What are the methods of teaching process analysis?

(1) Overview

1. concept

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.

According to different standards, there are many types of classroom teaching evaluation forms. For example, according to the different evaluation forms of evaluation subjects, there are scales for evaluators other than classroom teaching participants, such as the above example, and there are also evaluation scales for classroom teaching participants.

(B) Design and application of scale evaluation method

Because the basis of scale evaluation method is evaluation scale, the core of scale evaluation method is the formulation of evaluation scale. The core of evaluation criteria lies in the formulation of evaluation criteria.

The general steps of scale evaluation method design are as follows.

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.

For example, the textbook experiment of Beijing 2 1 century basic education curriculum-classroom teaching evaluation scheme formulated by Beijing textbook editing office evaluates classroom teaching according to students' learning conditions, thus promoting students' development. The program holds that the essence of teaching process is the process of students' active learning and development under the guidance of teachers. Teaching is for learning, and teaching is for not teaching. Therefore, the new classroom teaching evaluation should first pay attention to students' learning and development, and reflect the classroom teaching situation, teachers' teaching situation, the essence of teaching process and the basic idea of the new round of basic education curriculum reform, so as to promote students' development and teachers' improvement and improvement of classroom teaching practice. Here, it is clear that the purpose of evaluation is to evaluate students' learning situation in classroom teaching, hoping to understand teachers' teaching situation through students' basic state in classroom teaching and reflect the basic idea of the new round of basic education curriculum reform. Therefore, in the construction of the evaluation system, the core will focus on students' learning situation.

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. For example, the Institute of Basic Education of Beijing Academy of Educational Sciences has formulated the textbook experiment of Beijing 2 1 century basic education curriculum-classroom teaching evaluation scheme for primary and secondary schools.

(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.

The following problems should be paid attention to when formulating the evaluation standard of classroom teaching.

(1) The main way to build an evaluation system is to divide the classroom teaching area into different elements, and different evaluation can choose different elements according to different goals.

(2) As far as classroom teaching behavior is concerned, according to the main participants in classroom teaching, classroom teaching can be divided into four types: teacher behavior, student behavior, teacher-student interaction behavior and student-student interaction behavior.

(3) In classroom teaching, there is also an evaluation standard, which is the evaluation of classroom teaching effect. As we mentioned earlier, the effect of classroom teaching is the main goal of some teaching evaluation, especially the preparatory test before, during and after classroom teaching (whether it is the evaluation of students' knowledge and skills preparation before classroom teaching, the evaluation of students' psychological and behavioral performance when forming corresponding teaching goals such as cognition and emotion in classroom teaching, or the evaluation mainly through homework and examination after classroom teaching). These evaluations are all quantitative. The effect evaluation we are talking about here is mainly a qualitative evaluation method, that is, the evaluator or teacher draws the corresponding evaluation conclusion through observation and reflection on classroom teaching. Usually, this kind of evaluation focuses on the following questions: Did the students master what the teacher taught? What progress have students made in cognition, emotion or skills? What is the stability and continuity of the learning content? What is the mobility of learning content?

(4) In fact, from a certain point of view, the above evaluation angles overlap to a certain extent. For example, the factors of classroom teaching evaluation involve teacher-student interaction and teaching effect, and the standard of classroom teaching behavior may also involve the factors of teaching process.

(5) The standard of classroom teaching evaluation essentially reflects certain teaching ideas and concepts, that is, under different teaching ideas and concepts, the evaluation standard is different. For example, some people divide teaching objectives into basic objectives, improvement objectives and experience objectives, so the evaluation indicators under different teaching objectives are different. Grass-roots evaluation behavior can stimulate students' interest and thirst for knowledge, focusing on clear teaching objectives, teaching organization process, students' understanding and application, and knowledge structure. The evaluation of quality education also makes some classroom teaching evaluation index systems begin to reflect the content of quality education.

3. Operating instructions for formulating evaluation indicators

The evaluation index system usually appears to be more general and abstract, so for some teachers who are not familiar with classroom teaching evaluation, there is still a certain degree of ambiguity, so it is necessary to formulate special evaluation index operation instructions to specify the operation points of the corresponding indicators in the evaluation. Let's take the "participation and communication state" in "Beijing 2 1 Century Basic Education Curriculum Textbook Experiment-Classroom Teaching Evaluation Scheme" formulated by Beijing Textbook Editing Office as an example to illustrate how to formulate the work instruction. (Beijing Textbook Editing Room: "Beijing Basic Education Curriculum Textbook Experiment 2 1 Century-Classroom Teaching Evaluation Scheme (Trial)", internal information. )

Participation in communication status

Without students' active participation in the classroom, it is impossible to develop their potential. This requires teachers not only to create a democratic, harmonious and active classroom atmosphere suitable for students to participate in communication, but also to provide appropriate, rich and interesting activities and opportunities for students to participate in communication, and at the same time to ensure that students have sufficient time and space to participate in communication. Specific can be observed from the following six aspects.

A. Are students and teachers, students and students respectful, understanding and equal?

Mainly observe whether students and teachers, students and students respect each other in various communication activities. Respect is the premise of all activities. Only by respecting each other can we understand each other, achieve equality, make students feel safe, and prevent some students from being left out, ridiculed and ridiculed.

B.are students interested in learning?

Interest is the best teacher, and good interest can be transformed into motivation for learning. To observe whether students are interested in learning, we can first look at whether students' attention is focused on the content of learning activities, then look at whether students are excited and happy about the content and methods of learning, and then look at whether students have the desire to learn further. A good activity content and method will often make some students want to continue after completing the formal activity content.

C. Can students and students, students and teachers, and students and textbooks maintain multi-directional, rich and appropriate information exchange?

Communication can only be achieved in activities. Whether students and students, students and teachers, and students and teaching materials can maintain multi-directional, rich and appropriate information exchange mainly depends on whether there is a cooperative atmosphere suitable for students to participate in teaching activities, whether there are activities, activities and methods suitable for students' development that can fully mobilize various sensory organs such as hands, eyes, mouth and brain, and whether there is enough time and space to express personal opinions and show their talents.

D. Do students actively participate in various learning activities?

Through the general statistics and initiative of students' participation in teaching activities, we can understand the enthusiasm of students to participate in various teaching activities. It is best to properly record the situation of several people in order to make a final comprehensive judgment.

E. Do students have a sense of active cooperation?

Whether students can actively cooperate mainly lies in whether they have good behavior habits, abide by the rules of activities, listen to and understand others' speeches, actively and consciously cooperate with others, and jointly complete the learning tasks.

F. Can some students still participate in teaching activities?

Here, some students can tell and help others what they have learned in their own language or methods, and combine the roles of teaching and learning, which shows that students have reached a certain depth in participating in exchange activities. The number and frequency of students who show this behavior can be properly recorded.

(1) The contents of the operating instructions. As can be seen from the above operating instructions, the operating instructions usually consist of two parts: one is the description of the evaluation index, that is, what is this evaluation index, why it is needed, and its role in the whole evaluation index system; Second, the observation content of each specific indicator is actually a description of the state of reaching the indicator, which is usually expressed by behavioral indicators. In addition to the corresponding behavior, we can also make some provisions and suggestions on the content that needs to be obtained during specific observation.

(2) Precautions. Work instruction is the refinement of evaluation indicators, and its purpose is to let evaluators better understand and master the meaning of evaluation indicators and what kind of state evaluation indicators should describe. Therefore, when formulating the interpretation of evaluation indicators, we should clearly show the corresponding meaning and specific reaction behavior of evaluation indicators as much as possible, which is similar to giving an operational definition of key concepts in evaluation indicators. Therefore, the key to making work instructions is to clarify the key concepts in evaluation indicators and their corresponding behavior indicators; When giving the corresponding behavioral indicators, we should be careful not to be too trivial, and it is not appropriate to construct something too big and comprehensive. As long as the evaluator knows what aspects to observe to judge the level of this evaluation index, it is best not to refine it into three or even four indicators.

4. Make an evaluation plan

The evaluation plan is the implementation plan of the whole classroom teaching evaluation. When making an evaluation plan, we should consider the following questions: what is the specific purpose of evaluation; Who is the object of evaluation; Who is the evaluator; What are the main steps of evaluation? What kind of evaluation method should be adopted; Where the evaluation results will be used.

Usually, a complete evaluation scheme includes the following aspects.

The purpose of (1) evaluation, that is, why this evaluation scheme should be formulated, is generally a simple description of value and application.

(2) Evaluation principles, that is, some principles that should be followed in the formulation of the whole evaluation scheme, the construction of indicators, the implementation of evaluation, the interpretation and application of results. In some evaluation schemes, there is no direct reference to evaluation principles, but the corresponding evaluation ideas or concepts are mentioned. To some extent, the concepts, ideas and principles of evaluation are similar, especially among them. Evaluation principle is an important guarantee of evaluation purpose. Therefore, the evaluation principle should not be too illusory, but should put forward some corresponding guiding principles according to specific purposes, such as adhering to the principle of development and feasibility.

(3) The evaluation index system is an important part of the evaluation scheme, which has been elaborated in detail before, so I won't repeat it here.

(4) The work instruction is a description of the specific refinement, application and evaluation scope of the evaluation index, a specific explanation and explanation of the judgment of which behaviors and situations the evaluation index is applicable to, and a description of the characteristics of the evaluation index.

(5) The instructions for the use of the evaluation form mainly need to explain the methods, steps and procedures of applying the evaluation form, and may also include some problems that should be paid attention to in the implementation of the evaluation form. In addition, it usually includes the explanation of the evaluation results of the evaluation table or the judgment and application of the grade.

implement

The following aspects should be paid attention to when implementing the scale evaluation method.

(1) Before evaluation. Evaluators should carefully read the evaluation scheme table, be familiar with the characteristics of evaluation points, and train the evaluators accordingly when necessary. The evaluator's understanding of the evaluation index system and operation points is directly related to the effectiveness of the evaluation. Therefore, before the evaluation, it is necessary to ensure that the evaluator grasps and is familiar with the specific meaning of evaluation indicators and the corresponding evaluation points and behaviors. For those who are not familiar with the scheme, the assessors can be trained by means of teaching video assessment.

(2) Under evaluation. Evaluators should make lecture records according to the evaluation points. In the evaluation scheme of classroom teaching, in addition to those evaluation indexes organized according to the teaching process, the judgment and evaluation of evaluation indexes often need to span several stages of classroom teaching, even the explanation of the whole classroom teaching. Therefore, in the evaluation process, it is often necessary to make corresponding handouts according to the evaluation points. According to the basic process of classroom teaching, lecture notes can start with the introduction of classroom teaching, focusing on teaching, learning and activities between teachers and students, and record their corresponding feelings at any time. It should be noted that class notes are not records of classroom teaching, so it is not necessary to record everything in classroom teaching; At the same time, we should be familiar with the whole evaluation index. Only in this way can we analyze the actual situation of evaluation indicators at any time according to the actual situation of classroom teaching.

(3) After evaluation. The purpose of classroom teaching evaluation is not only to simply evaluate classroom teaching, but also to promote classroom teaching. Therefore, in the process of grading, it is necessary to comprehensively consider various factors in classroom teaching, especially the corresponding opinions of teachers and students in teaching, and discuss with teachers accordingly, so as to evaluate the objectives, teaching design, implementation process and teaching effect of classroom teaching.

The scale evaluation method is mainly carried out by evaluators and teachers in the classroom. Usually, teachers' self-evaluation in class can be combined with evaluators' evaluation, and then corresponding grade evaluation can be made according to the corresponding teaching conditions, teaching design and teaching implementation. In the evaluation, it is best to write short and targeted comments.

6. Organize and analyze the evaluation information and write the evaluation report.

The method of scale evaluation is not simply filling in the evaluation scale. On the contrary, the judgment of evaluation grade needs to integrate all aspects of teaching information, and this process refers to the collation and analysis of evaluation information, that is, the evaluator collates, induces and synthesizes the collected materials, and draws evaluation results on this basis, and finally forms evaluation conclusions on the basis of evaluation results.

The evaluation conclusion is the opinions and suggestions to solve the existing problems for the further development of the evaluation object. Its purpose is to improve teachers' teaching level through classroom teaching evaluation, and then improve classroom teaching effect. The evaluation conclusion should include the opinions and suggestions of the evaluated teachers to further improve classroom teaching, and the opinions and suggestions in the evaluation conclusion should be as specific and targeted as possible.

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.

(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 their own evaluation contents, 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, in-class teaching and after-class information feedback should also be based on 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.

(C) Design and application of in-class evaluation methods

1. Make full preparations before class

In-class evaluation should collect and understand the materials and information related to the evaluated class. If conditions permit, we can consider holding a preparatory meeting to introduce the purpose and content of the evaluation to the assessed, understand the actual situation of teachers' teaching, and lay the foundation for the implementation of the evaluation activities.

Specifically, the following aspects should be prepared before class.

(1) Be familiar with the teaching objectives and master the teaching contents comprehensively. Classroom teaching evaluation should be targeted, which comes from the understanding and grasp of teaching objectives and syllabus, and the three-dimensional objectives of this course should be clear; Understand the arrangement system of teaching materials, understand the internal relationship between old and new knowledge, and be familiar with the key and difficult points of teaching content.

(2) Understand the instructional design of the evaluated course. Before attending lectures and evaluating classes, we should fully understand the teaching design of this course, understand the space that teachers can expand, and even design a preliminary plan of classroom teaching in our own minds according to the contents taught, and outline the general teaching framework with thick lines to provide a reference system for evaluating classes, that is, how should the reviewers go to this course themselves? In addition, we should fully understand the teaching design of the evaluation object, so as to make corresponding evaluation in classroom and after-class discussion; At the same time, understanding teaching design can also make lectures and evaluations targeted. Generally speaking, the teaching design of the evaluation object should be fully respected and cannot be changed at will.

(3) determine the way of class. In in-class classroom evaluation, the evaluator can choose to be a bystander and a participant, and these two roles determine that there will be two different ways to attend classes, and experienced evaluators often use these two ways alternately. When the evaluator lectures in the classroom, the evaluator often sits in the corner of the classroom silently, blends into the class group but does not participate in the teaching process, but observes the whole classroom teaching; When carrying out group activities, the evaluator can walk around the classroom, observe group activities or participate in group activities, and provide help to the group when necessary.

According to the purpose of lectures (lectures, seminars, guidance courses, inspection courses), determine the key points, evaluate and guide the professional level of teachers, and put forward different requirements. Generally speaking, the focus of lectures will focus on the difficulties, doubts and weak links in teaching. Determining the focus of lectures before attending classes will make lectures more targeted, thus improving the efficiency of lectures, and improving the teaching ability of the evaluation object through after-class discussion, thus promoting the future development of the evaluation object.

2. Observe carefully in class and make detailed records.

Listening to lectures is a complex mental work, which requires the active participation of evaluators in a variety of senses and brain thinking. At the same time, if the evaluator wants to get the ideal listening effect, he must concentrate on the class and devote himself wholeheartedly.

(1) Observe carefully. Because the success of classroom teaching lies not only in how much the teacher talks, but also in how much the students learn. Therefore, the class should be changed from simply listening to the teacher's "speaking" to watching the students "learning" at the same time, so as to combine listening and watching. Therefore, to some extent, attending classes is also watching classes.

What are you listening to? First of all, listen to the teacher's teaching process and teaching language, and think carefully about whether the evaluation object is to the point, whether the focus is prominent, and whether the details are appropriate; Secondly, listen to whether the evaluation object speaks clearly, whether the students can understand it, and whether the teaching language is concise and clear; The third is to listen to the questions of the evaluation object and whether the teaching inspiration is appropriate; Fourth, listen to the students' discussion, whether the communication between teachers and students is appropriate and creative; Fifth, students give feedback after class.

what are you reading? The first is to see whether the spirit of the evaluation object is full, whether the teaching attitude is natural and friendly, whether the blackboard writing is reasonable, whether the teaching AIDS are skilled, whether the teaching method is properly selected, whether the instruction of learning the method is correct, whether the arrangement and operation of the experiment are reasonable, and whether the various problems in classroom teaching are handled skillfully ... That is to say, to see how the leading role of the evaluation object is brought into play. Secondly, look at the students: observe the whole classroom atmosphere, whether the students sit still and memorize, whether they are full of emotions and spirits; Observe whether students are active in teaching activities and whether their thinking is active; See if the enthusiasm of all kinds of students, especially underachievers, is mobilized; See if the emotions of students and teachers blend; Look at students' ability to analyze and solve problems ... that is, look at how well students play their main role.

(2) Detailed records. Listening record is an important teaching material and the basis of teaching guidance and evaluation, which should be comprehensive, specific and detailed. It can include situation creation, teacher guidance, bilateral activities between teachers and students, selection of teaching methods, application of learning methods, exercise design, teaching feedback, classroom highlights and mistakes. , you can also include the opinions and suggestions of the audience.

Generally speaking, the attendance record mainly includes two aspects: one is the classroom teaching record; Second, classroom teaching comments. Usually, the notes are on the left and the comments are on the right.

In the classroom teaching record, the first is the basic information of teaching, including time, subjects, class hours, evaluation objects, class hours and so on. Secondly, the teaching process, including teaching links and teaching content; The third is the content of blackboard writing; Fourth, the time arrangement of each teaching link; The fifth is student activities; The sixth is the teaching effect. There are three ways to record classroom teaching: one is a brief record, which briefly records teaching steps, methods, blackboard writing and so on. Second, detailed records, detailed records of all teaching steps; The third is recording, that is, recording everything from the beginning of the lecture to the end of the class.

Classroom evaluation is the evaluator's preliminary analysis and evaluation of the advantages and disadvantages of this class, and accordingly puts forward corresponding suggestions. Including the following aspects: teaching material processing and teaching ideas and objectives; Teaching emphases, difficulties and key points; Classroom structure design; The choice of teaching methods; Application of teaching means; Basic teaching skills; Teaching ideas, etc. Classroom comments are often timely comments during the class, not retrospective comments after the class.

A good lecture record should take both records and comments into account, especially making comments in class is often more important than recording.

(3) Carefully analyze and summarize.