1, diagnostic evaluation

Diagnostic evaluation refers to the deterministic evaluation of the learning preparation of the evaluation object before the start of teaching activities, so as to take corresponding measures and make the teaching plan be implemented smoothly and effectively. 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 in the teaching process. The main purpose of formative assessment is to improve and perfect the teaching process, and its steps are as follows:

① Determine the objectives and contents of formative learning unit, and analyze its main points and their 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. Cumulative assessment

Summative evaluation is based on the pre-set 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.

(2) According to the different evaluation methods and standards, it can be divided into relative evaluation and absolute evaluation. [3]

4. Correlation assessment

Relative evaluation method is an evaluation method that selects one or several objects from the evaluation objects as the benchmark, compares the rest with the benchmark, sorts them and compares their advantages and disadvantages. Relative evaluation method is convenient for students to judge their own position in mutual comparison and stimulate their sense of competition.

5. Absolute evaluation

Absolute evaluation method is an evaluation method to determine an objective standard outside the * * * of the evaluated object, compare the evaluated object with this objective standard, and judge its degree of achievement.

Absolute evaluation sets objective standards other than the evaluation object and examines whether the teaching objectives are achieved, which can prompt students to have clear goals, take the initiative to learn, and find the gaps in time and adjust themselves according to the evaluation results, which has obvious educational significance.

Question 2: Briefly describe the contents and methods of teaching evaluation: quantitative method, qualitative method and qualitative method. Content is the purpose and function of teaching and feedback.

Question 3: What is the content of teaching evaluation? Classroom teaching evaluation has always been an important part of teacher evaluation. The focus of classroom teaching evaluation has always been "teachers", such as whether teachers' oral expression is smooth, whether teachers' blackboard writing design is reasonable, whether teachers' emotional input is infectious, whether teachers' teaching ideas are clear, and whether teachers' teaching design is reasonable and meticulous. Focus on the teacher's classroom performance and how the teacher speaks. Even paying attention to students' behavior is basically regarded as a response to the teacher's "teaching" or an ornament of the teacher's "teaching". Generally speaking, the previous classroom teaching evaluation showed a tendency of "teaching-oriented, learning serving teaching".

This basic education curriculum reform once again reiterated that the fundamental purpose of education is for the development of every student, and classroom teaching is no exception. Therefore, the new curriculum proposes to pay attention to students' performance in classroom teaching as the main content of classroom teaching evaluation, including students' behavior in classroom teacher-student interaction, autonomous learning, peer cooperation, enthusiasm for participation, emotional experience, exploration and thinking. That is, pay attention to how students learn. By understanding how students discuss, communicate, cooperate, think and draw conclusions in class, we can evaluate the success or failure of classroom teaching. Even if we pay attention to teachers' behavior, we should also pay attention to how teachers promote students' learning, such as how teachers organize and promote students' discussion, how teachers evaluate and motivate students' learning, how teachers stimulate students' enthusiasm for learning and interest in inquiry, etc., so as to evaluate the value of teachers' classroom behavior to students' "learning". Therefore, the new curriculum puts forward the loud slogan of "promoting teaching by learning and promoting learning by teaching"

First of all, it changes the way teachers teach and students learn. The new curriculum advocates a new way of learning, focusing on autonomy, cooperation and inquiry. Teachers become more creators and organizers of learning situations and participants and promoters of students' learning activities. Teachers design classroom teaching according to the needs and conditions of students' development, rather than inviting students to participate in learning according to the pre-designed teaching process. Teachers' "teaching" is to better promote students' "learning".

Secondly, it changed the focus of teachers' preparation before class and the way of preparing lessons. "Learning as teaching" means that teachers pay more attention to students' possible reactions in class and think about corresponding countermeasures. Therefore, teachers are urged to change the previous way of preparing lessons, which is "only looking at textbooks but not students", and pay attention to spending time thinking about students and improving their teaching ability, instead of simply copying textbooks in class.

Thirdly, teachers' understanding of teaching ability has changed. The shift from focusing on "teaching" to focusing on "learning" in classroom teaching evaluation will prompt teachers to rethink what a "good" class requires teachers to have.

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: What does classroom teaching evaluation generally include? First, the 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 grades one by one 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. (2) Design and use 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. Clarify the purpose and requirements of evaluation. Classroom teaching evaluation can achieve different functions, which can be achieved 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 classroom teaching evaluation system and standard 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;

Question 6: What is teaching evaluation? 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.

Question 7: What is the function of teaching evaluation? 1. The guiding function should first reflect the training goal of all-round and harmonious development, and cultivate high-quality talents who meet the requirements of rejuvenating the country through science and education and have the spirit of pioneering and innovation. Secondly, it is necessary to embody the correct teaching concept and establish a scientific evaluation standard. Second, the incentive function affirms the speed of students reaching the standard through teaching evaluation, so that students can see their academic achievements in time, get a successful experience and stimulate their self-confidence. The evaluation view of the new curriculum holds that every student has his own advantageous intellectual field and learning method, and there are only students with different intellectual characteristics, and there is no so-called "poor students". Every student can develop his own advantages and become a talent; The evaluation also emphasizes paying attention to all kinds of students as much as possible, and its standards should cover all aspects such as learning process, ability and achievement, which can not only make society and schools believe that every student can develop, but also create conditions and opportunities for every student to develop his own intellectual field. Third, the teaching evaluation of the new course of feedback control function emphasizes timely feedback, so as to find, make up and correct students' knowledge defects and cognitive errors in time, adjust teaching progress in time, improve teaching methods and improve teaching efficiency. The feedback process is a dynamic process in which teachers and students acquire, process and output information in the teaching process. Teachers should create a self-feedback environment for students in teaching, conduct self-feedback training, help students master the methods of self-evaluation and self-adjustment, gradually improve students' ability to analyze and solve problems, and lay a solid foundation for self-correction. Four. The teaching evaluation of the evaluation function new curriculum fundamentally promotes the transformation from further education to quality education, promotes the transformation from choosing students suitable for education to choosing students suitable for education, helps to adjust teachers' work and study, promotes students' all-round development, and provides the necessary basis for teachers and students to improve and adjust their future teaching.

Yin Jiangping (student) finally released: 2010-12-18 09: 23: 25.

(A) development and incentive functions

(2) Diagnostic and guiding functions

(3) Adjustment and reflection functions

Question 8: What are the criteria for evaluating a good class? 1. Evaluation of students' learning status. This is the core of classroom teaching evaluation.

(1) Student participation.

(2) Students' mentality.

(3) Students' performance.

2. Evaluation of teachers' teaching behavior. The new curriculum evaluation does not completely deny the original classroom teaching evaluation. It pays attention to students' learning status and teachers' teaching from a more comprehensive perspective, which is the development and transcendence of the original teaching evaluation.

(1) Whether the teachers' teaching objectives are correct and whether the means fully reflect the three-dimensional objectives required by the new curriculum.

(2) Is the teacher's authoritative activity time as short as possible, explaining the essence and appropriateness as far as possible, encouraging students to question questions, not avoiding problems, and adjusting teaching at any time according to students' situation?

(3) Can teachers correctly handle and creatively use the teaching materials, treat the teaching materials with an eye of examination and inquiry, explore in doubt, and agree with or be unconventional in inquiry?

(4) Can teachers ask high-quality thinking questions? Is the question enlightening and hierarchical? Evaluate whether the students' answers are correct and timely?

(5) Can teachers control the classroom in time to make the classroom atmosphere active? Teachers and students should talk in an equal, democratic and harmonious atmosphere, and teachers should put forward suggestions and requirements to students in a consultative tone to encourage students to express their opinions.

(6) Can teachers show respect and appreciation to all students, and stimulate students' potential emotions with rich teaching attitudes and language, so that students' learning emotions are always in a proactive, stable and lasting "learning" state?

Therefore, from the perspective of evaluation mechanism and evaluation method, teachers can be promoted to form the main body of students, and all teaching activities are for the development of students, inspiring and guiding teachers to optimize classroom teaching and improve teaching quality in an all-round way.

Question 9: 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 10: What are the principles of teaching evaluation? I. What is classroom teaching evaluation (I) Definition Classroom teaching evaluation is the evaluation of teachers' classroom teaching, mainly the value judgment of teachers' classroom teaching behavior and its effect. Generalized classroom teaching evaluation usually has two dimensions: process and result, teacher and student. Because the previous content mainly involves the evaluation of students and teaching results, our classroom teaching evaluation here is mainly aimed at the evaluation of teachers' classroom teaching process. (Zhang Dajun: Educational Psychology, 665 pages, Beijing, People's Education Press, 2005. There are usually three ways to evaluate teachers' classroom teaching: one is to evaluate the teaching process, mainly evaluating the components of the teaching process, such as teachers, students, teaching methods and teaching environment; The second is to evaluate students' activities, with students' psychological development as the evaluation center, and to evaluate whether students have developed and improved their cognitive, emotional and motor skills in classroom teaching, based on students' behavior in classroom; The third is the evaluation of teaching effect, which is often the evaluation of students' progress after teaching. Different from the second evaluation, the former mainly speculates about their possible gains through students' behavior in class, while the evaluation of teaching effect is often carried out by means of measurement such as exams after classroom teaching. Among these three evaluation methods, the third method is often associated with student evaluation and is the focus of student evaluation, which has been elaborated in the previous chapters; The second evaluation method is still being explored, such as evaluating the overall performance of students or evaluating the classroom behavior of each student. Whether to evaluate in the classroom teaching process or after class needs further exploration; Teaching process evaluation is mainly used at present, and it is also a relatively mature teacher classroom teaching evaluation. Our classroom teaching evaluation here mainly discusses this aspect. The types of teachers' classroom teaching evaluation can be classified from different angles. 1. Reward and punishment evaluation and developmental evaluation According to the purpose of evaluation, the evaluation of teachers' classroom teaching can be divided into reward and punishment evaluation and developmental evaluation. The purpose of reward and punishment evaluation is to reward and punish teachers according to the evaluation results. It combines the results of classroom teaching evaluation with teachers' rewards and punishments as the basis for teachers' promotion, commendation, demotion and dismissal. This kind of evaluation is a widely used evaluation method in the field of education in our country at present. It has some disadvantages, such as teachers paying too much attention to the quality of the evaluated class, rather than the quality of the whole education and teaching, and it is useless to evaluate. In addition, it is difficult to mobilize the enthusiasm of teachers. The purpose of developmental evaluation is to improve teachers' teaching skills and level through comments, discussions and reflections on teachers' classroom teaching. The evaluation results are not linked with rewards and punishments, but provide opportunities for teachers to communicate with each other and discover their own advantages and disadvantages, and provide a basis for formulating teachers' development goals and countermeasures. 2. External evaluation and internal evaluation According to the evaluation subject, teachers' classroom teaching evaluation can be divided into external evaluation and internal evaluation. This classification method is based on whether the evaluator participates in classroom teaching activities or not. External evaluation refers to the evaluation of teachers' classroom teaching by teaching researchers, evaluation experts, school leaders, academics, teachers' peers and other educational administrative departments who do not participate in classroom teaching activities; Internal evaluation is the evaluation made by teachers and students who are directly engaged in classroom teaching activities. Both external evaluators and internal evaluators will follow certain evaluation criteria in the evaluation process, but the evaluation criteria of different evaluators may be different. For example, peers will ask for classroom teaching from the perspective of discipline, school leaders will ask for it from the perspective of school management, teachers will comment on their own teaching style, and students may evaluate the teaching content and emotional response in teaching. 3. On-site observation evaluation, monitoring evaluation, video evaluation and scale evaluation According to the collection method of evaluation data, the evaluation of teachers' classroom teaching can be divided into on-site observation evaluation, monitoring evaluation, video evaluation and scale evaluation. On-site observation and evaluation means that the evaluator enters the classroom, listens to the teacher in real time and evaluates in time. This evaluation method is often shown in the practical application process. This evaluation data collection method has strong timeliness and can be used for all kinds of temporary ... & gt