and "doing" in textbooks, answering questions, discussing, drawing pictures, homework practice training and so on in class. In some classes, it seems that students' thinking is very active, and questions and answers are answered by teachers and students together. In fact, students are like a pre-programmed machine, without thinking or thinking. A class that lacks student activities is by no means a good class. In some classes, although students have a lot of physical movements, they are not active, but passive, or exercise without thinking. Such a class is not a good one. Therefore, classroom teaching evaluation should not only look at students' superficial "movements", but also look at students' internal "movements". In particular, the "dynamic" here means that teachers activate students' thinking and make students' emotions and thoughts always eager to try. This kind of "dynamic" is effective. For example, when teaching "the relationship between socialist morality and socialist law", some students asked such a question: "Which is more important, socialist law or socialist morality?" You can refer this question to the whole class for discussion. Some students think that law plays a greater role, while others think that morality plays a greater role. The students argued endlessly and expressed their opinions. Teachers should not rush to tell them their views, but let them go back and find arguments to support their views and arrange them to debate. This not only cultivates students' rich imagination and agile thinking ability, but also publicizes students' distinctive personality, thus stimulating students' innovative potential. Third, evaluate 1 from the teaching effect. Learning from a class is our minimum requirement for a class. A good class should make students feel and be moved. A bucket of water and a glass of water are not only reflected in the knowledge reserves of students and teachers, but also depend on the students' real acceptance of this glass of water and their ability to use what they have learned to solve practical problems in real life. This requires teachers to grasp the key points and be moved. 2. Look at the space for students to reflect. Although the new classroom teaching has no hard and fast rules on teaching links, it is essential to integrate the knowledge taught in a class, that is, to give students a space for reflection. This is also the summary of what we call a class. Is it the teacher's endless and complete summary? Let's leave enough time for the students to summarize themselves. This is another criterion to judge whether the classroom is old or new. Giving students time to sum up by themselves is a concrete way to embody students' main body. Although the students' summary is not so complete and standardized, there may be many defects, but this is the trend of students' autonomous learning, their own experience and their own progress. Fourthly, evaluate 1 from the emotional input of teachers. Teachers "invest" in students' emotions and directly "control" students' emotions in learning Ideology and Morality. Love is the foundation of teaching and educating people! "Without love, there is no education!" The secret of successful education lies in loving students. Love is the "golden key" to open students' hearts. At the beginning of each class, the teacher's emotional expression is another shortcut to "infect" the students: walk onto the podium with a smile, bring smiles and encouragement into the classroom, cast a trusting eye on each student, let the gurgling teacher's love flow through the students' hearts, arouse the "love" in the students' hearts, and the teachers and producers are singing emotionally. 2. Teachers' emotional investment in "ideology and morality" potentially "infects" students' feelings about learning "ideology and morality". The golden rule of the teacher of "Ideology and Morality" is a strong interest in "Ideology and Morality". If even teachers hate the subjects they teach, then students will undoubtedly hate them. There is a saying in the play: "Don't play a play that you are not moved by." Teachers' feelings about "ideology and morality" will exert a subtle and profound influence on students' feelings. Therefore, I want to say loudly that teachers like our ideology and morality.