[Online class evaluation: a teaching and research method suitable for teachers' development] Teachers listen to the teaching and research records of class evaluation

For a long time, the school has provided teachers with the road to professional improvement through the following forms: sending teachers to participate in learning and training activities organized by training departments at all levels, going out to participate in seminars organized by brother units, or attending seminars organized by our school ... Whether going out or not, seminars are all kinds of lectures, expert evaluations, expert lectures, etc. After all, not many teachers can participate in such teaching and research activities. Even in school teaching and research activities, teachers are passive listeners and receivers, lacking active thinking and participation.

Take class evaluation as an important routine teaching and research activity of the school. In fact, through regular class evaluation activities, colleagues can learn from each other and promote each other; As a leader, you can find problems and recommend experiences; As an expert, you can understand the trends and develop theories. In a sense, scientific classroom evaluation can be described as the baton of classroom teaching, which can become a platform for the exchange of experience, a source of teaching methodology, a place for the excavation of teaching characteristics, a spreading station for modern teaching ideas and a focus point for the renewal of ideas. Therefore, classroom evaluation plays an important role in strengthening the construction of teachers, promoting the implementation of new curriculum, improving teaching quality and developing educational theory. But in fact, the evaluation site is deserted, and it is often the teaching and research team leader, leaders and experts who come to evaluate the class. Teachers' participation in class evaluation is narrow, and most of them speak passively. It is difficult to form a lively scene of expressing opinions and speaking freely.

When school-based teaching and research becomes a part of school daily work, and research and communication become teachers' professional habits, how to provide a broader communication platform for teachers' professional growth has become a problem worthy of consideration.

I. Hypothesis

In order to form a dialogue mechanism in schools and provide a platform for information exchange, experience sharing and thematic discussion among teachers, it is necessary to advocate scientific spirit and

Seeking truth from facts and creating a realistic, pragmatic and rigorous teaching and research atmosphere. Facing the existing problems, Zhongshan Road Primary School in Zhenjiang City, Jiangsu Province uses the network platform to carry out online through train, carry out teaching and research innovation and implement online post-evaluation. The so-called online post-evaluation means that teachers are required to upload the teaching design of the course content to the forum one day before class, so that teachers can be familiar with the course content and teaching design first, then all teachers will comment on the course with posts, and finally teachers will write teaching essays according to the feedback and self-feeling of the course evaluation; Or regularly send expert lectures and classroom teaching records of famous teachers to the forum, and all teachers will review after reading the class. Of course, the guidance office should check all the evaluation posts and evaluate them regularly.

1. Story 1: After the annual evaluation activities of young teachers, Zhongshan Road Primary School will conduct collective evaluation. In class evaluation activities, several leaders always speak, while most teachers are used to being listeners and seldom speak, let alone new teachers who have just worked. Last year, the school published experts' classroom teaching records and lectures on the Internet, asking all teachers to comment on each class and lecture they listened to. I didn't expect teachers to speak freely, and the effect was unexpectedly good.

A teacher who didn't work long commented on a special-grade teacher's class: after listening to Mr. Sun's class, he had some immature views: ① In the interpretation of the full text, there was a real and effective dialogue between teachers and students. Teachers focus on inspiring students' independent feelings, and in the process of guiding students to understand, "point" and "dial" are particularly in place; The teacher explained the text from the side, and highlighted the image of the ferryman through the analysis of water, raft and passengers. (3) The teacher's paragraph "It's not that we are timid, but _ _ _ _" appropriately points out the characteristics of the characters and is vivid. In addition, there is a question at the beginning of the class, "What is the Yellow River in your mind?" I think we can reduce complexity and simplify it. In life, the Yellow River has not left a deep impression on students, so teachers don't have to "haggle over every ounce" but "talk about it in Kan Kan" and drag it to the "mother river" and "cradle". This lesson is not because of the greatness of the Yellow River and the greatness of heroes, but because of the "surge" and "turbidity" of the Yellow River. Imagine: If the Yellow River is a calm river, it is not surprising that the skill of Gonggong is no matter how important it is.

Can we say that such doubts are unreasonable? Look at a math teacher's comments on Chinese class;

Moisten things with the charm of language.

10 June 14 listened to the observation class and wonderful report of teacher sun, a special teacher. He showed us the lofty realm of classroom teaching with rich life accumulation, profound cultural heritage and exquisite teaching art, which made me drink nectar like spring breeze and fully appreciated the infinite artistic charm of education and teaching. Suhomlinski believes that "teachers' language literacy largely determines the efficiency of students' mental work in the classroom." The new curriculum reform puts forward higher requirements for teachers' quality. To give students a drop of water, there must be a steady stream of water, and our teacher's classroom language is closely related to students' learning enthusiasm and learning effect. In order to teach students to speak and improve their language ability, we must first learn to speak. The reason why several teachers' classes are full of energy and can touch the hearts of students and teachers is inseparable from their own charm and cultural background. "Chinese teaching should be carried out in the process of equal dialogue between teachers and students." Teacher Sun regards students as his friends and uses humorous language to knock on the colorful childlike world of children. In class, Mr. Sun actively encourages students everywhere, affirms their learning attitude and thinking, and thus stimulates their self-motivation. The impromptu language in the classroom is more like running water, which makes students subtly influenced. This interesting evaluation is like a gurgling stream, which ripples out a string of beautiful notes in each student's heart, making the students feel warm. In class, students learn to read into the countryside, express their feelings with their voices, and render the atmosphere. Students absorb and use it in the presentation summary, which improves their oral expression ability. Listening to Mr. Sun's class, I feel that I am living in an ocean of poetry. The cultural atmosphere revealed by Teacher Sun made me understand that as a Chinese teacher, I should live as a scholar, enrich myself by reading and change myself by reading. So should a math teacher.

2. Story 2: Mr. Liu once listened to the national evaluation activity for young teachers organized by the National Association of Small Languages. After returning, he chose the lesson "Raising the National Flag" to give a lecture on campus. As a rule, after class, everyone just sits down in groups and evaluates the class. For a long time, the effect of organizing such class evaluation activities is very general. Everyone is used to talking about some superficial classroom atmosphere, students' performance, final grades and so on. This seems to be just a stylized thing. They don't seem willing to share some of their ideas with others, and they don't want to question the design of teaching links, the handling of teaching materials and the understanding of teaching content. Maybe everyone knows that teachers spend a lot of time and think of many ways to prepare for an open class, not to mention that this is a "transplant" for the whole country, and no one can bear to deny the teacher's hard work. The class evaluation activity was unexpectedly cold for a while. Therefore, the school first invited the teachers from the municipal teaching and research section to evaluate the class. He made an objective evaluation of Mr. Liu's classroom teaching, and then asked everyone to express their opinions on the final effect of this class. The school immediately invited all teachers to come to the computer room to evaluate the class online, talk about whether the goal of this class has been achieved and analyze the reasons. More than 30 posts were sent out one after another, and everyone began to circle Mr. Liu's class ... Mr. Liu listened to everyone's opinions and combined his own ideas. The next day, he changed classes and taught the lesson "Raising the National Flag" with different teaching methods, resulting in a lot of classroom teaching. Later, everyone commented on Mr. Liu's second coaching on the Internet. Teacher Liu never gave up and taught for the third time, which made the teaching of this course perfect. Teacher Liu won the first prize of Zhenjiang Young Teachers' Chinese Evaluation.

3. Story 3: Zhongshan Road Primary School once implemented the open classroom system. Every afternoon after school, the Academic Affairs Office randomly draws lots to determine the number of teachers who will start classes the next day. They will post the teaching content and teaching design for the next day online. The school requires the students of that year to attend classes, and fill out a "Classroom Teaching Evaluation Form", which is summarized by the Academic Affairs Office and fed back to the teacher on the day of class. In this way, more teachers participate in the evaluation and the feedback speed is faster. However, due to "different opinions among the participants", it is often the case that the evaluator's evaluation of a certain teaching detail or even the whole class is completely opposite. However, because these different opinions cannot collide, the result is clear, and teachers, especially young teachers, are often at a loss after receiving these evaluations.

After changing to online class evaluation, the instructor can discuss the different opinions of the class evaluation teacher and reflect on the teaching situation: Has the teaching goal been achieved? What is the sign of achievement? Is there a gap between the pre-design and the actual process of classroom teaching? How to deal with it? What's wrong with this course? Which is the most critical question? How to deal with this key problem in the next class? In this way, teachers can reflect on their own teaching experience, examine themselves, "review" their teaching behavior, actively seek new ideas and strategies for analyzing problems, and then redesign teaching ideas and write teaching reflections.

Second, reflection.

1. Online class evaluation expands the time and space of class evaluation. Because teachers have their own teaching tasks, schools and groups often have to go through the motions because of inappropriate time. Through the network platform, the flexibility of time is enhanced, and teachers can evaluate classes at any time. At the same time, teachers can be familiar with the course content and teaching design in advance and make full preparations, thus changing the situation of "taking notes frequently" in class. In the case of predictable comments, not only everyone participates, but also the purpose of attending classes is stronger.

2. Online class evaluation increases the rational thinking on class evaluation. As a kind of written evaluation, when teachers express their own evaluation in words, they are no longer casual in a few words, but carefully scrutinize, check other people's evaluation, consult relevant materials, quote their own views and reflect on their own teaching. Every time a teacher selects an excellent class evaluation activity, teachers will be greatly encouraged. At the same time, teachers get inspiration from class evaluation, and then carry out educational narration, which invisibly promotes their professional growth.

3. Online course evaluation has created a strong research atmosphere. Everyone participates in the evaluation of the class and expresses their opinions. Both teachers who start classes and teachers who attend classes can enhance mutual understanding and develop in the collision of views. Online class evaluation, teachers are not only good at appreciating but also dare to question, which is permeated with a harmonious teaching and research atmosphere of democracy, equality and trust. This is the result of our expectation and commitment to creating a new teaching and research culture. Because school-based teaching and research needs a teaching and research culture of sharing experience, learning from each other, supporting each other and growing together. Zhongshan Road Primary School has always advocated humanistic care, respected and protected teachers' enthusiasm and creativity in scientific research, enhanced their professional self-confidence, created a pragmatic, democratic and relaxed teaching and research environment for teachers, and strengthened communication, exchange and dialogue among teachers. The combination of open in-class lectures and online class evaluation not only enables schools to grasp the situation of the front line of teaching at any time, find typical examples in time and popularize experience; Finding problems in time and putting forward rectification suggestions are also conducive to mutual exchange and learning among teachers and to forming a good teaching and research atmosphere.

4. Online class evaluation has increased teachers' active teaching reflection. For teachers who start a class, every time they start a class, reading online comments is a process of all-round reflection on their teaching ideas and teaching behavior. What are the advantages of this class? What are the disadvantages? What is the reason? How can we achieve better teaching results? Practice has proved that emphasizing teachers' analysis and reflection on their own teaching behavior and establishing an evaluation system with teachers' self-evaluation as the main body and the participation of school leaders and teachers are conducive to teachers' correct explanation of some teaching phenomena from the height of educational theory and to teachers' professional growth. Professor Ye Lan once said, "A teacher may not become a famous teacher by writing a lifetime lesson plan, but he may become a famous teacher by writing three years of teaching reflection." The key to reflection is to learn to think. Thinking widely can make you live, thinking deeply can make you understand, and thinking deeply can make you understand. After a class, young teachers sum up the gains and losses in the classroom, reflect on the success or failure of education and teaching, sort out their ideas, write down the missing places in time, or write down the inspiring places in the teaching process. After a long time, teachers will be surprised to find that it is this seemingly ordinary but thought-provoking after-class note that can make them often tidy up the classroom, adjust their teaching mentality and improve their teaching methods, thus achieving professional growth.

Third, expectations

Compared with the traditional face-to-face communication teaching and research form, online teaching and research is more rational because it can be based on in-depth thinking; Because there is no

Limited by time and space, I have more patience and extensive participation; Because of the virtual nature of the network, participants can overcome shyness and put down face, so there are more collisions and occurrences; Because it is convenient for people at different levels to participate in all aspects, there is more peer assistance and professional guidance.

Now almost every time after class, teachers will comment on the forum. Then, * * * the teacher who is in class will post, or reflect and evaluate the teacher's classroom behavior habits, or guide and comment on the design of the whole class, or publish the inspiration inspired by this class, or agree or disagree with the post teacher's opinion. Sometimes, people will argue endlessly about a certain issue on the Internet, and the online class evaluation will be lively for a while. I hope that online class evaluation will become a spiritual home for teachers to speak freely.