(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 2: What other effective incentive evaluation methods are there in actual classroom teaching? The key to evaluating students' homework is to establish an evaluation mechanism. For the homework handed in by students every day, in addition to correcting it in time and using the grading system for quantitative evaluation, teachers should also make a qualitative evaluation of each student's homework quality, writing and attention by writing comments. For example, draw a smiling face with active participation and neat handwriting in students' workbooks, draw a smiling face with active participation and neat handwriting in students' workbooks, and draw a sad and tearful face with active participation and neat handwriting in students' workbooks, and write "What a pity to make a mistake! Please correct it quickly! " For those who haven't finished their homework, write "How did you forget to do your homework? Please make up your homework quickly! " Wait a minute. The main purpose of qualitative evaluation of students' homework is to urge students to finish all the homework independently, in time, with good quality and quantity, develop good study habits and become real masters of learning.
Question 3: What are the evaluation methods for primary school math classes because they can't find a topic?
Do you talk to the person you like or to your classmates?
If you like someone, you must know what you want to say, so that your family will think you are humorous and you are good at association.
Classmate bar ...
If someone talks to you voluntarily, you should smile and think about what she wants to say. What does this mean?
You boys always want girls to take the initiative, and then you take the initiative. Boys are talking and laughing to boys because you have a common language.
Both boys and girls are shy, and I have a deep understanding of this.
Question 4: What are the course contents and teaching evaluation methods? Teaching evaluation is an activity to judge the value of teaching process and results according to teaching objectives and serve teaching decision. Teaching evaluation is a process of studying the value of teachers' teaching and students' learning. Teaching evaluation generally includes the evaluation of teachers, students, teaching contents, teaching methods, teaching environment and teaching management in the teaching process, but mainly the evaluation of students' learning effect and the evaluation of teachers' teaching process. Two core links of teaching evaluation: evaluation of teachers' teaching work (teaching design, organization and implementation, etc.). )-the evaluation of teachers' teaching (classroom and extracurricular) and the evaluation of students' learning effect-that is, examinations and tests. Evaluation methods mainly include quantitative evaluation and qualitative evaluation. [Edit this paragraph] The role of teaching evaluation 1. Diagnostic function can be used to evaluate the teaching effect, so that we can understand all aspects of teaching and judge its quality and level, effectiveness and defects. Comprehensive and objective evaluation can not only estimate the degree of students' achievement reaching the teaching goal, but also explain the reasons for poor achievement and find out the main reasons. It can be seen that teaching evaluation, like physical examination, is a rigorous and scientific diagnosis of teaching. 2. The incentive function of evaluation can supervise and strengthen teachers and students. Evaluation reflects teachers' teaching effect and students' academic achievements. Experience and research show that, within a certain limit, regular examination records have a great stimulating effect on students' learning motivation and can effectively promote classroom learning. 3. The information sent by the adjustment function evaluation can make teachers and students know their own teaching and learning situation. Teachers and students can modify their plans and adjust their teaching behaviors according to the feedback information, so as to work effectively and achieve the prescribed goals. This is the regulatory role of evaluation. 4. Teaching function evaluation itself is also a teaching activity. In this activity, students' knowledge and skills will be improved, and their intelligence and morality will also be improved. Teaching evaluation methods: examination, questionnaire, observation and questioning, homework inspection, class evaluation, etc. [Edit this paragraph] Teaching evaluation requirements 1. Clarify the purpose and object of multiple evaluation, and solve the directional problem of evaluation. 2, clear the content of each evaluation, evaluation of specific objectives. 3, clear evaluation conditions. 4. Make an objective and scientific judgment on the evaluation data. [Edit this paragraph] Types of teaching evaluation According to the different functions of evaluation in teaching activities, teaching evaluation can be divided into three types: diagnostic evaluation, formative evaluation and summative evaluation. (1) Diagnostic evaluation Diagnostic evaluation refers to the definitive evaluation of the learning preparation of the evaluation object before the start of teaching activities, so as to take corresponding measures to make the teaching plan smoothly and effectively implemented. The implementation time of diagnostic evaluation is usually at the beginning of the course, the beginning of the semester, the beginning of the school year or when needed in the teaching process. There are two main functions: first, to determine the degree of preparation of students for learning. Second, properly arrange students. (2) Formative evaluation Formative evaluation is an evaluation of students' academic performance in order to adjust and improve teaching activities and ensure the realization of teaching objectives. The main purpose of formative assessment is to improve and perfect the teaching process. The steps are as follows: ① Determine the objectives and contents of formative learning unit, and analyze its key points and hierarchical relationship. ② Implement formative test. The test includes all key points of the unit under test. After the examination, teachers should analyze the results in time and work with students to improve and consolidate teaching. ③ Implement parallelism test. Its purpose is to review and consolidate what students have learned, ensure mastery, and lay a foundation for later study. (3) Summative evaluation Summative evaluation is based on the preset teaching objectives, and evaluates the degree to which the evaluation object achieves the objectives, that is, the teaching effect. Summative evaluation focuses on students' overall mastery of a subject, with a high degree of generalization and a wide range of tests, which are often carried out in the middle or end of the semester with few times. According to the evaluation criteria: (1) target reference evaluation (2) norm reference evaluation [edit this paragraph] General method of teaching evaluation (1) Absolute evaluation method Absolute evaluation method is an evaluation method that determines an objective standard outside the * * * of the evaluated object, compares the evaluated object with this objective standard, and judges its achievement degree. Absolute evaluation sets objective standards other than the evaluation object, and examines whether the teaching objectives have been achieved, which can encourage students to study actively and find the gap in time according to the evaluation results ... >>
Question 5: How to conduct effective teaching evaluation? German educator Steward once said: "The art of teaching lies not in imparting skills, but in inspiring, awakening and inspiring." Therefore, I think that under the background of the new curriculum, developmental evaluation and encouraging evaluation can enhance students' self-confidence, mobilize students' enthusiasm for learning, and make students in a proactive learning state.
First, realize the diversification of evaluation subjects. At present,
An obvious trend of educational reform is to advance from a single evaluation subject to multiple evaluation subjects. Teachers' evaluation of students is a common form of teaching evaluation. Teachers' evaluation of teaching can be divided into immediate evaluation and delayed evaluation. Immediate evaluation requires teachers to make timely judgments and give positive or negative answers when students respond to what they have learned. The so-called delayed evaluation is to use students' expectation psychology, not to evaluate students' questions or answers in time, but to delay the evaluation time appropriately, leaving some time and space for students to think freely and guiding students to discover and explore themselves. Let the students give appropriate evaluation or summative evaluation after completing the thinking process and gaining an epiphany. It attaches importance to the function of evaluation to promote students' development, pushes students to the place where problems begin, guides students to find and study problems, and pays attention to the whole process of students' learning. In teaching, immediate evaluation and delayed evaluation should be used together, and immediate evaluation should encourage students in time. At the same time, we should pay attention to students' differences and implement delayed evaluation, so that some students can gradually reach their learning goals after a period of hard work and knowledge and skills learning.
In teaching, we should also give full play to the main role of students, and advocate students' own evaluation and mutual evaluation among classmates. When evaluating each other among students, teachers should pay attention to guiding students to grasp the discretion of evaluation. At the beginning, students in our class always like to find faults and shortcomings in others. As a result, few students in our class dare to "accept the challenge" and their enthusiasm for reading and speaking is reduced. Such evaluation will only dampen students' enthusiasm. Faced with this situation, I tell students: to evaluate others, look at the advantages first, and then mention the shortcomings. After a period of guidance, students initially learned to evaluate others. For example, "I think she reads the text fluently. It would be better if she could pronounce her nasal sound correctly! " ""His extracurricular knowledge is really rich. I want to learn from him. "In this way, students slowly learn to discover the advantages of others and learn to look at others with appreciation.
Second, realize the diversification of evaluation methods.
The evaluation of the learning effect of the new Chinese curriculum in primary schools should be based on "qualitative evaluation" and "formative evaluation", combining qualitative evaluation with quantitative evaluation, and combining formative evaluation with summative evaluation.
As far as individual students are concerned, teachers can set up a personal growth record bag, which can let each student see his own growth process, see his own advantages and feel the joy of success, thus establishing self-confidence; As far as students are concerned, we can establish a record file of the overall growth of class students, which can let each student see the advantages of their peers, stimulate their self-motivation, and cultivate their sense of collective honor and cooperation spirit. Student growth record bag can truly reflect the development of each student in all aspects, is not selective and discriminatory, and is conducive to the implementation of quality education for all students.
Oral evaluation is an important means of Chinese teaching evaluation in primary schools. Oral evaluation, when students need it most, infects students psychologically with sound language and rich and delicate emotions, which satisfies students' psychological needs, inspires the evaluated, educates everyone and realizes the psychological tacit understanding of education. Those seemingly ordinary words can greatly stimulate students' interest and enthusiasm for active participation. In one year's Chinese teaching, I find that my oral evaluation is often monotonous, repetitive and inefficient, and there are often general evaluations such as "very good" and "very good" in teaching. After a long time, this kind of evaluation is as tasteless as boiled water, and students have no freshness and cannot have enough influence on students. I need to accumulate in this respect, be good at discovering and praise and encourage in time. Oral evaluation should also be combined with written evaluation and other means to give full play to its role. Written evaluation has increasingly become an effective means of communication between teachers and students because of its profundity and long-term effectiveness. In this year's teaching, the "thumbs up" and bright red "little red flowers" in our class's exercise books and exercise books can inspire students for a long time.
One more measuring ruler will produce more good students. As long as teachers are effective according to the new curriculum concept ... >>
Question 6: Several methods to motivate and evaluate students in class. The new curriculum standard points out that "students are the main body of learning and development". So, how to effectively promote the development of students in the classroom? Taking Chinese teaching in primary schools as an example, as early as the beginning of curriculum reform, our school put forward and practiced the "five concessions" in reading teaching, that is, let students read what they can read, let students think what they can think, let students say what they can say, let students ask what they can ask, and let students evaluate what they can evaluate. However, how well do students practice, think, speak, ask questions and evaluate? What are your interests? To a great extent, it also depends on the teacher's evaluation of students' art. After years of thinking and practice, the author summed up ""and achieved good results. 1, direct type. For teachers' general questions, students are easy to answer, and the answers are correct. For teachers' basic teaching requirements, students do better. Teachers can give affirmation in a direct way, without exaggeration: "You are a little genius, you are really something!" You can directly encourage and say, "Correct answer, good." "That's a good answer. It seems that you are listening carefully. " . Otherwise, it will affect students to say too much or even do too much. 2. comparison. Teachers can use contrastive language to motivate students to give more accurate or comprehensive answers to teachers' thoughtful or difficult questions, such as the meaning of sentences, the image and emotion of characters, the author's writing purpose and so on. For example, "You are amazing. If you can answer such a difficult question correctly, then you can understand this sentence correctly. The teacher was not as clever as you when he was a child! It seems that it is really' the waves behind the Yangtze River push the waves before, and the generation is stronger than the generation'! " 3. Rhetoric style. The author thinks that rhetorical motivation is more suitable for students to read the text smoothly, emotionally and beautifully, and can bring beautiful enjoyment to teachers and classmates. For example, "your reading has brought us into the spring of flowers;" Your expression is more beautiful than the flowers in full bloom in spring; Your song is more beautiful than lark's; Your emotions let us feel the vitality of flowers and plants in spring; The rhythm of your language is like the sound of a stream in a mountain stream jumping happily in our ears. If we close our eyes slightly, it's like honey flowing into our mouth and sweet spring soaking in our hearts. "... 4, reward type. Concentrate on class, do your homework correctly, write neatly, and answer wonderful questions. When evaluating teachers, in addition to language rewards, a small red flower, a small flag and an item commonly used by teachers, teachers or all students can also sing a song, recite a poem or a famous saying or two for a certain student as encouragement. The effect of this kind of reward is sometimes no less than the material reward for students and the financial reward for children by parents. 5. understand. In the classroom, understanding encouragement is generally aimed at students who answer wrong questions, write wrong questions on the blackboard and read poorly under the premise of enthusiasm for learning. If some students raise their hands very high, the teacher can ask him to answer. His wrong answer sometimes causes the whole class to laugh, and the students who speak are embarrassed. At this time, the teacher can first affirm that he dares to speak as a sign of cleverness, and then send him comforting eyes and approving nods at will, or go over and touch his head, pat him on the shoulder, give a thumbs-up and give students confidence and strength. 6. Lyric style. Lyrical encouragement is suitable for students to take when they are particularly excellent or outstanding in one aspect. For example, when a student writes vividly, writes beautifully and draws realistically, the teacher can encourage him like this: "You are really a little writer, calligrapher and artist in my class! Maybe you can really become everyone in this field in the future! Our class and school are really proud of having students like you! "Sometimes, you can praise it in innocent and lively children's language:" Wow, great, great, great, you are great! "The above is under what circumstances, choose what way to motivate students. However, under certain circumstances, these incentives are not necessarily absolutely fixed, and sometimes they can be used interchangeably. In encouraging students' research and practice, I personally realize that good children are sometimes really praised and smart people are motivated. A variety of incentives and colorful and vivid language can really stimulate students' colorful, interesting and beautiful inner world!
Question 7: What are the methods of classroom teaching evaluation? 10 student status, atmosphere. . . . . . . . . . . . . .
Question 8: What are the principles of teaching evaluation? Basic principles of classroom teaching evaluation
The principles of classroom teaching evaluation are mainly embodied in the following aspects.
(A) development principles
The principle of development mainly includes two aspects. First, it is conducive to the development of students. One of the basic goals of classroom teaching evaluation is to help teachers construct and apply new teaching strategies actively and independently through practical evaluation and diagnosis, constantly adjust teaching organization methods and processes, and promote students' all-round development in cognition and emotion. Second, it is conducive to the professional development of teachers. The focus of classroom teaching evaluation is to pay attention to teachers' classroom teaching process, and the efficiency of this process and the interaction between teachers and students are directly related to the completion of teaching objectives. Therefore, what needs to be considered in the evaluation is how to further improve the efficiency of classroom teaching through evaluation and find out what should be improved in classroom teaching, rather than just judging the current situation of teachers' teaching process. At the same time, modern teaching evaluation emphasizes that one of the subjects of classroom teaching evaluation is the teacher himself, and classroom teaching evaluation itself should also be a critical reflection on classroom teaching process and behavior, and a process of communication and sharing between teachers and peers and experts. Therefore, classroom teaching evaluation can effectively promote teachers' professional development.
(B) the principle of subjectivity
Subjectivity principle refers to a principle embodied in the evaluation object and content in classroom teaching evaluation. On the evaluation object, the principle of subjectivity refers to the participation of the evaluated object in evaluation activities and processes, including the establishment of evaluation indicators, the adoption of evaluation methods and the implementation of evaluation processes. In the content of evaluation, the principle of subjectivity refers to evaluating the interaction and development of middle school students, that is, an important content of evaluation is whether students actively participate in the interaction between teachers and students. The interaction in classroom teaching usually shows as follows: (1) Students have emotional input in the process of learning, learning becomes an internal motivation and need, and students gain growth experience in classroom learning; (2) Learn to cooperate and learn to accept, appreciate, argue and help each other through various forms of teaching activities.
(3) the principle of efficiency
The principle of efficiency refers to the ratio between the teaching achievements and the material and spiritual costs paid in unit time. This is often an important criterion to evaluate the suitability of teaching activities in classroom teaching. Classroom teaching activity itself is to achieve the corresponding classroom teaching goal, and every teaching link and corresponding teaching activity exists to achieve this teaching goal. Different teaching methods have different effects and efficiencies. Therefore, whether some teaching activities and teaching links are appropriate or not, the principle of efficiency has become a very important standard. This is not only the embodiment of teachers' creativity, but also an important method to improve teaching efficiency through classroom teaching evaluation, and its realization can truly achieve the purpose of developmental evaluation.
Artistic principle
Teaching is not only a technology, but also an art, which is well known, but the teaching art itself is also the most difficult content to grasp in classroom teaching evaluation. It should be said that teaching art embodies the vitality of teaching and the comprehensive embodiment of teachers' quality, not only in teachers' various abilities, but also in all aspects of classroom teaching. Among them, teachers' language expression ability and body language expressive force are particularly important. Language expression should not only be accurate, clear and concise, but also be infectious. As far as classroom teaching is concerned, teaching art includes the art of introduction, introduction and questioning, and the organization of each link can reflect teachers' teaching skills. The evaluation of teaching artistry in the evaluation process is mainly reflected in the evaluation of teachers' quality and teaching process.
(5) Process principle
The principle of the process includes two aspects. First, the evaluation is aimed at the classroom teaching process, that is, the classroom teaching evaluation itself is directly aimed at the classroom teaching activities and their processes. In this process, the classroom teaching efficiency is evaluated in combination with the classroom teaching objectives. It can be seen that in the mainstream classroom teaching evaluation, it is often evaluated by several basic structures and links of classroom teaching. Second, it is a principle that accompanies the principle of development. Evaluation should reflect the development process of both teachers' teaching experience and students' learning experience. It is not an event to evaluate a result, but to reflect the continuity of individual development. In order to give full play to the teaching function of evaluation, we put the individual growth and progress of teachers and students in the same important position. Teachers should constantly analyze and reflect on their teaching ideas, teaching attitudes and teaching behaviors, and carefully collect, sort out and ...
Question 9: What are the evaluation methods of science courses? 1. Make a comprehensive evaluation on the whole first.
Comprehensive evaluation method refers to the overall, systematic and comprehensive evaluation of a class by the evaluator. Usually it is analyzed first and then synthesized. The comprehensive analysis includes the following contents: from the analysis of teaching objectives; From the processing and analysis of teaching materials; Analysis from the teaching process; Analysis from the teaching methods and means; From the analysis of basic teaching skills; From the analysis of teaching effect; From the perspective of teaching personality; Analysis from the teaching thought.
2. Individual evaluation of breaking the whole into parts
From my own observation, I have the deepest experience, the greatest feeling and the most obvious understanding. I choose an angle or a side to evaluate the class. Or directly select a certain angle to evaluate. This kind of evaluation can avoid repeating with others.
3. Looking for bright spots in the gold rush.
Do everything possible to find out the teaching characteristics or teaching style of the teacher. The so-called teaching characteristics are the flash of teaching success, or the innovation that is different from other teaching.