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

(1) Overview

1. Concept

< p> The scale evaluation method is the most commonly used method in traditional classroom teaching evaluation. It determines the indicators that need to be evaluated in advance and gives the evaluation grade. During the evaluation process, the evaluator compares the actual situation of classroom teaching, Provide corresponding grade ratings item by item.

There are various types of classroom teaching evaluation forms based on different standards. For example, depending on the evaluation subject, there are evaluation scales for evaluators other than classroom teaching participants. For example, the above example is an evaluation scale for evaluators other than classroom teaching participants. There are also evaluation scales for participants in classroom teaching. Evaluation scale used by readers,

(2) Design and use of scale evaluation method

Since the basis of scale evaluation method is evaluation scale, the purpose of scale evaluation method is The core is the formulation of the evaluation scale. The core of the evaluation scale lies in the formulation of evaluation standards.

The general steps for designing the scale evaluation method are as follows.

1. Clarify the purpose and requirements of evaluation

Classroom teaching evaluation can achieve different functions, and the realization of these functions is achieved by the evaluation goals and corresponding classroom teaching evaluation. Therefore, in classroom teaching evaluation activities, evaluation goals and requirements are the starting point of evaluation. Different evaluation goals have completely different structures and contents of the evaluation system. For example, if the purpose of evaluation is to understand whether the basic links of classroom teaching are complete, then the focus of the 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 focus of the evaluation system will be on More will be about the interactive aspects. 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 reflect some new thinking and concepts in teaching evaluation.

For example, the "Beijing 21st Century Basic Education Course Textbook Experiment - Classroom Teaching Evaluation Plan" formulated by the Beijing Textbook Editing and Review Department evaluates classroom teaching based on students' learning status, thereby promoting student development. This plan believes that the essence of the 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 status, use students' learning and development status to reflect the classroom teaching status, reflect the teacher's teaching status, and reflect the essence of the teaching process and the new round of basic education curriculum reform. Basic concepts to promote student development, teacher improvement and improve classroom teaching practices. Here, it is clear that the purpose of evaluation is to evaluate the learning status of students in classroom teaching, and it is expected to understand the teaching status of teachers and the basic concepts of the new round of basic education curriculum reform through the basic status of students in classroom teaching. Therefore, in the construction of the evaluation system, the core will revolve around the learning status of students

2. Construct the classroom teaching evaluation system and standards

The classroom teaching evaluation system and standards are the key to classroom teaching. The basis of teaching evaluation, in classroom teaching evaluation, it is the actual basis for classroom teaching evaluation. These standards and systems mainly fall into the following three categories.

(1) Based on the analysis of various elements of classroom teaching, classroom teaching is divided into teaching purposes, teaching content, teaching methods and teaching processes, etc., and further subdivided on this basis. This system is characterized by a clear structure and distinct context. For example, the "Beijing 21st Century Basic Education Curriculum Textbook Experiment - Primary and Secondary School Classroom Teaching Evaluation Plan" formulated by the Institute of Basic Education of the Beijing Academy of Educational Sciences.

(2) Establish standards based on non-fixed issues, such as clear teaching objectives, prominent teaching priorities, appropriate handling of teaching materials, close connection with reality, reasonable teaching structure, flexible teaching methods, friendly and natural teaching methods, and teacher quality Good, teaching effect is obvious, etc. Although this type of evaluation system is based on some core or key issues in evaluation, in fact, from a certain perspective, it can still be decomposed and combined into various elements of classroom teaching, that is, it is different from the first type. There is essentially no difference in the teaching evaluation index system. The only difference is that the elements of classroom teaching recognized or valued by different teaching evaluation standards are different.

In fact, in the first type of evaluation index system, it is not possible to completely include all classroom teaching elements, which usually include main contents such as teaching objectives, teaching content, teaching methods, and teaching processes. For basic teaching skills, teaching design, Teaching organization is less involved. The lack of these teaching elements does not mean that they are unimportant, but that for the purpose of evaluation, they are not the focus of evaluation.

(3) Based on the specific behaviors in classroom teaching, classroom teaching is divided into teacher behaviors and student behaviors. In teacher behavior...>>

Question 2: What other effective motivational evaluation methods are there in actual classroom teaching? The key to evaluating students’ homework is to establish an homework evaluation mechanism. For the homework submitted by students every day, in addition to timely correction and quantitative evaluation using a grade system, teachers should also use the method of writing comments to qualitatively evaluate the quality, writing, and attention of each student's homework. For example: draw a smiling face on the student's homework book that actively participates and writes neatly and correctly. Draw a smiling face on the student's homework book that actively participates and writes neatly and correctly. Draw a smiling face on the student's homework book that actively participates and writes neatly and correctly. But students who made mistakes drew a sad and crying face in their homework books, and wrote the comment "What a pity it is to make a mistake, correct it quickly!". For students who did not complete the homework, they wrote "Why did you forget to do the homework? Please Make up your homework quickly!" Wait. The purpose of qualitative evaluation of students' homework is mainly to use motivating marks and language to encourage students to complete each assignment independently, timely, and with quality and quantity, develop good study habits, and become the true master of learning.

Question 3: What are the evaluation methods in primary school mathematics classes? Because you can’t find the topic?

Should you tell the person you like or your classmates?

You should know what you are going to say to the person you like, so that others will think you are humorous and that you are good at connecting.

Classmates...

If someone takes the initiative to talk to you, you should face it with a smile and think about what she wants to say? What does it mean?

You guys always want girls to take the initiative before you take the initiative. Boys talk and laugh to boys because you have "the same language".

Both boys and girls are very shy, I have a deep understanding of it

Question 4: What content does the curriculum and teaching evaluation method include? Teaching evaluation is based on the teaching objectives and the teaching process and results. Activities that make value judgments and serve teaching decisions. Teaching evaluation is the process of studying the value of teachers’ teaching and students’ learning. Teaching evaluation generally includes the evaluation of teachers, students, teaching content, teaching methods, teaching environment, teaching management and other factors in the teaching process, but it is mainly the evaluation of student learning effects and the evaluation of teachers’ teaching work process. There are two core links in teaching evaluation: evaluation of teachers' teaching work (teaching design, organization, implementation, etc.) - teacher teaching evaluation (classroom, extracurricular), and evaluation of student learning effects - that is, examinations and tests. The evaluation methods mainly include quantitative evaluation and qualitative evaluation. [Edit this paragraph] The role of teaching evaluation 1. Diagnostic role By evaluating the teaching effect, we can understand all aspects of teaching and judge its quality and level, effectiveness and defects. Comprehensive and objective evaluation work can not only estimate the extent to which students' performance has achieved teaching objectives, but also explain the reasons for poor performance and identify the main reasons. It can be seen that teaching evaluation is like a physical examination, which is a rigorous and scientific diagnosis of teaching. 2. Incentive effect Evaluation has a supervisory and strengthening effect on teachers and students. Evaluation reflects the teaching effectiveness of teachers and the learning performance of students. Both experience and research have shown that, within certain limits, frequent tests that record scores have a great stimulating effect on students' learning motivation and can effectively promote classroom learning. 3. Regulatory effect The information sent by evaluation can make teachers and students know the status of their teaching and learning. Teachers and students can revise plans and adjust teaching behaviors based on feedback information, so as to work effectively to achieve the specified goals. This is evaluation the regulatory role played. 4. Teaching role Evaluation itself is also a teaching activity. In this activity, students' knowledge and skills will be improved, and their intelligence and moral character will also be improved. Methods of teaching evaluation: tests, answer questions, observation questions, homework inspection, lecture listening and evaluation, etc.

[Edit this paragraph] Requirements for teaching evaluation 1. Clarify the purpose and evaluation objects of multiple evaluations to solve the problem of the direction of evaluation. 2. Clarify the content of each evaluation and the specific goals of the evaluation. 3. Clarify the conditions for evaluation. 4. Make objective and scientific judgments on evaluation data. [Edit this paragraph] Types of teaching evaluation According to the different roles that evaluation plays 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 a quantitative evaluation conducted before the start of teaching activities to identify the learning readiness of the evaluation object in order to take corresponding measures to ensure the smooth and effective implementation of the teaching plan. The implementation time of diagnostic evaluation is generally when it is needed at the beginning of the course, semester, school year or during the teaching process. It has two main functions: First, it determines students' learning readiness. Second, appropriately place students. (2) Formative evaluation Formative evaluation is an evaluation carried out to determine student learning outcomes during the teaching process in order to adjust and improve teaching activities and ensure that teaching objectives are achieved. The main purpose of formative evaluation is to improve and perfect the teaching process. The steps are: ① Determine the goals and content of the formative learning unit, and analyze its key points and the hierarchical relationship between them. ② Implement formative testing. The test includes all the key points of the tested unit. After the test is conducted, teachers should analyze the results in a timely manner and work with students to improve and consolidate teaching. ③Implement parallelism testing. The purpose is to review and consolidate the knowledge students have learned to ensure mastery and lay the foundation for later learning. (3) Summative evaluation Summative evaluation is based on pre-set teaching goals and evaluates the degree to which the evaluation object achieves the goals, that is, the teaching effect. Summative evaluation focuses on examining the overall degree of students' mastery of a certain subject. It has a high level of generalization and a wide range of test content. It is often conducted in the middle or at the end of the semester and is less frequent. Divided according to the standards referenced by the evaluation: (1) Goal-referenced evaluation (2) Norm-referenced evaluation [Edit this paragraph] General methods of teaching evaluation (1) Absolute evaluation method The absolute evaluation method is outside the scope of the evaluated object An evaluation method that determines an objective standard and compares the evaluation object with this objective standard to judge its degree of achievement. Absolute evaluation sets objective standards other than the evaluation object and examines whether the teaching objectives are achieved. It can encourage students to be targeted, take the initiative to learn, and discover gaps in a timely manner based on the evaluation results... >>

Question 5: How to carry out effective teaching evaluation? German educator Di Stowei once said: "The art of teaching does not lie in imparting skills, but in motivating, awakening and inspiring." Therefore, I think that in the context of the new curriculum, developmental evaluation and encouragement Evaluation can enhance students' self-confidence, mobilize students' enthusiasm for learning, and put students in an active and active learning state.

1. Achieving the Diversification of Evaluation Subjects Currently,

An obvious trend in education reform is to advance from a single evaluation subject to a diversified evaluation subject. Teacher evaluation of students is a common form of teaching evaluation. Teachers' evaluation in teaching is divided into two categories: immediate evaluation and delayed evaluation. Immediate evaluation requires teachers to make timely judgments and give affirmative or negative answers when students react to the knowledge they have learned. The so-called delayed evaluation is to take advantage of students' expectations and not evaluate students' questions or answers in a timely manner. Instead, the evaluation time is delayed appropriately, leaving students with a certain amount of time and free thinking. Space to guide students to discover and explore on their own. Allow students to give appropriate comments or summaries after completing their thinking process and gaining insights. It attaches great importance to the function of evaluation to promote student development, pushes students to the beginning of the problem, guides students to discover and research problems, and pays attention to the entire process of student learning. In teaching, instant evaluation and delayed evaluation should be used in conjunction with each other. Instant evaluation should be used to encourage students in a timely manner. At the same time, attention should be paid to students' differences and delayed evaluation should be implemented to allow some students to work hard and learn knowledge after a period of time. After learning skills, gradually achieve learning goals.

Students should also be given full play to their main role in teaching, and students should be encouraged to evaluate themselves, as well as mutual evaluation between classmates. When students evaluate each other, teachers should pay attention to guiding students to grasp the appropriateness of evaluation.

At the beginning, students in our class always liked to find faults and shortcomings in others. As a result, few students in the class dared to "challenge", and their enthusiasm for reading texts and speaking was also reduced. Such evaluations will only dampen students' enthusiasm. Faced with this situation, I tell my students: When evaluating others, you must first look at their strengths and then mention their 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 the nasal sounds accurately!" "He has a lot of extracurricular knowledge. I want to learn from him." In this way, students slowly learn to discover the strengths of others. , learned to look at others with appreciation.

2. Achieve diversification of evaluation methods

The evaluation of the learning effects of the new primary school Chinese curriculum should be based on "qualitative evaluation" and "formative evaluation", and qualitative evaluation and Quantitative evaluation is combined, and formative evaluation is combined with summative evaluation.

From the perspective of individual students, teachers can create a personal growth record bag, which allows each student to see their own growth process, see their own strengths, feel the joy of success, and thereby build self-confidence. ; From the perspective of the student group, a record file of the overall growth of the class students can be established, which allows each student to see the advantages of their peers, stimulate their ambition, and also cultivate their collective sense of honor and cooperation spirit. The student growth record bag can truly reflect the development status of each student in all aspects and is not selective or discriminatory, so it is conducive to the implementation of quality education for all students.

Oral evaluation is an important means of evaluating Chinese language teaching in primary schools. Oral evaluation uses audible language and rich and exquisite emotions to psychologically infect students when they need it most. It satisfies students' psychological needs, inspires those being evaluated, educates everyone, and realizes the psychological impact of education. tacit agreement. Those seemingly ordinary words can greatly stimulate students' interest and enthusiasm for active participation. During my year of Chinese language teaching, I found that my oral evaluations were often monotonous, repetitive, and inefficient. In my teaching, general evaluations such as "good" and "very good" often appeared. Over time, this kind of evaluation will be as tasteless as boiled water, and students will lose their sense of freshness and cannot have enough impact on students. In this regard, I need to continue to accumulate, be good at discovering and praise and encourage in time. Oral evaluation should also be combined with other means such as written evaluation to play a greater role. Written evaluation is increasingly becoming an effective means of communication between teachers and students due to the profound nature of the evaluation and the long-term effects. In this year's teaching, the raised "thumbs" and bright red "little red flowers" in the exercise books and homework books of our class students can motivate students for a long time.

With more measuring rulers, there will be more good students. As long as teachers follow the new curriculum concepts effectively... >>

Question 6: Several ways to motivate and evaluate students in the classroom. The new curriculum standards point out: "Students are the main body of learning and development." . So, how to effectively promote the development of students as a subject in the classroom? Taking primary school Chinese teaching as an example, as early as the early stage of curriculum reform, our school proposed and practiced the "Five Allowances" in reading teaching, that is: let students read what students can read, let students think what students can think, and let students speak. Let students talk about things that students can ask, let students ask about things that students can ask, and let students comment on things that students can comment on. However, how well do students “practice, think, speak, ask, and evaluate”? How are you interested? To a large extent, it also depends on the teacher's art of evaluating students. After several years of thinking and practice, the author summarized "" and achieved good results. 1. Direct type. For teachers' general questions, students can answer easily and correctly, and for teachers' basic teaching requirements, students can do better, etc. Teachers can give affirmations in a direct way, without making overly exaggerated comments like "making a fuss" or "simply ***": "You are such a little genius, you are so amazing!" Instead, they can directly encourage and say: "The answer is correct, it's great." OK." "That's a good answer. It seems that you are listening very seriously." That's it. Otherwise, it will affect students to talk too much or even do too much. 2. Comparative formula. For thoughtful questions raised by teachers, or questions that are difficult to think about, such as the meaning of sentences, the image and emotion of characters, the author's writing purpose, etc., students can be more accurate or comparative through teacher inspiration and careful thinking. If the answer is comprehensive and correct, the teacher can use contrastive language to encourage it.

For example: "You are amazing. You can answer such difficult questions correctly, and you can understand such sentences correctly. The teacher was not as smart as you when he was a child! It seems that the waves behind the Yangtze River push the waves ahead, and each generation is stronger than the next." '! "3. Rhetorical style. The author believes that the rhetorical motivation method is more suitable when students read the text fluently, emotionally, sing beautifully, etc., and can bring beautiful enjoyment to teachers and classmates. For example: "Your reading brings us into the spring when flowers are in full bloom; your expression is more beautiful than the flowers blooming in spring; your singing is more beautiful than the song of the lark; your emotions allow us to touch the spring. The vitality of flowers and plants; the rhythm of your language is like the sound of mountain streams jumping happily in our ears. If we close our eyes slightly, it is like honey flowing into our mouths, and like sweet springs soaking into our hearts. .”…4. Reward style. For those who are concentrated in class, do their homework correctly, write neatly, answer questions well, etc., when the teacher evaluates, in addition to language rewards and the usual rewards commonly used by teachers, a small red flower, a small flag, and In addition to the same items, the teacher or all the students can also sing a song, recite a poem or one or two famous quotes for a student to show encouragement. The effect of this kind of reward is sometimes no less than the physical reward for students and the monetary reward for children by parents. 5. Comprehension formula. In the classroom, understanding-based encouragement is generally used to address situations where students answer questions incorrectly, do wrong questions on the board, or are not fluent in reading, etc., if they are motivated to learn. For example, if a student raises his little hand very high, but the teacher asks him to answer, his wrong answer sometimes makes the whole class laugh, and the student who speaks also looks embarrassed. At this time, the teacher can first confirm that he dares to speak. After showing a smart performance, randomly give him a comforting look, a nod of approval, or go over and touch his head, pat his shoulder, and extend your thumb to him to give the student confidence. and strength. 6. Lyrical style. Lyrical motivation is suitable when students perform particularly outstandingly or outstandingly in a certain aspect. For example, when a student's compositions are vivid, his calligraphy is beautiful, and his paintings are realistic, the teacher can encourage him like this: "You are really the little writer, calligrapher, and artist of my class! Maybe you will really be a real artist in the future." Our class and our school are really proud to have students like you!” Sometimes you can also use innocent and lively children’s language to praise: “Wow, great, great, great!” , you are awesome!” The above talks about the circumstances and methods to choose to motivate students. However, in specific circumstances, these types of incentives are not necessarily absolutely fixed, and sometimes they can be used cross-wise. In the research and practice of motivating students, I have personally experienced that sometimes good children are really praised, and intelligence is inspired. A variety of motivational methods and colorful and vivid language can indeed inspire students' inner worlds that are colorful, full of interest and beautiful pursuits!

Question 7: What are the methods of classroom teaching evaluation? 10 points Student status and atmosphere. . . . . . . . . . . . . .

Question 8: What are the principles of teaching evaluation? Basic principles of classroom teaching evaluation

The principles of classroom teaching evaluation are mainly reflected in the following aspects.

(1) Developmental principle

Developmental principle mainly includes two aspects. First, it is beneficial to students’ development. One of the basic goals of classroom teaching evaluation is to help teachers actively and independently construct and apply new teaching strategies through practical evaluation and diagnosis, and constantly adjust teaching organizational methods and processes, thereby promoting students' comprehensive cognitive and emotional development. develop. Second, it is beneficial to teachers’ professional development. The focus of classroom teaching evaluation is to pay attention to the teacher's classroom teaching process, and the efficiency of this process and the interaction between teachers and students are directly related to the completion of teaching goals. Therefore, what needs to be considered during evaluation is how to further improve the efficiency of classroom teaching through evaluation and find areas that should be improved in classroom teaching, rather than just judging the current status of the teacher's teaching process. At the same time, modern teaching evaluation emphasizes that one of the subjects of classroom teaching evaluation is the teacher himself. Classroom teaching evaluation itself should also be the teacher’s critical reflection on the classroom teaching process and behavior. It is a process of communication and sharing between teachers and peers and experts. Therefore, Classroom teaching evaluation can effectively promote teachers’ professional development.

(2) The principle of subjectivity

The principle of subjectivity refers to a principle that should be reflected in the objects and contents of evaluation in classroom teaching evaluation. In terms of the objects of evaluation, the principle of subjectivity refers to the participation of the objects being evaluated in the evaluation activities and processes, including the establishment of evaluation indicators, the adoption of evaluation methods, and the implementation of the evaluation process, all of which must involve the participation of teachers; in terms of the content of evaluation, The principle of subjectivity means that interaction and student development should be reflected in evaluation, that is, an important content of evaluation is whether students actively participate in the interaction between teachers and students. Interaction in classroom teaching is usually reflected in: (1) students are emotionally invested in the learning process, learning becomes an intrinsic motivation and need, and students gain growth experience in classroom learning; (2) learn to cooperate and learn through various activities. Through various forms of teaching activities, students learn to accept, appreciate, argue and help each other.

(3) The principle of effectiveness

The principle of effectiveness refers to the ratio of the teaching results obtained within a unit of time to the material and spiritual costs paid. This is often an important criterion for evaluating the suitability of teaching activities in classroom teaching. Classroom teaching activities themselves are to complete the corresponding classroom teaching goals. Each teaching link and corresponding teaching activities exist to achieve this teaching goal. Different teaching treatments have different effects and efficiencies. Therefore, the principle of effectiveness has become a very important criterion for judging whether certain teaching activities and teaching links are appropriate. This is not only a reflection of teachers' creativity, but also an important method to improve teaching efficiency through classroom teaching evaluation. Only through its implementation can the purpose of developmental evaluation be truly achieved.

(4) Artistic Principles

Teaching is a technology, and it is also an art. This is a recognized saying, but the teaching art itself is also the most difficult to grasp in classroom teaching evaluation. a content. It should be said that teaching art embodies the vitality of teaching. It is a comprehensive reflection of teacher quality, which is not only reflected in the various abilities of teachers, but also in all aspects of classroom teaching. Among them, teachers’ language expression ability and body language expressiveness are particularly important. Language expression must not only be accurate, clear, and concise, but also contagious. As far as classroom teaching is concerned, the art of teaching includes the art of introduction, the art of introduction, the art of questioning, etc. The organization of each link can reflect the teacher's teaching skills. The evaluation of teaching artistry in the evaluation process is also mainly reflected in the evaluation of teacher quality and teaching process.

(5) Process principle

Process principle includes two aspects. First, the evaluation targets the process of classroom teaching, that is, the classroom teaching evaluation itself directly targets the classroom teaching activities and their processes. In this process, the efficiency of classroom teaching is evaluated based on the goals of classroom teaching. From here we can see that in mainstream classroom teaching evaluation, several basic structures and links of classroom teaching are often used for evaluation. Second, it is a principle that goes hand in hand with the principle of development. Evaluation should reflect not only the development process of teachers' teaching experience, but also the development process of students' learning experience. It does not use a certain event to evaluate a certain result, but should reflect the continuity of individual development. In order to truly play the teaching role of evaluation, we put the individual growth and progress of teachers and students in an equally important position. Teachers must constantly analyze and reflect on their own teaching ideas, teaching attitudes and teaching behaviors, and carefully review the evaluation materials. Collect, organize and... >>

Question 9: What are the evaluation methods for science courses 1. Comprehensive evaluation from the whole

The comprehensive evaluation method is that the evaluator evaluates the course individually Make a comprehensive, systematic and comprehensive evaluation of each lesson as a whole. Usually analysis first and then synthesis. Comprehensive analysis includes the following contents: analysis from the teaching objectives; analysis from the processing of teaching materials; analysis from the teaching procedures; analysis from the teaching methods and means; analysis from the basic teaching skills; analysis from the teaching effect; analysis from the teaching personality. ;Analysis from the perspective of teaching ideas.

2. Break it into parts and single-item evaluation

From your own observation, choose an angle or side from which you have the deepest experience, greatest feeling, and most obvious understanding to evaluate the lesson. Or directly select a certain angle for evaluation. This kind of evaluation can avoid duplication with others.

3. Searching for bright spots in the sand

Try every possible means to find the teaching characteristics or teaching style of the coach.

The so-called teaching characteristics are the shining points of successful teaching, or the innovative aspects of teaching that are different from others