As a kind of quality analysis, classroom evaluation should first have a quality standard. This is like the quality acceptance of products, and there should be quality standards before acceptance. The same is true for evaluating a good class. Evaluators should first be familiar with and master the general standards for evaluating classes. What is the evaluation standard of a good class? Because different disciplines, grades and regions have different purposes and tasks, it is difficult to have a universal standard. In recent years, local teaching and research departments and grass-roots schools have formulated many classroom teaching evaluation standards or classroom evaluation scales according to the needs and the actual situation of the local or our school, which can be used as a reference for evaluating classes. The following evaluation criteria are summarized from our years of teaching and research practice, which can provide reference for everyone to evaluate classes.
Evaluation project and modern teaching concept
evaluation criterion
First, the teaching purpose
(Reflect goal consciousness) 1. The teaching objectives are comprehensive, specific and clear, which are in line with the teaching syllabus, teaching materials and students' reality.
2. The key points and difficulties are put forward and handled properly, and the key points are grasped, and the knowledge imparted is accurate.
3. A strong sense of achieving teaching objectives runs through the teaching process.
Second, the teaching content
(reflecting subjective consciousness) 1. Clear teaching ideas, rigorous classroom structure and reasonable teaching density.
2. Facing all, reflecting differences, teaching students in accordance with their aptitude and improving students' quality in an all-round way.
3. Knowledge transfer and ability training are moderate, focusing on key points and grasping key points.
4. Create opportunities for students to actively participate and develop.
5. Reflecting the process of knowledge formation, the conclusion is that students discovered it from enlightenment.
Third, teaching methods.
(Reflect training consciousness) 1, precise and concise, pay attention to thinking training, and implement "double basics"
2. The teaching methods are flexible and diverse, which are in line with the reality of textbooks, students and teachers.
3. Exchange teaching information for many times, give timely feedback and correct it effectively.
4. Proceed from reality and use modern teaching methods.
Fourth, emotional education.
(Reflecting emotional consciousness) 1, teaching democracy, equality between teachers and students, and harmonious classroom atmosphere.
2. Pay attention to the cultivation of students' non-intellectual factors such as motivation, interest, habits and confidence.
Five, teaching basic skills
(reflecting skill awareness) 1, taught in Mandarin, with concise and standardized language and vivid images.
2. The teaching attitude is cordial and natural, dignified and generous.
3. The blackboard writing is neat and beautiful, concise and clear, with distinct levels.
4. Skillful use of modern teaching methods.
5. Strong classroom control ability.
Sixth, the teaching effect.
(reflecting efficiency consciousness) 1. The teaching goal has been achieved and the teaching effect is good.
2, students will learn, learn vividly, and the classroom atmosphere is active.
3. The amount of information is moderate, the burden on students is reasonable, and the efficiency is high in a short time.
Seven, teaching personality
1. Teaching has its own characteristics.
2. Teachers form teaching style.
Second, the overall approach, comprehensive evaluation method
The so-called comprehensive evaluation method means that the evaluator makes a comprehensive, systematic and comprehensive evaluation of a class as a whole. The usual practice is to analyze first and then synthesize.
The comprehensive evaluation includes the following contents:
1, from the analysis of teaching objectives
Comprehensive evaluation method
(neither practical nor theoretical)
Comprehensive comments.
2. From teaching material analysis.
3. Analysis from the teaching process.
4. Analyze from the teaching methods and means.
5. From the analysis of basic teaching skills.
6. Analyze the teaching effect.
7. Analysis from teaching personality.
8, from the teaching thought analysis.
(A) from the analysis of teaching objectives
Goals are the intrinsic motivation for people to do things. The more specific the goal, the higher the consciousness and enthusiasm of doing things, the higher the efficiency, and vice versa.
Teaching goal is the starting point and destination of teaching, and its correct formulation and realization is the main measure to measure the quality of the course, so the analysis class should first analyze the teaching goal.
1, from the perspective of teaching objectives, it depends on whether it is comprehensive, specific and appropriate.
2. From the perspective of achieving the goal, it depends on whether the teaching goal is clearly reflected in every teaching link and whether the teaching methods closely focus on and serve the goal. It depends on whether the key content is contacted as soon as possible in class, whether the teaching time of the key content is guaranteed, and whether the key knowledge and skills are consolidated and strengthened.
for instance ...
(B) Analysis from the processing of teaching materials.
The evaluation of a teacher's class depends not only on the formulation and implementation of teaching objectives, but also on the organization and treatment of teaching materials by teachers.
1, the teaching objectives are specific and comprehensive.
2. The teaching content is scientific, accurate and focused.
3. Flexible teaching methods
4. The teaching state is naturally standardized.
5. Correct use of teaching methods
(C) from the analysis of teaching procedures
1, depending on the design of teaching ideas
(1) Whether the design of teaching ideas conforms to the reality of teaching content and students.
(2) See whether the design of teaching ideas is original and refined to give students a sense of freshness.
(3) Is the level and context of teaching thought clear?
(4) See the effect of the actual operation of teachers' teaching ideas in the classroom.
2. Look at the classroom structure.
There are differences and connections between teaching philosophy and classroom structure. Teaching ideas focus on the treatment of teaching materials, reflecting the vertical teaching context of teachers' classroom teaching, and classroom structure focuses on the design of teaching methods, reflecting the horizontal levels and links of teaching. It refers to the establishment of each part of a class teaching process, as well as their connection, order and time allocation. Classroom structure is also called teaching link or step.
take for example ...
(4) Analysis of teaching methods and means.
What is a teaching method? It refers to the general name of the activities taken by teachers to complete teaching goals and tasks in the teaching process. However, it is not an isolated single activity mode of teachers, it includes teachers' teaching activities and students' learning under the guidance of teachers, and it is the unity of teaching and learning methods.
The evaluation of teaching methods and means includes the following main contents.
1, see if it is tailor-made, preferably flexible.
We know that teaching is regular, but there is no fixed law. The key is to get the correct law. Teaching is a complex and changeable system engineering, and there can be no fixed universal method. A good teaching method is always relative, and it always changes with the characteristics of courses, students and teachers themselves. This means that the choice of teaching methods should be tailored and applied flexibly.
take for example ...
2. Look at the diversity of teaching methods
Don't be monotonous and rigid in teaching methods. It will be boring to copy the best methods every day. The complexity of teaching activities determines the diversity of teaching methods. Therefore, classroom evaluation depends not only on whether teachers can properly choose teaching methods according to the actual situation, but also on whether teachers can make efforts on the diversity of teaching methods to make classroom teaching extraordinary, innovative and artistic forever.
3. Look at the reform and innovation of teaching methods
To evaluate teachers' teaching methods, we should not only evaluate conventions, but also look at reform and innovation. In particular, comment on the lessons of some backbone teachers with good quality. We should not only look at convention, but also look at reform and innovation. It depends on the design of classroom thinking training, the cultivation of innovative ability, the exertion of main activities, the construction of new classroom teaching mode and the formation of teaching artistic style.
take for example ...
4. Look at the application of modern teaching methods.
Modern teaching calls for modern educational means. The old and single teaching method of "a piece of chalk, a book, a blackboard and a mouth" should become history. The use of teachers' teaching methods and means depends on the timely use of modern teaching methods such as projectors, tape recorders, computers, televisions, movies and computers.
5. From the analysis of teachers' basic teaching skills.
Teaching basic skills are an important aspect of teachers' teaching well, so the evaluation of classes depends on teachers' teaching basic skills.
(1) Reading blackboard (2) Reading teaching mode (3) Reading language (4) Reading operation.
6. Analyze the teaching effect.
The evaluation of classroom effect includes the following aspects. First, the teaching efficiency is high, students' thinking is active and the atmosphere is warm. Second, students have benefited a lot, and students of different degrees have made progress on the original basis. Knowledge, ability, thinking and emotional goals have been achieved. Three, the effective use of 45 minutes, students should not be relaxed and happy, should have high enthusiasm, to solve problems in class, to give students a reasonable burden.
The comprehensive analysis also includes the analysis of teachers' teaching personality and teaching ideas.
Third, the current problems in class evaluation
Classroom evaluation refers to the practical and pertinent analysis and evaluation of the success or failure of classroom teaching and its reasons, which can correctly explain some phenomena from the height of educational theory.
Due to the influence of various factors, there are still many unsatisfactory places in class evaluation, which are as follows:
(A), hard of hearing light comment
Listening more and commenting less is a common problem. Some leaders listened to a lot, but did not organize relevant personnel to comment in time, nor did they communicate with teachers in time. Of course, you don't have to listen to a class and comment on a class, but you must comment on most classes and exchange opinions if possible. If some classes should be evaluated without evaluation, on the one hand, the coach has no bottom in his heart; Second, the role of class evaluation has not been brought into play, and attending classes has lost its meaning.
lie down on the job
Even if some classes are evaluated, they will hinder feelings, and they will be perfunctory and go through the motions. "Don't say good, don't say bad, this is not surprising." Class evaluation is mostly false, only praising songs, not talking about shortcomings. At the appraisal meeting, there are often only three or five speakers, and the appraisal is only a few words, and the evaluation is cold and clear.
Plain and superficial
Some listeners don't see any problems after listening to a class, and they don't write notes. They just generally think that "this class is well taught" or "this class is poorly taught". Although some commentators have put forward a lot of opinions, most of them are minor problems, such as how to write on the blackboard, how loud it is, how to teach it, how to hold the pointer, how to hang the chart and so on. In a word, the comments are superficial and general, and can't touch the problem. No wonder some teachers lamented that such comments were meaningless.
(4) covering all aspects.
The evaluation of a class should be analyzed and evaluated as a whole, but it is by no means indifferent to priorities, but needs to be focused. That is, according to the purpose and class type of each lecture, as well as the characteristics of the subject, highlight the key points. However, in practice, some evaluations are comprehensive, and it is difficult to break through the key points in general.
(E) the scope of participation is narrow.
There are few comments, but many. In order to avoid the silence, the organizers had to speak by name, but most of them were principals, vice principals, teaching directors, heads of teaching and research groups and individual key teachers, and most of them were passive parties. Therefore, the evaluation site is deserted, and it is difficult to form a warm atmosphere in which everyone can express their opinions and speak freely. Not talking doesn't mean not having an opinion. This kind of evaluation will cause some people not to discuss face to face, talk behind their backs, and some will sing praises at the meeting and "whisper to each other" after the meeting.
(6) Generalize from one side to the other.
There is also a tendency to evaluate only one or two classes of teachers, and it is difficult to make a comprehensive evaluation without evaluating a series of teachers. No matter how experienced an expert is, it is difficult for him to put forward pertinent opinions by this cursory approach.
(7) Comments on "New Discard" and "Old Discard"
At present, there are many classes labeled as "new method", "new structure" and "new curriculum type". It does have some attraction for people. For traditional things, it seems to be synonymous with "backward" and "outdated". So where there are "new" things, there are many people, and the evaluation is serious, and the traditional things are ignored. Obviously, this is also inappropriate.
Fourthly, the psychological misunderstanding of classroom evaluation.
(A) prone to psychological misunderstanding
(B) herd mentality misunderstanding
(C) the psychological misunderstanding of perfection
(D) Prejudice and psychological misunderstanding
Verb (abbreviation of verb) classroom evaluation form
(A) individual conversation
This form is adopted when the number of students in class is small. Some people find it inconvenient to talk about some issues in public after the group lecture, and take the form of individual conversation.
(2) Centralized discussion type
This form is mostly suitable for open classes, experimental classes and observation classes. Usually, there are many participants in this class, including leaders, teachers, and sometimes colleagues outside the school, as well as superior administrative leaders and teaching and research personnel.
(3) written appraisal.
Face-to-face communication or discussion is certainly a good way, but it also has some disadvantages. First, the time is short, so it is difficult for people to gather together once, and sometimes it is too late to comment in detail because of the short time. Second, insufficient chewing or being constrained in class will also affect the evaluation effect. If you can use the method of written comments, you can overcome the above shortcomings.
(D) mutual evaluation between teachers and students
Mutual evaluation between teachers and students is the process of teaching evaluation. Teachers and students participate in the evaluation together.
(5) draw lots to reply.
This is in the form of drawing lots to select several judges to take the stage to evaluate the class, and then the judges in the form of education administrative departments and business departments will score on the spot. The content of the defense is divided into compulsory questions, random questions and impromptu questions put forward by the judges. Before the leader replies, you can also ask the comrades in the teaching and research section to give lectures and demonstrations first. This evaluation method integrates teaching, evaluation, management and experience exchange.