What are the traditional teaching methods?

The traditional teaching evaluation is to check and measure teaching with traditional concepts and methods. It is based on the traditional teaching theory, and the evaluation of teaching quality is one-sided and unscientific. Modern teaching evaluation is based on modern teaching theory and takes teaching values as the standard, and makes a comprehensive, objective and scientific measurement and judgment on teaching. The traditional teaching evaluation power is "exam-oriented"

To serve "education", teaching is introduced into a narrow road that only allows students to study hard and does not pay attention to the development of morality and ability. Modern teaching evaluation meets the needs of social development and students' personality development. It not only evaluates teachers' teaching, but also judges the value of teaching itself through all-round information feedback, thus correcting the correct direction of teaching and making contributions to cultivating qualified talents with all-round development. This paper expounds the differences between traditional teaching evaluation and modern teaching evaluation from six aspects: purpose, index, method and result;

First, the purpose of teaching evaluation comparison

Traditional teaching evaluation lacks evaluation consciousness, evaluation theory and scientific evaluation method, and the most important thing is the essential attribute of teaching evaluation-the value judgment of teaching activities. They are only factual descriptions of teaching activities (one class, one exam), and the knowledge gained is one-sided and unscientific. For example, the main purpose of observation class is to exchange experiences, that is, to promote a teacher's teaching experience, or to discuss a topic in depth, or to evaluate a teaching method, which can not make an accurate and scientific value judgment on teaching, but only reflects one aspect of a teacher's teaching ability. The main purpose of class is to find the shortcomings of teachers in teaching and remind teachers to correct them, which is not conducive to the overall improvement of teachers' quality. The examination is only for examination, or to understand the students' mastery of a certain part of knowledge and make a horizontal comparison.

There are many types of modern teaching evaluation, such as diagnostic evaluation, formative evaluation and summative evaluation. The purpose of all kinds of evaluation is clear, mainly to diagnose the difficulties and problems of students and teachers in learning and teaching, and help them solve them as soon as possible through analysis; Teachers and students realize their own strengths and weaknesses through the understanding of teaching facts, with the aim of carrying forward their strengths and overcoming their weaknesses; Another purpose of various teaching evaluations is to guide the correct teaching direction and restrict the teaching direction with modern teaching evaluation; Its most important purpose is to comprehensively judge the teaching value by describing the teaching facts, that is, to judge the knowledge value, intellectual value and educational value of this class.

Second, the comparison of teaching evaluation indicators

Traditional teaching evaluation has no clear and systematic evaluation index, let alone a complete index system. It is just a conventional "indicator" under the guidance of traditional teaching thought. Teachers are the center of classroom evaluation, while students in the dominant position are ignored. Before the evaluation, participants did not have a unified understanding and standard. When evaluating the class, everyone commented according to the "model" and expressed their opinions. There are too many subjective factors, and teaching is not evaluated according to scientific standards, but only on the matter. Modern teaching evaluation has relatively complete, scientific and systematic indexes, and has formed a reasonable and applicable index system. The index system has modern teaching ideas, can comprehensively measure and evaluate teaching, is highly consistent with modern teaching objectives, and is a reference standard evaluation. It is to make clear the highest standard of each index in classroom teaching, compare the actual standard of teaching with the standard required by the index, find out the gap and find out the reasons for the gap.

Third, the comparison of teaching evaluation methods

The main form of traditional teaching evaluation is collective teaching. After class, the evaluators discuss collectively, analyze in two, and the leaders form a unified opinion. This is a one-way evaluation process, and only the evaluator evaluates the evaluation object. Its characteristics are: mainly attending lectures, mainly evaluating by evaluators, and mainly describing facts.

Modern teaching evaluation method is a combination of various evaluation methods, including classroom teaching evaluation, examination, investigation, discussion, questionnaire and other forms. Three-dimensional teaching evaluation method is adopted, that is, taking teaching as the origin, three perpendicular rays are emitted from the origin-teacher, student and evaluator. When evaluating, teachers, students and evaluators evaluate teaching according to the opposite direction of each ray. This kind of evaluation feedback is true and comprehensive, and has the characteristics of combining lectures with tests, combining teacher-student evaluation with self-evaluation, combining summative evaluation with formative evaluation, and combining fact description with value judgment.

Fourthly, the comparison of evaluators in teaching evaluation.

The only evaluator of traditional teaching evaluation is the person who participates in the collective class, while the teachers and students who play a leading role in teaching cannot participate in the classroom evaluation. Teachers only have the right to lecture, but have no chance to explain. Students just passively attend classes, which is a foil to teaching. Such an evaluation is incomplete and untrue.

Modern teaching evaluation is a three-dimensional evaluation, and the evaluators are teachers, students and listeners. Teachers' participation in evaluation can not only provide more authentic and complete information for evaluators, but also provide opportunities for teachers to express their understanding of this lesson, which can make teachers experience that autonomy is the leading role in teaching, enhance their sense of responsibility, and also let teachers know their own teaching and basic quality and accelerate their own construction.

It is more practical for students to participate in teaching evaluation. First, the evaluator can obtain information that is difficult to obtain through classroom teaching, such as students' learning attitude and motivation; Second, to make students further understand the basic tasks of classroom learning, not only to learn knowledge, but also to develop intelligence and cultivate ability; Third, let students gradually understand how to learn to learn, that is, from learning to learning; Fourthly, it can help students to straighten their position in class and find the gap.

Verb (abbreviation of verb) Comparison of Teaching Evaluation between Liu Xiang and Liu Xiang

Traditional teaching evaluation is teacher-centered, followed by students and teaching process. When evaluating classes, the main goal of evaluation is to focus on the whole process of teachers' teaching, and the main purpose of evaluation is to serve teachers' evaluation. In addition, we only pay attention to the external factors of teachers' teaching and students' learning, ignoring the psychological stability of teachers and students in the factory.

Modern teaching evaluation is to judge the true value of teaching, and the evaluation object must be selected correctly. Teaching is composed of many factors, among which teachers, students and teaching process are the most active and changeable factors, which directly affect the teaching effect and quality. In the evaluation, we must put the evaluation of students in the first place, because the ultimate embodiment of knowledge value, intelligence value and education value is students.

1. Evaluate students. Because students are the only embodiment of teaching effect, the internal cause of their own development contradictions, and the masters of the future society, the state of students is a certain reflection of the state of teachers. Therefore, the evaluation of students can not be ignored.

2. Evaluate the teacher. Evaluating teachers and their teaching activities can provide reliable feedback information for teachers, and can "use feedback information to adjust behavior to achieve certain goals". It can also determine whether teachers are competent for teaching so as to make reasonable arrangements.

3. Evaluate the teaching process. The teaching process includes all teaching activities. The teaching process plays a powerful role for students from beginning to end, and runs through the whole teaching process. It is the center and medium of teaching and learning, and the bridge and link between teachers and students. Its quality directly affects students, and its quality is closely related to the teaching effect. The evaluation of the teaching process can identify the quality of students' knowledge and the final result, and at the same time, the evaluation results can be fed back to teachers in time, prompting them to re-recognize and evaluate their "information base" (lesson preparation stage) and adjust and correct future teaching.

Comparison of teaching evaluation results of intransitive verbs

There are four shortcomings in the traditional teaching evaluation results. First, the description is mainly based on pure facts, including the description of teaching behavior, and in the description of teaching behavior, the description of teachers' teaching behavior is the main one; Second, there is only a qualitative conclusion, lacking the necessary quantitative process; Third, the credibility is not high, that is, the collected information is incomplete and untrue; Fourth, teachers can't be guided after evaluation, let alone students.

The result of modern teaching evaluation has three characteristics:

First, modern teaching evaluation is to obtain a large amount of teaching information according to the evaluation index system and comprehensively describe all aspects of teaching. The evaluation result is the value of judging students' physical and mental development.

Second, it has high credibility. Modern teaching evaluation is a planned and step-by-step evaluation process on the premise of clear evaluation and on the basis of a relatively complete evaluation index system. First, the evaluation results can reflect the real level of teachers and students on weekdays; Second, teachers and students will not have too much psychological pressure; Third, because teachers and students attach importance to self-evaluation. Therefore, the evaluation results can better reflect the psychological quality of teachers and students.

Third, teachers and students can be guided in time and effectively after evaluation. Modern teaching evaluation aims at diagnosis and improvement, which can not only guide teachers in time, but also guide other teachers and students.

To sum up, traditional teaching evaluation and modern teaching evaluation come down in one continuous line. Compared with traditional evaluation, modern evaluation has developed, changed and improved greatly. With the enrichment of evaluation contents and the improvement of evaluation methods, the actual operation of teaching evaluation becomes more and more complicated, and it takes considerable manpower and material resources to carry out evaluation regularly and irregularly. It should be noted that "science" and "rationality" here are only relative to tradition. With the development of practice, the theory of educational science will be more perfect, and teaching evaluation will become an important means to measure teaching quality more scientifically, objectively and reasonably. Looking forward to the 2 1 century, I wish universities in China greater achievements in teaching quality evaluation.