Research on Evaluation Index System of Classroom Teaching in Colleges and Universities

Research on Evaluation Index System of Classroom Teaching in Colleges and Universities

Paper Keywords: college classroom teaching evaluation index system

Classroom teaching evaluation is an important part of teaching effect evaluation of college teachers. In order to objectively carry out quantitative analysis with quantitative standards, it is necessary to establish an evaluation index system for classroom teaching in colleges and universities, and study the establishment of the index system and the distribution of weights in order to objectively and effectively reflect the classroom teaching effect. ?

The development of higher education is related to the future of the country and the improvement of the quality of the whole people. China has always attached importance to healthy development, and the Ministry of Education has repeatedly asked colleges and universities to attach importance to students' teaching, especially undergraduate teaching. The most basic thing to evaluate teaching quality is daily classroom teaching. In recent years, many scholars have made beneficial research and discussion on this issue, and also put forward some comprehensive evaluation methods of quantitative analysis [1-4]. However, the evaluation of teachers' classroom teaching is a comprehensive evaluation involving many factors, with many uncertain factors. The key to establish an accurate evaluation method is to establish a comprehensive, objective and accurate evaluation index system. According to the law of higher education, combined with classroom teaching practice, this paper puts forward an evaluation index system of classroom teaching, which can be used for quantitative comparison between different disciplines and different teaching methods and provide objective basis for teaching.

1. Principles of establishing an evaluation index system for classroom teaching

Principle is the reflection of law. The establishment of classroom teaching index system in colleges and universities must conform to the educational characteristics of colleges and universities and serve classroom teaching.

1. 1 guiding principles

The establishment of the evaluation index system and the evaluation effect should be conducive to establishing a good teaching style and improving the quality of classroom teaching. The index system involves the important indicators of the overall situation, which will directly affect the direction, investment and subject development of the school.

1.2 principle of objectivity and testability

The evaluation index system should not be influenced by subjective factors as much as possible in the process of setting, and should objectively reflect the actual teaching situation of various disciplines and essentially reflect all the basic characteristics of classroom teaching in colleges and universities. In addition, the evaluation index system should be reasonable, which can evaluate the classroom teaching level under fair, just and reasonable conditions.

1.3 Principle of simplicity and completeness

The evaluation index system should be accurate and comprehensive, which can fully reflect the quality of classroom teaching in colleges and universities, but the number of indicators should be as few as possible, which is easy to operate, and there should be no strong correlation between indicators to avoid duplication of indicators.

1.4 operability principle

On the premise of ensuring correctness and fairness, the evaluation index system should be simple and practical, with strong operability, highlighting key points, grasping the * * * nature of various disciplines and easy to obtain evaluation data. Some hardware indicators in the evaluation index system can be given by data, and other indicators can be scored by experts, so as to combine quantitative and qualitative methods.

2. College classroom teaching evaluation index system

The comprehensive evaluation of classroom teaching in colleges and universities adopts a two-level evaluation index system, which is established by a three-level model set from top to bottom. Firstly, determine the overall evaluation goal and establish the target layer (comprehensive evaluation of classroom teaching in colleges and universities); The overall goal is decomposed into a first-level index system and given different weights according to its importance; Then consider the aspects contained in each first-level indicator, decompose it into a second-level indicator system, and give different weights to the second-level indicators under this first-level indicator.

Based on the analysis of college teachers' classroom teaching and drawing lessons from experts' opinions, an evaluation index system of college classroom teaching is established, which adopts four first-level indicators and 16 second-level indicators, and gives each indicator corresponding weight.

2. 1 Teaching attitude

Teaching attitude refers to teachers' professional quality, which is reflected in a series of activities such as preparing lessons, teaching and tutoring after class, and is the guarantee of classroom teaching. Teachers need a correct attitude if they want to do a good job in daily classroom teaching. Only when teachers love their jobs and serve students wholeheartedly can they really teach good classes and books. In the classroom teaching evaluation system, we give a weight of 0.25 to the first-level indicator teaching attitude, and then subdivide it into four second-level indicators.

2. 1. 1 the rigidity of academic research. College teachers should not only be screenwriters, but also be rigorous researchers, systematically master the content and system of the courses to be taught, and understand the latest research progress of this discipline. The distribution weight of this index is 0.3.

2. 1.2 Attitude towards students and teaching. Teachers should have a correct attitude towards students in classroom teaching, not just to cope with work, but to be a teacher, love students and take every class seriously. The distribution weight of this index is 0.2.

2. 1.3 Spiritual outlook of the lecture. Teachers should be infectious when giving lectures, let students feel the charm of teachers' personality with their own words and deeds, change from passive scholars to active seekers, and cultivate students' self-study and research ability. The distribution weight of this index is 0.2.

2. 1.4 Preparation of lesson preparation and teaching plan. In order to have a good class, teachers should make good preparations before class, prepare lessons in advance and prepare teaching plans. The distribution weight of this index is 0.3.

2.2 Teaching content

Teaching content is the main body of teachers' classroom teaching. The implementation of classroom teaching, the most important thing is to implement the teaching content. Only when teachers really teach students what they want to learn and let them master what they have learned can the purpose of classroom teaching be achieved. Teachers should adhere to the principle of selecting and arranging teaching contents step by step, grasp the difficulty of knowledge, arrange teaching density reasonably, and help students better accept and master knowledge. In the classroom teaching evaluation system, we give 0.3 weight to the teaching content of the first-level index, and then subdivide it into four second-level indexes.

2.2. 1 Teachers' mastery of the teaching content. If teachers want to explain clearly to students in classroom teaching, they must first master the teaching materials skillfully. On the premise of preparing lessons carefully, they try to break away from the lecture notes or only refer to the key outlines in classroom teaching. In particular, they should not copy the answers according to the script in every step of calculation and deduction, and dare not solve problems on the platform themselves. Teachers should assign a weight of 0.3 to the mastery of teaching content.

2.2.2 Teaching of basic knowledge. Teachers should strengthen the explanation of basic knowledge in actual classroom teaching, so that students can fully understand and master basic knowledge and lay a good foundation. The distribution weight of this index is 0.3.

2.2.3 Grasp the key points and difficulties. In teaching, teachers should be good at grasping the key points and difficulties of knowledge content, highlighting the key points and clarifying the difficulties, so that students can effectively master the knowledge they have learned. The distribution weight of this index is 0.2.

2.2.4 Integrating theory with practice. Teachers should combine theory with practice as much as possible in the teaching process to improve students' practical operation ability and lay the foundation for students to enter. The distribution weight of this index is 0.2.

2.3 Teaching methods

Teaching method refers to the means for teachers to teach and the medium for teaching and learning. The choice of teaching methods will directly affect the teaching effect. Good teaching content also needs appropriate teaching methods to show students, which should be more conducive to students' acceptance and mastery of what they have learned. In the classroom teaching evaluation system, teaching method is another important first-level indicator besides teaching content, and we give it a weight of 0.3, which is subdivided into four second-level indicators.

2.3. 1 Flexibility of teaching methods and appropriateness of selection. In the process of classroom teaching, teachers should not only talk about themselves mechanically, but also fill students' rooms without considering the effect. Instead, we should flexibly choose a variety of teaching methods according to different contents and different teaching purposes to give students a sense of freshness, but we should pay attention to the appropriateness of the methods, rather than choosing them for flexibility. We assign a weight of 0.3 to this index.

2.3.2 Use of teaching AIDS. If possible and necessary, teachers can reasonably use teaching AIDS such as experiments, teaching AIDS, slides and video images in classroom teaching to enhance the teaching effect. Good use of teaching AIDS can get twice the result with half the effort. However, you can't just focus on fancy. The whole class only looks at courseware and slides, but we should pay attention to rationality and necessity. Otherwise, we will replace the main equipment with auxiliary equipment. The distribution weight of this index is 0.2.

2.3.3 Students participate in teaching. Teachers should strengthen the interaction between teachers and students in teaching activities, promote students' participation as much as possible, and fully mobilize students' learning enthusiasm. The distribution weight of this index is 0.2.

2.3.4 Rationality of time allocation. Teachers should reasonably arrange the progress of the semester and the teaching time of each class, so as to relax their body and mind and facilitate students to master what they have learned step by step. The distribution weight of this index is 0.3.

2.4 Teaching effect

Teaching effect is the standard to measure the quality of classroom teaching. Teachers' classroom teaching should be implemented, and students should really learn knowledge, not deal with it. We should pay attention to the most basic links, promote students' learning and achieve the expected teaching effect. In the classroom teaching evaluation system, we give 0. 15 weight to the teaching effect of the first-level indicator, and then subdivide it into four second-level indicators.

2.4. 1 Be able to attend and finish classes on time. To ensure the effect of a class, teachers should at least ensure the integrity of classroom teaching, and teachers must attend and finish classes on time. We set the weight of this indicator at 0.3.

2.4.2 Students' interest in learning and attendance. Students' interest in learning and classroom attendance are also directly related to the effect of teachers' classroom teaching. Teachers should ensure students' attendance in class and improve their interest in learning. If students are not interested in learning the course content and often don't attend classes, then there is no teaching effect at all. Schools should not only stipulate students' class hours from the system, but also supervise and inspect teachers' classroom teaching. The distribution weight of this index is 0.3.

2.4.3 Teacher-student relationship. Teachers should also pay attention to the relationship between teachers and students in the process of classroom teaching, because students are the main body of learning, otherwise, if students have resistance to learning and teachers, teachers will not be able to successfully complete teaching objectives and classroom teaching, and the allocation weight of this index is 0.3.

2.4.4 Teachers' gfd. Finally, teachers should pay attention to their own gfd in classroom teaching, bring students a sense of pleasure and intimacy, and make teaching go smoothly in a relaxed and happy way. The distribution weight of this index is 0. 1.

3. Conclusion

3. 1 By establishing an evaluation index system for classroom teaching of college teachers, classroom teaching among different disciplines can be intuitively compared with quantitative methods, which will provide useful help for teaching evaluation and teaching.

3.2 The evaluation index system of classroom teaching designed in this paper can be used not only for the qualification check of a specific class, but also for the evaluation of competition teaching among different teachers, and also for the management of teaching effect at the end of a semester.

3.3 The original data can be collected in the form of student-oriented distribution table or expert scoring, or by combining student scoring with expert scoring, and then given different weights for comprehensive evaluation.

References:

[1] Huang Dimin, Yan. Evaluation of practical teaching effect in colleges and universities based on fuzzy comprehensive evaluation method [J]. Guangxi Science, 2008, (5): 194- 197.

[2] Hao, Liu Han, Song. Evaluation of classroom teaching effect based on genetic algorithm and fuzzy comprehensive evaluation method [J]. Science and Technology Information, 2008, (22):43-44.

[3] Gao. Fuzzy comprehensive evaluation of teaching effect of sports health course [J]. Journal of xingtai university, 2005,20,2: 78-80.

[4] Liu Xianjiang. Comprehensive evaluation of teaching effect with fuzzy set theory [J]. Today Keyuan, 2006, (12):113-114.

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