What are the principles of class evaluation? Principles of classroom evaluation:
Commentators should have a serious and responsible attitude, a spirit of seeking truth from facts, a frank and sincere enthusiasm, treat the assessed with a development perspective, treat themselves with a learning attitude, allow and frankly face different voices, and generally grasp the following ten principles:
First, it is the guiding principle:
The purpose of evaluation is not identification, but development. Evaluators should not only pay attention to the teacher's operational level, but also find, guide and lead from the hidden level of educational ideas, teaching principles and teaching concepts embodied in the teaching process. We should consciously carry forward advanced educational ideas and teaching concepts, encourage teaching innovation, advocate teaching individuality, and lead teachers to develop in the direction of advanced educational ideas and teaching concepts.
Second, it is the principle of seeking truth from facts:
Class evaluation is only an academic evaluation, discussion and exchange activity, and does not involve other external factors such as the world. Class evaluators should have a sense of responsibility, and they should not say what they should say just because they consider other factors such as face and emotion.
Third, it is the principle of frankness and sincerity:
Only when we are equal and sincere can we achieve effective communication. Judges should not preach condescendingly, but should interact with each other and communicate on an equal footing, and strive to achieve harmonious communication with all participants.
Fourth, the incentive principle:
Teaching without teaching confidence is unthinkable. In the course of class evaluation, the evaluator should not only keep teachers' teaching confidence at all times, but also help teachers to discover, cultivate and enhance their self-confidence through class evaluation. When evaluating classes, we should "stress the advantages and accurately grasp the disadvantages" and point out the characteristics and innovations. For some courses with few advantages, we might as well divide the advantages into small parts, evaluate them separately, classify the disadvantages and grasp the main points respectively.
Fifth, it is the correct attribution principle:
Evaluation is for improvement. While pointing out the problems, the reviewers should also help teachers find out the causes of these problems and the ways to improve them. It is necessary to help teachers change their teaching concepts, improve teaching methods, optimize teaching means and promote teachers' development through class evaluation.
Sixth, it is to highlight the principle:
An excellent class can't be perfect. Similarly, the evaluation of the class can not be comprehensive. According to the class type and the main problems to be solved, grasp the main problems in classroom teaching and make comments. We can't ask for too many details, which inhibits teachers' pursuit of teaching individuality and the display of teaching creativity.
Seven, is the principle of giving consideration to the whole:
Don't comment on a class in isolation, consider the relationship between the content of this class and the content before and after, and put this class in the context of semester teaching. Only in this way can we truly understand the intentions, ideas and methods of professors and designers, and be targeted and well-founded when commenting.
Eight, the principle of empathy is:
Think about whether you can avoid the shortcomings of teachers. Give advice to the instructor and think about whether you can do it.
Nine, the principle of distinction is:
In addition to competition classes, teachers' experience, teaching experience, personality characteristics and other individual factors should be considered for targeted evaluation, which cannot be stereotyped and perfect. We should fully respect the uniqueness of teaching, advocate the creativity of teaching, carry forward the artistry of teaching, and encourage teachers to carry out teaching work creatively.
X. The principle of mutual benefit and win-win is:
Evaluation of experience and lessons is an activity that is beneficial to many parties and mutually beneficial. In addition to the assessed and observers, evaluators should also participate in it with a learning attitude, learn from each other's strong points, enrich and improve their teaching theory through class evaluation, improve their theoretical and academic literacy, and promote their professional development.
Class evaluation is to evaluate classroom teaching. It is an extension of post-lecture teaching. It is an activity to comment on the gains and losses of teachers' classroom teaching, and it is an important means to strengthen teaching routine management, carry out educational research activities, deepen classroom teaching reform, promote students' development and improve teachers' professional level.
How to evaluate classes? How was the class review? How was the class review?
1, evaluation of teaching objectives
Goals are the intrinsic motivation for people to do things. The more specific the goal, the higher the consciousness and enthusiasm of doing things, and the higher the efficiency. Teaching goal is the starting point and destination of teaching, and its correct formulation and realization is the main measure to measure the quality of a class. The basic requirements of teaching objectives are scientific, reasonable, clear and detectable. Analysis class should first analyze the teaching objectives. First of all, from the perspective of teaching objectives, it depends on whether it is comprehensive, specific and appropriate. Comprehensive means that it can be determined from knowledge and skills, processes and methods, emotional attitudes and values; Specifically, it means that the knowledge goal should have quantitative requirements, and the ability, thought and emotional goals should have clear requirements, reflecting the characteristics of the discipline; Suitability refers to the determined teaching objectives, which can be guided by curriculum standards, reflect the characteristics of teaching materials, conform to students' age and cognitive laws, and have moderate difficulty. Secondly, from the perspective of achieving the goal, it depends on whether the teaching goal is clearly reflected in every teaching link and whether the teaching means closely focus on and serve the goal. It depends on whether the key content is contacted as soon as possible in class, whether the teaching time of the key content is guaranteed, and whether the key knowledge and skills are consolidated and strengthened. The way for evaluators to obtain teaching objectives comes from the requirements of curriculum standards and students' actual research on teaching objectives; Experience the instructor's teaching objectives from the teaching process; Instructor's own teaching objectives. Whether the evaluation of knowledge and skills is achieved through learning: memorizing, understanding and using; Through practice, train students whether they can complete a task according to the procedure; Whether you can skillfully use a tool. Evaluation of process and method Whether students have experienced and explored the process of solving a problem; Apply, understand and master some methods to solve problems. Emotion, attitude and values evaluate whether students can actively participate and respond; Whether the learning process is pleasant; Whether specific phenomena and behaviors can be linked to certain value standards. 2. Comments on teachers' teaching
Scientific and rational use of teaching resources can organize and deal with teaching materials according to students' learning situation, making teaching materials an important (but not the only) resource in the learning process. Teaching materials should be used well, but they cannot be taught well. Whether the teaching materials can be properly supplemented; Whether the examples and phenomena around the time, the local area and the students can be skillfully introduced into teaching; Whether multimedia teaching resources can be used reasonably; Whether the scientific choice of teaching strategies can better change the role of teachers: equality between teachers and students; Guide, cooperator and participant of students' learning; A promoter of students' ability development. Whether to use humorous language, rich expressions, exaggerated body movements, humorous semantic environment and other means to create a happy learning mood for students. Whether to organize and guide students to carry out independent, cooperative and inquiry learning. Make teaching activities realize "teaching" students "learning". Can we use encouraging evaluation to encourage students to participate actively? Whether the basic skills of teachers in using Putonghua are solid; The language is clear, concise, vivid and vivid, which can infect students; Semantic accuracy, strong logic and no ambiguity. Emotional tone, moderate tone, cadence and variety. The teaching attitude is cordial, solemn, natural and has affinity. According to psychological research, human expression depends on 55% facial expression +38% voice +7% words. Teachers' teaching attitude in the classroom should be clear, cheerful, solemn and infectious. Dignified appearance, calm manner, enthusiastic attitude, love for students, and harmonious feelings between teachers and students. The blackboard writing design is scientific, reasonable, concise, organized and neat. Standardize the operation of various teaching equipment, and demonstrate and experiment skillfully and accurately in class. Have certain adaptability.
3. Evaluate students' learning.
Students' learning mood should be happy, and students should be happy in the process of participating in classroom learning. Happy learning mood can be maintained for a long time. In fact, it is rare for a class to maintain this ideal mentality from beginning to end. It is often better in the early stage of learning and exploration, and then the decline curve changes after the teacher's signal. But it didn't last. Besides students' own psychological and physiological reasons, teachers' teaching activities are not innovative and can't stimulate students' interest in learning. Have a strong desire and interest in learning. Students' natural desire to learn is the most real. If teachers give them timely encouragement and make them feel satisfied, then students will continue to succeed and further stimulate their desire to learn. A strong interest in learning is the best teacher for students. Only by maintaining a strong interest in learning can students have a stronger desire to learn. Whether students actively participate in the learning process is manifested in their ability to listen carefully, think positively, express their opinions boldly, dare to question and ask difficult questions, actively do experiments and actively cooperate with their classmates in learning. What is the extent of students' participation in learning activities? More students take part in learning activities. There are many ways to participate in learning activities. Besides reading, writing and practicing, we should pay more attention to group discussion, cooperative learning and inquiry learning. Take part in learning activities for a moderate time. Teachers should explain for no more than 20 minutes, and students should study independently for no less than 20 minutes. Whether students' cooperative learning and inquiry learning are effective, whether there is a clear division of responsibilities in cooperative learning, whether there is good communication between peers, and whether there is a strong sense of collective responsibility. In inquiry learning, students can independently discover problems from a given situation, go through the inquiry process through experiments, operations, investigations, information collection and communication, acquire knowledge, improve skills, master methods to solve problems, and gain emotional experience.
4. Evaluate the teaching effect
Views on learning method teaching; The evaluation of teaching effect should be combined with the actual teaching conditions and the actual situation of students; The evaluation of a class should not be divorced from the overall teaching effect. Compared with three-dimensional teaching objectives, the realization of teaching objectives is manifested in the growth of students' knowledge, the acquisition of learning methods, the training of skills, the development of intelligence, the cultivation of emotions, the exercise of will, and the formation of thinking methods, political views, moral beliefs and values. The quality of students' learning and whether their learning mood is high; Whether the learning attitude is positive; Is there a spark of innovation in the collision between teachers and students? How much encouragement and satisfaction students get for their sustainable development in their studies; Whether it enhances the confidence and ability of learning; Whether the students' personality has been publicized; Whether the students' sound personality has been cultivated.
The evaluation of the lecture mainly starts with the following points:
① Subject setting
(2) Process arrangement of the project
(3) the content of the theme.
④ Students' classroom reaction (teacher-student communication)
⑤ Reflection after class
Briefly describe the similarities and differences between lecturing and preparing lessons. The order of the three is: preparing lessons, lecturing and lecturing.
Preparing lessons means that teachers choose the most appropriate expression and order according to the requirements of subject curriculum standards and the characteristics of this course, combined with the specific situation of students, so as to ensure students' effective learning.
Talking about lessons is the teaching idea and theoretical basis for teachers to express specific topics orally, that is, on the basis of preparing lessons, teachers tell their own teaching design, "how to teach" and "why to teach like this".
Lecture is the concrete implementation of lecture.
What are the similarities and differences between truancy and truancy? Please, the similarity between truancy and 3Q truancy is that you are absent. The difference is that you are sick or ask for leave, which is called absenteeism.
Satisfied, please adopt.
What are the grinders? What are their similarities and differences? There are basically several kinds of grinders: cylindrical grinder, internal grinder, groove grinder, surface grinder and so on. There are many specific types.
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What's the difference between skipping class, resisting class, skipping class and stealing class? I greeted the teacher and got permission. Usually a class or a day.
Resist class, rebel. Usually the time is either extremely short or extremely long. .
Sneak out of school without class. . Usually the time is one day.
Struggling to skip class. Usually they are either arrested and scolded or suspended. .