Clear the content of the evaluation, but also clear what aspects of the classroom evaluation. To evaluate these aspects, it is necessary to clearly evaluate the basis and standards of these aspects, and compare them with the relevant situation in the classroom, so as to make judgments, analyze the reasons or significance, and make suggestions.
(A) the basis of classroom evaluation
The evaluation of a class ultimately depends on whether all aspects of the class conform to the laws of education and teaching and whether they are suitable for the realization of educational purposes, which are often reflected in relevant education and teaching theories, regulations and practical experience. Therefore, the evaluation of the course should be based on the relevant education and teaching theories, regulations and practical experience. The main basis includes the following aspects.
1. Teaching laws and regulations, such as curriculum ideas, teaching objectives, teaching suggestions, etc. which reflect the characteristics of the subject in the syllabus and curriculum standards.
2. Educational teaching theories, such as teaching principles in pedagogy and learning theory in educational psychology.
3. Famous viewpoints, practical experiences and lessons, etc.
(2) Evaluation criteria
Generally speaking, the classroom evaluation standard mainly refers to the specific requirements or standards of all aspects of the classroom formulated according to the education and teaching theory or regulations. A reasonable "standard" system of class evaluation can include the following items: evaluation content, general standards, special standards and reference scores.
Teaching objective (10%): evaluated from both breadth and depth. The "general standard" of evaluation is: clear, comprehensive and appropriate teaching objectives. (1) pays attention to the improvement of three-dimensional goals or comprehensive literacy; (2) Meet the requirements of the year, the characteristics of teaching materials and the students' reality. The "special standards" of evaluation are: necessary teaching and listening, speaking, reading and writing training (such as literacy, writing, understanding content, reading aloud and other links or activities), guidance and cultivation of students' learning methods, habits, interests, emotions and attitudes. (reference scores: A.9~ 10, B.6~8, C.3~5, D.0~2. )
Teaching content (10%): evaluate the teaching materials from two aspects: understanding and handling. The "universal standard" of evaluation is: (1) correct understanding of teaching materials; (2) Being able to handle (select, supplement) and use teaching materials scientifically and creatively. The "special standard" of evaluation is: accurate understanding of words, sentences and text knowledge. (reference scores: A.9~ 10, B.6~8, C.3~5, D.0~2. )
Teaching process (15%): evaluate from three aspects: classroom structure, teaching sequence and teaching time. The "general standard" of evaluation is that the classroom structure is scientific and reasonable, and the teaching process can be designed according to the class type and the characteristics of teaching materials. (1) structure is complete; (2) each part (teaching links, steps, levels, etc.). ) Strong logic, clear thinking and natural transition; (3) The timing is right. The "special criteria" of evaluation are: (1) there are necessary links such as stimulus introduction, overall perception, understanding and feeling, practice accumulation, summary and extension; (2) Follow the basic laws from language to ideological content to language expression, and from whole to part to whole. (reference scores: A. 13~ 15, B.9~ 12, C.5~8, D.0~4. )
Teaching method (30%): Evaluate the self-study method (15%) and teaching method (15%).
1. The "universal standard" for the evaluation of "learning method" mainly evaluates the embodiment of students' dominant position: (1) focuses on students' learning practice; (2) The learning style is reasonable and effective, paying attention to students' autonomous learning, using cooperative and inquiry learning methods reasonably and effectively, and not going through the motions, so that students really participate and are interested; (3) Pay attention to the guidance of learning methods and habits. The "special criteria" of evaluation are: (1) focusing on practical activities such as listening, speaking, reading and writing (more opportunities and longer time); (2) Independent reading is related to literacy; Students have many opportunities to ask, solve and answer questions when they understand the content or writing method of the text; Pay attention to students' emotional experience through association, imagination and reading performance. (3) Pay attention to the instruction of reading and writing methods, postures and other details.
2. The "universal standard" for the evaluation of "teaching method" mainly evaluates the leading role of teachers and the application of teaching method: (1) Good at asking questions, valuable, appropriate in difficulty, timely and enlightening; (2) Good at argumentation and explanation; (3) Be able to evaluate and guide reasonably, and make the best use of the situation; (4) Respect students, face all, teach students in accordance with their aptitude, and pay special attention to the progress of students with learning difficulties. The "special criteria" of evaluation are: (1) Appropriate methods of introducing new courses can arouse students' interest in learning; (2) Respect students' unique experience, be good at using various teaching media, teaching methods and infectious language to create situations, guide students to understand the experience and naturally implement emotional goals; (3) The guidance of listening, speaking, reading and writing training is scientific and reasonable. (The reference scores of learning method and teaching method are: A. 13~ 15, B.9~ 12, C.5~8 and D.0~4, respectively. )
Teaching effect (20%): Evaluate from three aspects: emotional expression (5%), quality and goal achievement (10%) and overall effect (5%).
1. "Emotional expression" mainly evaluates the harmonious classroom atmosphere and the multi-dimensional interaction is lively but not chaotic; Students are interested in learning, active in thinking and full of confidence in the follow-up study. (standard score: A.5, B.4, C.3, D.0~2. )
2. The "general standard" of "quality and goal realization" mainly evaluates students' quality and learning effect. The "special standard" of evaluation is to evaluate students' comprehensive and solid knowledge, strong or improved listening, speaking, reading and writing ability, and meet the target requirements. (standard scores: A.9~ 10, B.6~8, C.3~5, D.0~2. )
3. The main evaluation criteria of "overall effect": students participate in a wide range (large number), all kinds of students get the development they deserve, and fully realize the teaching objectives. (standard scores: A.9~ 10, B.6~8, C.3~5, D.0~2. )
Teachers' quality (15%): evaluated from three aspects: teaching mode, language (5%), blackboard writing and multimedia application (5%), knowledge and teaching wit (5%).
1. The main evaluation criteria of Teaching Attitude and Language are: (1) The teaching attitude is cordial, natural, emotional and healthy; (2) The teaching language is accurate, concise and vivid, and the standard of Putonghua.
2. The main evaluation criteria of "Blackboard Writing and Multimedia Application": the blackboard writing is standardized, concise and beautiful; Clever use of teaching media can effectively make use of its own specialties to improve teaching effect.
3. The main evaluation criteria of "knowledge and teaching wit": wide knowledge and solid professional knowledge; Quick thinking, strong flexibility and strong ability to control the classroom.
(The standard scores of the above three aspects are: A.5, B.4, C.3, D.0~2. )
The content of the above Evaluation Standard is based on the Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as the Chinese Curriculum Standard), pedagogy, psychology and other theories. Obviously, the structure or content arrangement of the evaluation standard table is different with the different structure of the evaluation content. Even if the evaluation content is the same, the evaluation criteria are often different because of different disciplines, teaching contents, course types or theories. Therefore, although the basis for evaluating courses is broad, it is impossible to have a standard suitable for evaluating all courses. In the evaluation, we should pay special attention to the following two points.
1. The evaluation standard should be expressed as "behavior goal" as far as possible. The teaching goal in instructional design must be behavioral goal, because only behavioral terms can clearly and concretely express what learners will do after teaching. Behavior goal refers to the goal stated by observable and measurable behavior.
[2] (332) The essence of classroom evaluation is the evaluation of classroom teaching through the observable and measurable behaviors of teachers and students in the classroom. Therefore, "the measurability of evaluation index" should also be "decomposing evaluation target into visible behavior target".
[3] The "special standard" of class evaluation is best expressed in the form of teacher-student performance (behavior) that can be seen and heard in class.
2. The expression of evaluation criteria should try to consider the "teaching process" factor. A good behavior goal should have three elements: the expression of behavior, the expression of behavior conditions and the expression of behavior standards. The conditions of behavior include environment, people, equipment, information, time and problem clarity.
[2] (332-334) The expression of classroom evaluation standards should also consider these elements as much as possible, especially the "time factor" in "behavioral conditions". If we can make clear the time factor of the teaching behavior that meets the standard in the evaluation criteria, that is, point out what teachers and students should do under "what link or situation", it is like coding "page number" for each evaluation criteria, pointing out the position of the relevant behavior in the teaching process, pointing out a shortcut for the evaluator, and establishing a connection between the evaluation criteria and the actual performance of teachers and students in class (so as to make a judgment). Doing so can reduce the number of "trial and error" when looking up related performances according to standards or checking a performance with evaluation standards, thus improving the efficiency of class evaluation. Therefore, the expression of evaluation standards (especially special standards) should consider the "teaching process" factor as much as possible, and try to indicate the timing of teaching behavior that meets the standards in the teaching process.