How to write evaluation of teaching activities

Question 1: How to write the evaluation of kindergarten activities mainly includes two aspects: one is the evaluation of children's language learning behavior, and the other is the evaluation of teachers' design and organization in language education activities.

1. The evaluation of children's language learning behavior includes the following items:

① Children's enthusiasm for participating in activities.

② These tasks are directly transformed from specific activity objectives.

③ Children's independent opinions in activities.

④ The performance of children's creative use of language in activities.

2. The evaluation of teachers' behavior in Chinese education activities mainly involves objectives, contents, organizational methods and forms, the use of teaching guidance materials and the interaction between teachers and children. Specifically, it includes the following items.

(1) The degree of realization of the goal.

② Suitability of content and form of activities.

③ Coordination degree of internal elements of activities.

④ Effect analysis.

Question 2: How to write the evaluation of teaching activities in early childhood education? The evaluation of teaching activities should be carried out in the following aspects:

1, target

1), the age suitability of the goal refers to whether the goal determined by the activity conforms to the characteristics and laws of children's development in a specific age class. Goals that are too easy and too difficult are inappropriate goals.

2) The implementability of the goal refers to whether the goal of the activity is specific, clear and easy to measure.

3) Goal and harmony refer to whether the key or core goal is outstanding, and whether the cognitive goal and related learning strategies and related emotional goals are organically embodied. There are too many listed goals, lack of organic connection, and lack of prominent core goals.

4) The actual achievement degree of the goal refers to the degree to which the planned goal is achieved in the actual activity process, and the unplanned realization of the goal that is important to children and organically related to the activity. Whether the achieved goal is inconsistent with the original goal, and whether this inconsistency is reasonable.

2. Content

1), the age suitability of the content refers to whether the selected content conforms to the development characteristics of children of a specific age and is most conducive to children's acceptance and development.

2) The consistency between content and goal includes both quality and quantity. On the one hand, it refers to whether the selected content contains the goal of the activity to the greatest extent, and the inconsistency between the content and the goal will directly affect the realization of the goal; On the other hand, it refers to the suitability of content capacity, that is, whether the amount of active content is most conducive to the realization of the goal. Too much content is not appropriate.

3) Scientific content refers to whether the activities presented and explained are scientific and accurate, and whether the knowledge and concepts given to children will affect their further learning.

Question 3: How to write the evaluation of attendance? Classroom evaluation

The evaluation of classroom attendance is mainly qualitative description. This paper expounds the gains and losses of this course from the aspects of teaching objectives, teaching contents, teaching methods and means, teaching structure, students' participation and learning effect. , which should have both views and basis, to reflect the "quality" of this class. In order to highlight the key points, it is generally not to make an all-round evaluation, but to choose more meaningful and typical aspects to comment. The evaluation should also point out alternative improvement practices from the perspective of recommendations.

It is very important to carry out classroom discussion activities through attending classes to improve and promote teachers' professional level and personal quality. How to write a good lecture record is not only the first-hand material of class evaluation, but also the basis of teaching research. Write lecture records from the following aspects:

First, remember the time allocation. In the process of listening to the class, how long each part of the teaching steps took should be recorded. Because the time record can be used to judge whether the time allocation of this class is reasonable, whether it can highlight the key teaching contents and complete the teaching objectives.

Second, remember the language evaluation. Explain whether the language is standardized, coherent, vivid and vivid, and whether there is any obvious slip of the tongue; Whether the classroom immediate evaluation is in place in time, whether it can arouse students' practical enthusiasm and carry out effective ideological and moral education for students in combination with reality.

Third, remember the activities of teachers and students. How teachers participate in teaching activities, effectively solve classroom accidents and solve students' problems in practice in time can not only reflect teachers' ability to control the classroom and give full play to teachers' leading role, but also enable students to effectively participate in classroom learning and activities and always be in the state of active learning.

Whether the teacher's demonstration is correct and reasonable is the key to the success or failure of a class. Therefore, we must learn from each other's strengths and make good teaching records.

Fourth, remember to sort out the teaching links. Remember all the teaching links in the class. How do teachers organize all parts of teaching, introduce new lessons, review and consolidate, practice in groups after completing new teaching, and let students master skills step by step at several levels. Can we choose and determine teaching methods around students' autonomy, cooperation, inquiry and acceptance?

Fifth, remember the teaching organization. Seriously record how lecturers organize teaching, the form of group rotation, the number of times students practice, how to introduce new courses, and how to undertake the transition between different parts of teaching content. The choice of teaching methods must have a clear theme, conform to the teaching materials and students' reality, and ensure the integrity and fluency of the teaching process of a class. The design of each teaching link must focus on the overall teaching goal, which is simple and practical.

Sixth, remember the venue layout.

If you think that the venue layout is scientific, reasonable and safe, the equipment can be used for multiple purposes, the existing teaching resources can be effectively utilized, and the various functions and functions of the existing stadium equipment can be brought into play, and the main layout forms can be written down.

In addition, you should write down the problems that you can't understand and judge when you are in fashion, and ask others humbly. Doing well in these aspects, learning from each other's strong points and doing well in attendance will improve your teaching level and classroom efficiency.

In short, we should combine listening, watching, remembering and thinking organically and flexibly according to the purpose and requirements of class. For example, when teachers talk to students, they should give priority to listening and give consideration to observation; Teachers write on the blackboard, and students should focus on reading and give consideration to others when practicing; Students should give priority to thinking when practicing.

Seriously recording the lecture content is the embodiment of the basic quality of the participants, reflecting the basic quality of the participants in morality, attitude, ability and level. To really learn from lectures, it is very important to record lectures. Listening to lectures is not only a record of teachers' growth, but also a record of teachers' own growth. If you really listen well, have a good memory and reflect on yourself, you can become an excellent teacher for a long time.

Question 4: How to evaluate the teaching activities of open classes? 1. Make full use of cooperative learning opportunities to cultivate students' self-reflection and interpersonal intelligence \x0d From the perspective of students' development, they can learn to behave and do things in * * *. How can students * * * in classroom teaching? Group cooperative learning is one of the learning methods advocated by the new curriculum, which provides students with opportunities to communicate and learn from each other, so that students can learn to communicate, help each other, share and respect others in their interactions. 2. Extend the classroom to the society, let students experience the truth of being a man and doing things in the * * * places of social activities, and cultivate good behavior habits.

Question 5: How to write teaching research or scientific research on kindergarten teaching plan activities? It's written differently

If it is teaching and research, it mainly depends on whether the training goal of the activity is achieved and whether the teacher's teaching strategy is good or bad; If it is scientific research, it is mainly based on the observation of children's behavior and promotes children.

Question 6: How does the continuous evaluation in teaching activities make the activities better? If you have studied curriculum theory, you should understand that this sentence is wrong and fails to grasp the essential characteristics of formative evaluation.

According to different evaluation purposes, it can be divided into predictive evaluation, diagnostic evaluation, formative evaluation and summative evaluation. On the surface, formative evaluation and summative evaluation are different in form, but formative evaluation and summative evaluation cannot be completely separated.

The main purpose of formative evaluation is to "clarify the problems existing in the operation of activities and the direction of improvement, and modify and adjust the activity plan in time to obtain more ideal results"; In the teaching process, depending on the purpose of evaluation, such as the evaluation of previously learned knowledge in the teaching process, this is obviously a diagnostic evaluation, not a formative evaluation.

Question 7: How to evaluate the teaching effect of information contest? Education and teaching is a unique activity of human society. Education and teaching activities are characterized by clear purpose, systematicness, gradualness and controllability. Therefore, blindness and randomness must be eliminated in education and teaching activities, and teaching activities must be arranged in advance. In this sense, education and teaching activities need to be designed. Teaching is a dynamic and complex system composed of teachers, students, teaching contents, teaching objectives, teaching media and teaching methods. In order to grasp the relationship between these elements as a whole, it is necessary to guide the design of teaching system with systematic scientific ideas and make comprehensive planning and arrangement of various elements in teaching.

Question 8: How to write 1 for the evaluation of primary school teaching, objectives, ability and quality? The purpose and significance of education and teaching quality evaluation.

The purpose of education and teaching quality evaluation is to systematically, scientifically and effectively evaluate the quality of education and teaching in different periods through monitoring and evaluation, give full play to the function of evaluation to promote development, and serve the school to fully implement the education policy, promote quality education, implement new curriculum standards, improve classroom teaching and promote the steady improvement of teaching quality; It provides the basis for the education administrative department to make the decision on the reform and development of education and teaching, and realizes the goal of improving the teaching quality of our school as a whole.

The significance of teaching quality evaluation: guiding students to develop in an all-round, active and harmonious way through teaching quality monitoring and evaluation; Promote teachers' professional growth; Strengthen the motivation of school self-development and promote the pioneering and innovation of teaching and research work.

Second, the principles of teaching quality evaluation

(A) development principles

Establish the modern educational concept of "people-oriented" and "student-oriented", and organize the monitoring and evaluation of teaching quality with the development of students' comprehensive quality and teachers' teaching level as the main evaluation objectives.

(2) Guiding principles

Focusing on talent training, teachers' professional development and sustainable development of schools, deepening the teaching reform under the guidance of the party and the state's educational principles, policies, laws, regulations and related documents and based on the new curriculum standards; Optimize teaching ideas, teaching contents and teaching methods to improve classroom efficiency. Guide practice through evaluation and improve evaluation through practice, so as to promote the comprehensive implementation of quality education in our school and steadily improve the quality of education and teaching.

(3) The principle of effectiveness

With the actual effect of promoting the continuous development and improvement of education and teaching quality, as the criterion of monitoring and evaluating all teaching quality behaviors, we can objectively and accurately make a scientific evaluation of the current situation of teaching quality and formulate a scientific, reasonable, practical and effective monitoring and evaluation scheme. Effective feedback monitoring mechanism can promote the continuous development and improvement of teaching quality.

(D) Incentive principle

By monitoring and evaluating the quality of school education and teaching, we can narrow the gap between schools, reward advanced schools, motivate weak schools and promote the overall improvement of primary school teaching quality in the whole region.

(5) the principle of comprehensiveness

The evaluation of teaching quality should adhere to the comprehensive principle of "comprehensive evaluation, whole-process monitoring and full participation". We should pay attention to students' academic performance, the development of students' and teachers' comprehensive quality, and all the related factors and links that affect teaching quality. Through multi-factor, multi-directional and multi-index comprehensive evaluation, the comprehensive, harmonious and sustainable development of students, teachers and schools can be promoted.

We should pay attention to the evaluation of teaching quality results, pay more attention to process monitoring, grasp the source, grasp the process, grasp the dynamic monitoring and timely regulation, correct the problems in teaching at the initial stage, and adhere to the combination of horizontal and vertical, dynamic and static, so as to make the evaluation more objective, fair, comprehensive and effective.

It is necessary to give full play to the main role and potential ability of students and teachers, so that everyone and each subject group can assume their own responsibilities and actively promote the self-management, self-education and self-improvement of students and teachers.

Third, the content of teaching quality evaluation

Based on the sustainable development of schools, teachers and students, with developmental evaluation as the main line, we pay attention to the process of change and development and the results of development.

Evaluation classification and weight

Evaluation focus

evaluation methodology

appraisal procedure

expansibility

evaluation price

(30%)

Initiative and creativity of independent development of schools.

According to the construction of the school, the influence of the school is evaluated.

self-assessment

He commented.

The enthusiasm and achievements of teachers' professional development.

According to the teacher's training situation, it is evaluated from the aspects of school-based teaching and research, training effect, teaching guidance and personal professional development.

The autonomy of students' all-round development and the prominence of individual advantages.

Evaluation of students' academic performance according to different disciplines.

Mainly non-paper pen

horizontality

evaluation price

(40%)

According to the teaching quality mechanism established by the school, pay attention to the level of process management.

Take the effectiveness of the school's participation in regional teaching activities and teaching supervision as the standard.

He commented.

Teachers' professional quality test, students' regional subject quality sampling test and special test are the main methods.

Teachers are organized a professional quality test by the school or central school every academic year; Student >>

Question 9: How to evaluate the teaching activities in kindergartens? The main task of kindergarten is to promote children's development at the original level. At present, in addition to using games, daily life and environment to educate and influence children, formal classroom teaching activities (that is, traditional classes) are still an important way to systematically educate children. Then, what kind of classroom teaching activities are good, that is, how to evaluate classroom teaching activities. On this issue, the author thinks that combined with some problems encountered in the recent speech contest of kindergarten teachers in our city, we should evaluate it from the following aspects. First, the purpose of the activity should be specific and clear, and the key and difficult points should be highlighted. First of all, every activity should have a specific and clear purpose, so that people can see it at a glance. The purpose of the activity should be operational, that is, what knowledge and experience should be enriched, what skills and abilities should be cultivated, and what morals and habits should be cultivated in an activity (or a class), which should be specific and clear, and not empty talk. Secondly, we should highlight the requirements of the discipline itself. If this activity is to teach tongue twisters, it is necessary to emphasize the purpose of tongue twisters, which is different from the purpose of teaching children's songs and stories in terms of speech speed and pronunciation. For another example, the purpose of learning decorative painting is different from learning propositional painting and willing painting, and it is necessary to guide children to decorate objects with continuous dual patterns or patterns with the same interval. Third, we should highlight the key points and difficulties in each activity. The new teaching content is the focus, and review and consolidation are the auxiliary.