What are the classroom evaluation strategies?

Question 1: What are the basic strategies and methods of classroom teaching evaluation?

First, the scale evaluation method

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.

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

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 evaluation method of in-class lectures has greater freedom, which allows ...

Question 2: What are students' classroom evaluation strategies? Classroom evaluation is an art, which embodies a teacher's language level, guiding wisdom and inspiring dimensions, and is the embodiment of a teacher's ingenious teaching wit and superb teaching art. A good evaluation language can open students' active learning hearts, produce happy learning emotions, trigger upward learning motivation, enhance enough learning confidence, and even have a far-reaching impact on their spiritual world throughout their lives, which is also an important embodiment of teachers' respect for students.

Question 3: What are the teaching activities of Chinese classroom teaching evaluation strategy? Teachers always unconsciously take evaluation as a means to control students' activities. Effective evaluation of teachers is an important and key factor for the success of classroom teaching, and it is the driving force to activate students' thinking and improve classroom efficiency. Evaluation must be based on sincere feelings, concrete facts and effective guidance. Teachers should also have a pair of eyes that are good at discovering and capturing the bright spots of each student and evaluating students from multiple angles.

Question 4: What are the basic methods of classroom teaching evaluation? 1. Scale evaluation method.

(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 teachers' behavior ... >>

Question 5: How to implement the evaluation and incentive strategy of effective classroom teaching? First, from the heart, full of true feelings. Mr. Tao Xingzhi really said that education is a soul-to-soul activity, and only from the heart can we reach the depths of the soul. Psychology believes that any cognitive activity of human beings is always accompanied by emotions and is carried out under the influence of emotions. In the process of learning, every student has a desire to be appreciated. In class, teachers create a harmonious and warm teaching atmosphere with sincere smiles, friendly eyes, cordial compliments and enthusiastic encouragement, which can not only stimulate students' positive emotions, stimulate their desire for learning, but also better stimulate their spirit of questioning and exploration. Therefore, teachers are required to make not only simple right and good judgments, but also heartfelt and full of true feelings. Second, showing fairness, protecting self-esteem, fairness and justice are almost the most basic requirements for every student to trust their teachers at work. It is also the wish of every student to maintain self-esteem in the class group. In the implementation of the new curriculum, teachers have used many methods in encouragement and evaluation, which effectively mobilized children's learning enthusiasm and made the whole learning process lively and full of vitality. But after a class, I often hear that children are not talking about what they have learned, but complaining about the number of prizes and the unfair rewards given by teachers. However, in practice, many teachers' incentive evaluation methods are single, and after a period of time, students will be bored, which requires us to implement incentive evaluation in various ways. Motivation mainly includes language motivation and material motivation. Material incentives are the most popular and diverse incentives in the classroom, mainly including symbolic and physical incentives. It is a particularly effective incentive measure, but it is also a laborious, inefficient and relatively low-level incentive method. Therefore, in specific classroom teaching, teachers should consider the incentive methods according to students' psychological needs and whether they can produce positive effects. When language is language, when things are things. Fourth, it is necessary to decorate appropriately in classroom teaching. Although students are willing to actively participate in it and even show themselves, many students worry that they can't fully understand what they have learned in class, that their mistakes will attract ridicule from their classmates and that they can't please their teachers. Therefore, students' attention is always focused on answering right and wrong questions, and they are in a very nervous state. In this case, teachers should use improvisational educational wit and give appropriate incentive evaluation according to the specific situation of students, so that students can gain a sense of security, emotional compensation, self-confidence and courage to win. Classroom incentive evaluation under the background of new curriculum effectively stimulates students' interest in learning, improves their self-confidence and promotes their sustainable development. However, it should be pointed out that too much praise will make students become accustomed to it and indifferent, which will not play an encouraging role. For teachers, the most fundamental thing is to pay attention to whether there is a real teaching effect. Praise blurted out without thinking can lead students to form a learning attitude of dabbling and coping at will. For students, teachers should let students realize their own advantages and progress, but also their own shortcomings, and put forward targeted improvement suggestions. Only in this way can we promote the development of students more effectively, and such incentives are also successful incentives.

Question 6: What are the main teaching strategies? Effective teaching is a set of strategies. Including teaching preparation strategy, teaching implementation strategy and teaching evaluation strategy. I think the selection of materials is very important in the implementation of teaching. The material should come from children's life, be close to children's knowledge and experience, start from children's interests and interact with teachers and students in activities.

Question 7: What are the main types of teaching evaluation? There are two kinds of evaluation: teaching quality and atmosphere.

Teaching quality includes: questioning skills, topic turning skills, focusing on difficult points, classroom practice skills, review skills, lecture tone language skills and so on.

The atmosphere includes: the degree of students' participation, the degree of students' reaction, the bad phenomena in the classroom, the mastery of teaching knowledge and the observable relationship between teachers and students.

Question 8: What are the evaluation strategies of mathematics teaching in primary schools? The new curriculum standard clearly points out in the basic concept: "The main purpose of evaluation is to fully understand students' mathematics learning process, stimulate students' learning and improve teachers' teaching; An evaluation system with multiple evaluation objectives and methods should be established. The evaluation of mathematics learning should not only pay attention to students' learning results, but also pay attention to their learning process; We should pay attention to students' mathematics learning level, and pay more attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence.

Question 9: What are the main strategies for questioning in class? Questioning in class is an important way of interaction between teachers and students. Therefore, it is of great significance to study effective classroom questioning strategies. According to its steps, classroom questioning can be roughly divided into three main links: teacher questioning, roll call and answer. Asking questions refers to teachers asking questions according to teaching tasks, calling and answering refers to teachers pointing out students' answers according to students' situations, and responding refers to evaluating students' answers.

First, ask questions: question preparation

When asking questions, teachers should consider the difficulty, quantity and expression of the questions.

Way.

1. The difficulty of the problem

In the teaching process, teachers should ask difficult and appropriate questions, "let students jump to get the fruit".

So how do you ask questions with moderate difficulty? It depends on what the purpose of the teacher's question is.

If the purpose of asking questions is to arouse students' thinking, then the difficulty of the questions should be moderate. When a geography teacher was teaching "Changing Weather" (the seventh grade of geography published by People's Education Press), he talked about "What will the weather be like tomorrow" and asked a question: "Students, think about it, what programs are broadcast on CCTV every night 19: 35?" Then play the music of the weather forecast and ask this question again and again. The student immediately replied loudly, "Weather forecast." The teacher went on to say, "It's clever of everyone to answer so quickly." All the students burst out laughing. For such a question, it is obviously meaningless, and students can answer it almost without thinking. Therefore, it should be difficult to arouse students' thinking, otherwise the purpose of training students' thinking will not be achieved.

If the purpose of asking questions is not to arouse students' positive thinking, but to stimulate the classroom atmosphere or enhance the self-confidence of individual students with learning difficulties, it should be easier to ask questions in class. For example, a math teacher walks into a classroom, and the classroom atmosphere is very dull. At the beginning of the class, he wrote a few simple math problems he learned in the last class on the blackboard, and then asked the whole class to shout out the answers to these problems together. In the process of shouting, the atmosphere of the whole classroom was mobilized.

If the purpose of asking questions is to stimulate students' curiosity, then it is more difficult for teachers to ask questions. "Learning begins with thinking, and thinking begins with doubt." "Doubt" will cause students psychological confusion and cognitive conflict, and then pluck the strings of thinking. In order to arouse students' doubts, teachers should seize the opportunity to arouse their doubts, and the best way to arouse their doubts is to set them up. For example, when teaching "year, month and day", the teacher can first show the question: "Xiaoming is 12 years old this year, and he has only had three birthdays. Do you know what this is about? " At this time, students are in high spirits and have "doubts" about the problem, thus arousing their strong desire for knowledge and interest in learning.

2. Number of questions

When asking questions. Teachers should also consider asking a few questions at once. Generally speaking, if students are required to answer questions in time, then they should ask fewer questions, one or two is appropriate. If students are organized to read textbooks or discuss after asking questions, the number of questions presented can be a little more, preferably three or four. Because of the questions that need to be answered in time, students have less time to think, and students need some energy to record teachers' questions, so there can be no more questions; It takes more time to organize students to read textbooks or discuss. If only one problem is solved, the teaching effect will not be obvious.

3. Problem statement

Teachers should also consider the expression of organizational problems when asking questions. If the teacher's question itself constitutes a problem, then the students will be very confused. When a teacher asks a question, the question itself should be clear and concise.

Second, question and answer: problem implementation

When teachers ask students to answer questions, they should think about when to ask students to answer, who to answer and what to call.

What did the students say?

1. Students' chance to answer

How long does it take for the teacher to ask the students to answer the questions after asking them? If the interval is too short, the students haven't thought it over, and even if some students gain something, the language will not be too coherent and the effect will not be ideal; If the interval is too long, the students think it over, and the teacher doesn't ask, the students' thinking and interest begin to shift, and irrelevant classroom behavior may occur. Asking students to grasp the time to answer is generally judged by students' expressions and actions. Experienced teachers are better at "reading" students. For example, if many students start to see the teacher after the teacher asks questions for a period of time, it means that they have already thought about it; If the teacher looks at the students, the students' eyes usually avoid the teacher ... >>