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What are the basic methods of classroom teaching evaluation?

What are the basic methods of classroom teaching evaluation? Educational evaluation is based on certain educational standards. Collect information through the system, and make a value judgment based on the comparison of standards and information. Teaching evaluation, as a value judgment activity, is one of the most commonly used teaching techniques for teachers. In teaching, teachers judge students' learning performance, learning results, learning methods and learning habits, so as to guide, encourage, criticize, correct and improve students' learning output. In the usual teaching, I will always give students an evaluation through language, facial expressions and eyes to convey my love for students. I used to use the following teaching evaluation methods: 1, instant oral evaluation method; 2. Evaluate students' learning attitude; 3. Evaluate students' classroom performance; 4. Evaluation of students' homework; 5. Evaluation of students' academic performance. After studying this topic, I think the questioning and evaluation of Dean Gu Zhiyue is worth a try. Questioning evaluation is a commonly used evaluation method, which can feedback the teaching effect of teachers. In order to understand students' mastery of knowledge, it is necessary to ask some questions, which are questions. First of all, through students' answers, teachers can understand students' knowledge and the differences of different students' mastery of the same knowledge. Secondly, in order to arouse students' in-depth thinking about knowledge, under the teacher's question, students describe their answers and cause thinking. After the students answer the questions, the teacher will make a summary, which is the evaluation. But you can't just make a simple right or wrong evaluation. Teachers should use some encouraging or guiding language to evaluate. Encourage and praise students who answered correctly, and further guide their thinking direction. Guidance is more useful than criticism, especially for students who answer incorrectly. Although the students made a mistake, they should be compensated effectively. This compensation can be cognitive or motivational, and students can be guided and motivated through compensation. This method is often used in our daily teaching. If you don't ask questions, you won't understand students, but understanding is the beginning of students' learning. If you don't evaluate students, you won't get effective compensation, but effective compensation can promote their effective development and guide them to move forward healthily. In the future teaching, I will use teaching evaluation reasonably to guide students to learn effectively.

Scale evaluation method is the most commonly used method in traditional classroom teaching evaluation. It determines in advance the indicators that need to be evaluated and gives the evaluation grade. In the evaluation process, the evaluator gives the corresponding grade evaluation item by item according to the actual situation of classroom teaching.

Scale evaluation method, classroom evaluation method.

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First, the scale evaluation method

Second, in-class evaluation methods

Classroom evaluation method is a method by which the evaluator obtains the first-hand information about the teacher's teaching behavior, process, characteristics and teaching ability through direct observation of the evaluated teacher's classroom teaching, so as to effectively evaluate the classroom teaching and put forward constructive suggestions accordingly, so as to improve the teacher's classroom teaching ability and classroom teaching efficiency.

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Teaching evaluation is an activity that judges the value of teaching process and results according to teaching objectives, serves for teaching decision, and is a process of judging the actual or potential value of teaching activities. Teaching evaluation is a process of studying the value of teachers' teaching and students' learning.

Teaching evaluation generally includes the evaluation of teachers, students, teaching contents, teaching methods, teaching environment and teaching management in the teaching process, but mainly the evaluation of students' learning effect and the evaluation of teachers' teaching process. Two core links of teaching evaluation: evaluation of teachers' teaching work (teaching design, organization and implementation, etc.). )-the evaluation of teachers' teaching (classroom and extracurricular) and the evaluation of students' learning effect-that is, exams and tests. Evaluation methods mainly include quantitative evaluation and qualitative evaluation.

Teaching evaluation is a process of measuring the teaching process and results and giving value judgments by using all effective technical means according to teaching objectives and scientific standards. Teaching evaluation is the measurement, analysis and evaluation of teaching quality. Including: the evaluation of students' academic performance, the evaluation of teachers' teaching quality and the evaluation of courses.

Diagnostic function

Through the evaluation of teaching effect, we can understand all aspects of teaching and judge its quality and level, effectiveness and defects. Comprehensive and objective evaluation can not only estimate the degree of students' achievement reaching the teaching goal, but also explain the reasons for poor achievement and find out the main reasons. It can be seen that teaching evaluation, like physical examination, is a rigorous and scientific diagnosis of teaching.

Incentive action

Evaluation can supervise and strengthen teachers and students. Evaluation reflects teachers' teaching effect and students' academic achievements. Experience and research show that, within a certain limit, regular examination records have a great stimulating effect on students' learning motivation and can effectively promote classroom learning.

regulating effect

The information sent by evaluation can make teachers and students know their own teaching and learning situation, and teachers and students can modify their plans and adjust their teaching behavior according to the feedback information, so as to work effectively and achieve the prescribed goals. This is the regulatory role played by evaluation.

Teaching function

Evaluation itself is also a teaching activity. In this activity, students' knowledge and skills will be improved, and their intelligence and morality will also be improved.

Teaching evaluation methods: examination, questionnaire, observation and questioning, homework inspection, class evaluation, etc.

What are the basic methods of classroom teaching evaluation of mathematics in primary schools? 1. Students' enthusiasm for math class.

2. The degree of students' participation in learning.

3. The display space of students' innovative consciousness and exploration spirit.

4. Master basic knowledge and skills.

5. Students' ability to use mathematical knowledge to solve problems around them.

Teachers should encourage students to think independently, learn from each other and dare to express new ideas and practices. Only by truly forming an open classroom and designing open questions can students take the initiative to participate and cultivate their awareness of exploration, innovation and practice. Primary school mathematics should be regarded as applied mathematics rather than pure mathematics, and abstract book contents should be visualized and boring exercises should be gamified in teaching; Let students use mathematical thinking methods to solve the problems around them and feel that learning mathematics is the need of life. Change "I want to learn math" to "I want to learn math".

The experiment shows that changing the object of teaching evaluation can promote the change of teachers' educational concept and lead to a new mode of preparing lessons and attending classes. It can better reflect that teachers are organizers, guides and collaborators in the teaching process. To sum up, the implementation of the new curriculum standards of primary school mathematics classroom teaching evaluation quantification is as follows:

I. Teachers' activities

1. Be able to grasp the internal relationship between old and new knowledge and stimulate students' thirst for knowledge by creating scenarios.

2. According to the key points, difficulties and doubts, effectively organize group cooperative learning, design substantive collective learning content, guide learning methods with correct mathematical terms, and infiltrate mathematical thinking to cultivate ability.

3. Join the study group and give individual counseling.

4. Attempt, practice and innovative practice of thinking training closely related to goals.

5. Be able to use questions and inquiry, group communication, collective evaluation, self-revision and mutual revision of homework, sampling inspection and other methods to get timely feedback and give appropriate evaluation.

Second, student activities.

(A) the status quo of autonomous learning

1. Make full use of your mouth, hands and brain to actively collect, communicate, process and process learning information.

2. Independent thinking, mastering learning methods, bold practice, self-evaluation, self-examination and self-correction.

(B) the status quo of cooperative learning

1. Have the courage to express your opinions, listen to and respect others' opinions, and implement division of labor and cooperation, with respective responsibilities.

2. Debate and be harmonious, and help and learn from each other effectively in groups.

Observe from all directions, be good at asking questions, think differently, draw inferences from others and practice flexibly.

What is the guiding ideology of establishing the evaluation standard of classroom teaching? The guiding ideology of establishing scientific, open and fair classroom teaching evaluation standards is to guide teachers into new courses, strengthen classroom teaching reform and comprehensively promote harmonious and efficient classroom construction. Help teachers check their teaching practice and reflect on their teaching habits. Standardize teachers' teaching behavior, promote teachers to actively adjust and improve their comprehensive quality, and constantly improve teachers' teaching level. In order to achieve the overall goal of classroom teaching reform of fully implementing physics curriculum standards.

What are the basic strategies and methods of classroom teaching evaluation?

First, the scale evaluation method

1. Define the evaluation purpose and requirements.

Classroom teaching evaluation can achieve different functions, which are realized through evaluation objectives and corresponding classroom teaching evaluation. Therefore, in classroom teaching evaluation activities, evaluation objectives and requirements are the starting point of evaluation, and the framework and content of evaluation system are also very different with different evaluation objectives. For example, the purpose of evaluation is to know whether the basic links of classroom teaching are complete, then the focus of evaluation system will be on the basic links of classroom teaching; If the purpose of evaluation is to understand the interaction between teachers and students in classroom teaching, then the interaction in the evaluation system will receive more attention. The purpose of evaluation actually reflects the guiding role of classroom teaching evaluation itself, that is, it is expected to introduce teaching activities into a certain aspect through classroom teaching evaluation, or to embody some new thinking and ideas in teaching evaluation.

2. Construction of classroom teaching evaluation system and standard.

The evaluation system and standard of classroom teaching are the basis of classroom teaching evaluation and the practical basis of classroom teaching evaluation. These standards and systems are mainly divided into the following three categories.

(1) According to the analysis of various elements of classroom teaching, classroom teaching is divided into teaching purpose, teaching content, teaching method and teaching process, and further subdivided on this basis. This system is characterized by clear structure and distinct context.

(2) Establish standards according to uncertain problems, such as clear teaching objectives, prominent teaching priorities, proper handling of teaching materials, close connection with practice, reasonable teaching structure, flexible teaching methods, friendly and natural teaching attitude, good teachers' quality and obvious teaching effect. Although this evaluation system is based on some core or key issues in evaluation, it can actually be decomposed and integrated into various elements in classroom teaching from a certain angle, that is, there is no essential difference from the first type of teaching evaluation index system, but the classroom teaching elements recognized or valued by different teaching evaluation standards are different. In fact, in the first kind of evaluation index system, all the classroom teaching elements can't be completely covered, usually including teaching objectives, teaching contents, teaching methods, teaching process and other main contents, and less involving teaching basic skills, teaching design, teaching organization and so on. The lack of these teaching elements is not that they are unimportant, but for evaluation purposes, and they are not the focus of evaluation.

(3) According to the specific behavior in classroom teaching, classroom teaching can be divided into teacher behavior and student behavior. In the aspect of teachers' behavior, it emphasizes constantly stimulating and guiding students' learning needs, creating a harmonious, democratic and active classroom teaching atmosphere, creatively using teaching materials, paying attention to students' differences, and providing students with more time and space for thinking and creation. For students' behavior, it is emphasized that they should actively participate in learning, ask questions about learning and research, have multi-directional communication between teachers and students, and have their own gains and experiences. This standard clearly divides the activities in the teaching process into two aspects according to the object of activities, and stipulates some behaviors that both teachers and students should have according to different teaching concepts and understanding of the ideal teaching state.

Second, in-class evaluation methods

(A) the role of in-class evaluation method

1. Classroom evaluation method is the basic form and method of classroom teaching evaluation.

Classroom evaluation is the most important way to evaluate teachers' classroom teaching ability and effect at present. Although classroom teaching evaluation is developing towards specialization, systematization, scale, quantification and quality, due to its own characteristics, classroom teaching evaluation method has become one of the main forms of classroom teaching evaluation. In-class evaluation method has two main characteristics: first, evaluators are often teachers or managers with high classroom teaching level, who have high attainments in classroom teaching, and their evaluation opinions are often pertinent, concrete and constructive; Secondly, compared with the scale method, the in-class evaluation method is more free, easy to implement and beneficial to play.

2. Classroom evaluation is the main means to understand the trend of teaching reform, promote teachers' professional development and improve teaching quality.

Although the nature, types and methods of classes are varied, such as competitive exchange classes, research-oriented demonstration classes and appointment-oriented lecture classes, these classes can often show the best level of teachers' teaching and the best state of classroom play, and are the meeting point of new ideas, new strategies and new information, especially for those carefully prepared lecture classes. At the same time, the improvement of teachers' teaching ability is also accumulated in their teaching practice experience, especially in the process of continuous improvement in the teaching process. In the process of classroom evaluation, the evaluator and the evaluated not only have the same evaluation content, but also the atmosphere of * * * discussion and * * * research in the evaluation process is very suitable for the growth of teachers. Teachers can get effective information to improve their teaching ability and promote their own development by reflecting on their teaching ability and teaching process.

(B) the basic principles of in-class evaluation method

The evaluation of classroom lectures should follow the following principles.

1. The principle of seeking truth from facts

The evaluation of classroom teaching should be based on a fair and realistic attitude. Telling the truth is a problem that reflects the responsibility of the evaluator and also gives the evaluator an opportunity to learn. Never perfunctory. It is necessary to prevent the phenomenon of only attending classes without evaluating classes, so that not only the teachers have no confidence, but also the lectures lose their due significance. Adhere to the principle of seeking truth from facts, but also prevent superficial phenomena in classroom teaching evaluation. Even if there is a class review, it can't appear, but because of the feelings, the class review is perfunctory and goes through the motions. "Don't say good, don't say bad, so as not to be surprised." It is necessary to break the false comments in class evaluation, only praise songs, not shortcomings, and break the situation that only three or five people speak, and the comments are only two sides, and the evaluation is indifferent.

2. Zero distance principle

This requires that the in-class evaluation method should create a relaxed and pleasant atmosphere for class attendance and evaluation. As a listener, the evaluator should pay special attention to the fear and tension of the evaluation object, and let the evaluation object realize that this is an opportunity for learning and reflection. At the same time, the information feedback in class and after class should also be based on the active cooperation and mutual trust between the two sides.

3. The principle of pertinence

Class evaluation should not cover everything. 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. According to the purpose and type of class, combined with the characteristics of the subject, we should highlight the key points. To comment on the coach's main objectives, the problems should be focused and clear-headed, which not only fully affirms the characteristics, but also boldly puts forward suggestions for improvement.

4. Incentive principle

Incentive principle means that the ultimate goal of classroom evaluation is to motivate the instructor, not to find fault blindly. It is to let the instructor know the direction of his efforts after listening to the evaluation, and have more confidence and courage in the future teaching, instead of letting him lose confidence in his teaching and even doubt whether he is teaching material. In the specific operation, we should fully affirm the advantages and advantages of the coach and give him an opportunity to explain and defend his shortcomings. At the same time, you can give clear information about how to do it, and you can't just break it.

What are the basic methods of classroom teaching evaluation of primary school mathematics, and what problems should be paid attention to when using these methods? 1. Students' enthusiasm for math class.

It mainly reflects whether students are in the best psychological state in their learning activities.

Performance: (1) The best state of attention: concentration, concentration, concentration and stability.

(2) The best cognitive state: clear perception, keen observation, active thinking, rich imagination and firm memory, and the brain is in the best state of excitement.

(3) The best emotional state: serious attitude, enthusiasm for learning, strong interest and liveliness.

4) Best will: strong motivation, curiosity, initiative, overcoming difficulties, self-control and perseverance.

2. The degree of students' participation in learning.

It mainly evaluates whether the teaching design conforms to the actual level of students and whether the thinking space left behind can stimulate students' cognitive needs. American educational psychologist Brula's "Mastery Learning Theory" holds that: "As long as there are suitable learning conditions, the learning ability, learning efficiency and motivation of most students will become very close. The three variables that cause students' individual differences are: the degree of students' experience and ability, the degree of students' active participation, and the degree of teachers' adaptation to students' teaching. "It shows that any student can exert his greatest potential in his own situation, get the least help in his own way and achieve the same learning goal.

3. The display space of students' innovative consciousness and exploration spirit.

It mainly evaluates the reasonable transfer of students' self-study ability structure and creative thinking level in learning activities. Including: reading mathematics textbooks independently and solving new problems with existing knowledge and methods, self-organizing learning activities and the unity of feedback divergence and aggregation thinking, the organic combination of intuition and analysis, and the participation of creative imagination.

4. Master basic knowledge and skills.

It mainly evaluates whether the way students master the "double basics" is scientific and reasonable, and whether the formation process is efficient, time-saving and independent in building a knowledge body. Mastering knowledge should include four aspects: what it is, where to find it, how to learn it, and what is the use. It is not the same as memory or imitation.

5. Students' ability to use mathematical knowledge to solve problems around them.

It mainly evaluates students' understanding of mathematics from life, discovering and abstracting mathematical laws from collected information, and observing and answering practical problems in life with mathematical eyes. Including: collecting life information before class, exchanging, sorting and analyzing information in class, and re-understanding and imagining innovative practice information with what you have learned. It truly embodies that mathematics comes from life and mathematics serves life.

The key to students' enthusiasm for math class is that teachers respect students' personality. Try to reduce the prescribed behavior of teachers in the classroom. As long as teachers pay attention to students' words and deeds, they must encourage students. Teachers should be good at discovering students' learning personality, guiding and developing it, and avoiding the formulation of the learning process; Reasoning is integrated into life situations and childishness to overcome monotony and boredom. According to the survey data, primary school students like a teacher because they like the subject taught by the teacher, and then show the best psychological state in class.

"The optimization of teaching is that all the activities designed by teachers can inspire students' thinking and get the maximum gain with the least time and energy. "Instructional design should start from examples close to students' lives, provide students with materials to participate in the learning process in the form that students are most interested in, and ensure the content and time of students' activities. Learn what? How to learn? Back to students, teachers can provide learning materials instead of explanations, and sort out original information instead of processing; We should believe that every student can learn math well at different levels with different speed and methods. Teachers should encourage students to think independently, learn from each other and dare to express new ideas and practices. Only by truly forming an open classroom and designing open questions can students take the initiative to participate and cultivate their awareness of exploration, innovation and practice. Primary school mathematics should be regarded as applied mathematics rather than pure mathematics, and abstract book contents should be visualized and boring exercises should be gamified in teaching; Let students use mathematical thinking methods to solve the problems around them and feel that learning mathematics is the need of life. Change "I want to learn math" to "I want to learn math".

I. Teachers' activities

1. Be able to grasp the internal relationship between old and new knowledge and stimulate students' thirst for knowledge by creating scenarios.

3. Join the study group and give individual counseling.

4. Attempt, practice and innovative practice of thinking training closely related to goals.

Second, student activities.

(A) the status quo of autonomous learning

1. Make full use of your mouth, hands and brain to actively collect, communicate, process and process learning information.

2. Independent thinking, mastering learning methods, bold practice, self-evaluation, self-examination and self-correction.

(B) the status quo of cooperative learning

1. Have the courage to express your opinions, listen to and respect others' opinions, and implement division of labor and cooperation, with respective responsibilities.

2. Debate and be harmonious, and help and learn from each other effectively in groups.

Observe from all directions, be good at asking questions, think differently, draw inferences from others and practice flexibly.

What are the methods of classroom teaching evaluation of vocational training: role-playing, case teaching, project teaching, task-driven teaching, interest group teaching, school-enterprise cooperation teaching and simulation teaching?

In the teaching methods of secondary vocational education, the teaching methods of basic education can be used for reference, but it is far from enough or even unrealistic to rely on those borrowed methods in professional teaching. Therefore, exploring some scientific and practical teaching methods is of great benefit to the development of vocational education. Because each teacher's thought, temperament, knowledge structure, aesthetic taste and teaching ability are different, according to different teaching materials and students' reality, when engaging in teaching activities, they all have their own choices and methods, and they must use their own handy ways and methods to create their own teaching paths and styles. Different teaching characteristics and teaching styles can be parallel and should not be embedded in a framework. As long as the effect is good and the quality is high, it is a good method.

What are the basic methods of mathematics classroom teaching in primary schools? First of all, primary school teachers should encourage students to think independently, learn from each other and dare to express new ideas and practices. Only by truly forming an open classroom and designing open questions can students take the initiative to participate and cultivate their awareness of exploration, innovation and practice. Primary school mathematics should be regarded as applied mathematics rather than pure mathematics, and abstract book contents should be visualized and boring exercises should be gamified in teaching; Let students use mathematical thinking methods to solve the problems around them and feel that learning mathematics is the need of life. Change "I want to learn math" to "I want to learn math".

Second, the basic methods of classroom teaching in primary schools:

1. Be able to grasp the internal relationship between old and new knowledge and stimulate students' thirst for knowledge by creating scenarios.

3. Join the study group and give individual counseling.

4. Attempt, practice and innovative practice of thinking training closely related to goals.

What are the evaluation indicators of classroom teaching? Evaluation index system of teachers' teaching

1, mass 1. The correctness of the content.

2. Content explanation

3. Difficult handling

4. Key treatment

Teaching content 5. Grade and structure

2. Capacity 6. Capacity size

7. Handle the relationship between ability and difficulty.

8. Measures to improve classroom knowledge capacity

3. applicability 9. Contact the content with the specialty and the actual situation

4. Teaching institutions 10. Teaching organization process

1 1. Organizational form and teaching content

5. Teaching methods 12. How to arouse students' enthusiasm and initiative?

Teaching art 13. Reform of traditional teaching methods

6. Teaching methods 14. The use of modern teaching methods

Reform and construction of experimental teaching

7. Basic teaching skills 16. Write on the blackboard.

language

18. Teaching mode and tools

8. Quality of lesson preparation 19. Proficiency of content

Teaching attitude

20. Preparation before class

2 1. Academic attitude

9. Teaching and educating people. Requirements for students' learning

23. lead by example

24. Combination of classroom teaching and educating people

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