Wenzhou education teaching institute

In order to further implement the spirit of "Notice of the Ministry of Education on Actively Promoting the Reform of Evaluation and Examination System in Primary and Secondary Schools" and "Outline of Basic Education Curriculum Reform of the Ministry of Education (for Trial Implementation)", explore the new index system of classroom teaching evaluation in primary and secondary schools in our city, vigorously promote the pilot work of classroom reform in our city, promote the in-depth development of classroom teaching evaluation reform in our city, and comprehensively promote the implementation of quality education. According to the spirit of the document of the Ministry of Education, combined with the actual situation of our city, the implementation plan of classroom evaluation in primary and secondary schools in Wenzhou is formulated.

First, the objectives of classroom teaching evaluation

The reform of classroom teaching evaluation is the difficulty and key to the implementation of the new curriculum, and the success or failure of the implementation of the new curriculum depends on the speed and degree of classroom teaching reform. If teachers' teaching ideas, objectives, behaviors and methods are used to the new curriculum teaching, and students' learning methods, attitudes and habits remain unchanged, then the curriculum reform will be a mere formality, with half the effort, or even in vain. Our city aims to promote the ten major changes of classroom teaching in primary and secondary schools (the implementation goal of classroom teaching evaluation) by implementing the new classroom teaching evaluation.

1. In terms of teaching objectives: promote teachers to change from one-dimensional classroom teaching objectives to three-dimensional classroom teaching objectives. Teachers should pay more attention to the learning process, methods and attitudes while completing the knowledge and skills goals, so that students can get positive emotional experience and form correct values, outlook on life and world outlook. Guide students to think, question, explore, experience and learn in practice, and promote students to learn actively, harmoniously and individually under the guidance of teachers.

2. In terms of students' requirements, teachers are encouraged to overemphasize the transformation from unified standard education to differentiated education. Teachers should not only recognize the differences in students' physical and mental development, but also take the differences in students' physical and mental development as an important teaching resource, and adopt hierarchical teaching that varies from person to person and treats them differently, reflecting the requirements of teaching students in accordance with their aptitude.

3. In the teaching content, teachers should be promoted to change from "promoting learning through teaching" to "promoting teaching through learning". It is not enough for students to acquire knowledge only by teachers' indoctrination, but also by learning knowledge from books. Teachers should also try their best to attract students' attention to real social hotspots and scientific and technological development outside textbooks, appropriately broaden their knowledge, deal with textbooks according to students' learning situation, design teaching programs, and truly establish students' dominant position.

4. In teaching methods: promote teachers to change from knowledge transfer to student development. Teachers should change the teaching methods that overemphasize students' learning, rote learning and mechanical training. Actively explore new teaching methods that are conducive to cultivating people's innovative spirit and practical ability, try heuristic, discussion and inquiry teaching methods, and pay attention to the combination and flexible application of various methods. Actively guide students to study independently and explore cooperatively, and give full play to the development function and education function of teaching.

5. In teaching activities, teachers are encouraged to pay too much attention to the transition from result-based teaching to process-based teaching. Teachers should highlight the value pursuit of the new curriculum for the integration of knowledge and skills, process and method, emotion, attitude and values, and realize the transfer of classroom teaching from knowledge-based to students' all-round development-based Teachers should guide students to know where to get the information they need and how to deal with it, guide students to study actively, cooperatively and exploringly, and create a dynamic teaching process.

6. On the relationship between teachers and students: promote the transformation of teachers from undemocratic and disharmony to a new type of equal and harmonious relationship between teachers and students. In the teaching process, teachers and students should optimize their cooperation, so that students can actively and equally participate in the dialogue, develop their individuality and liberate their creativity. Let the classroom become a process for teachers and students to share and understand the value of life and realize themselves.

7. In terms of teaching methods, from not paying enough attention to the application of modern information technology in teaching to actively using it, what should teachers do? Try to integrate information technology with disciplines, optimize the teaching environment, and realize the presentation of teaching content and students' learning methods. The change of teachers' teaching methods.

8. In the evaluation of students, teachers are encouraged to overemphasize students' achievements, and the function of screening examinations is changed to the evaluation of promoting students' all-round development. Construct a multiple evaluation system (process evaluation, qualitative evaluation, developmental evaluation, etc.). ) To cultivate innovative spirit as the core, changing students' academic performance is the only standard of traditional evaluation concepts and practices.

Through the above changes in teachers' teaching behavior, students' learning style can be changed, so that students can turn learning into a process of continuous generation, development and promotion of autonomy, inquiry, interaction and cooperation, and cultivate students' learning awareness, thus cultivating students' lifelong learning habits.

Second, the principles of classroom teaching evaluation

Classroom teaching is a process of interaction between teachers and students, benign interaction and common development. In this process, emotional communication is the vitality of teaching, interaction is the core of teaching, and development is the purpose of teaching. The implementation of classroom teaching evaluation in our city must pay attention to the following principles:

1. Integrity principle: proceed from the whole and take comprehensive actions to realize the coordination between teaching tasks and teaching objectives, teaching content and teaching organization, classroom implementation and classroom development, and teaching methods and learning methods, so as to improve the overall efficiency of classroom teaching.

2. Subjectivity principle: the teaching process is a process of joint activities between teachers and students. Teachers are dominant and students are the main body of teaching activities. The focus of evaluating classroom teaching should also shift from teachers' "teaching" to students' "learning". Students' behavior, emotional experience, knowledge acquisition and classroom communication and cooperation. In teaching, students' lively development should be regarded as the starting point and destination, and all teaching contents and activities should be designed for students' all-round development and individuality, so that students can be full of passion and vitality.

3. Developmental principle: In the teaching process, we should adhere to the principle of "student development", and teachers should care about the healthy growth of every 8-year-old student and pay attention to each student's personality. And lose no time to give care and preference, so that every student can learn something and have their own strengths. We should pay attention to the excavation of intellectual and non-intellectual resources hidden in the curriculum and curriculum implementation, carefully create some teaching situations that are challenging to wisdom and will, and stimulate students' courage and enthusiasm for active exploration and bold practice.

4. Process principle: the teaching of knowledge generation and development should be strengthened in the teaching process, and students' observation ability, operation ability, thinking ability, information acquisition ability and adaptability should be cultivated; It is necessary to strengthen the teaching of cognitive process and realize the effective assimilation and adaptation of knowledge and experience with the original cognitive structure.

5. Open principle: In the teaching process, we should open the course content, course objectives and course implementation. Teachers are good at combining real life to create a good teaching atmosphere and keep students' mentality open and free. It is necessary to strengthen the training of open thinking, encourage students to question and innovate boldly, and pay more attention to this guidance and training, especially in the teaching of comprehensive practical activities, local courses and school-based courses.

6. Experience principle: The teaching situation and experience situation should be carefully designed in the teaching process, so that students can get the experience of individual life on the basis of full participation, participate fully on the basis of experience, and get full development in participation.

8. Operating principle: classroom teaching evaluation means that the evaluator can make value judgments synchronously according to the evaluation index elements in a limited time with the development of the teaching process. The determination of the evaluation index system should conform to the reality of the current classroom teaching reform, and the evaluation standard is the expected goal, but it must be realized under the target conditions in order to play the incentive function of evaluation; The evaluation point must be observable, perceptible, determinable and measurable, which is convenient for the evaluator to judge; The evaluation method should focus on qualitative evaluation and comprehensive judgment, and strive to be simple and easy.

Three, the main content of classroom teaching evaluation (100 points)

(a) teaching design (25 points)

1. Teaching objectives (10, 5 points for each item)

(a) in line with reality: in line with the basic requirements of subject curriculum standards and teaching materials and the reality of students; Including knowledge, skills, process methods, emotions, attitudes and values. These are all adapted to students' psychological characteristics and cognitive level, and students are different.

② Degree of operability: The teaching objectives are clear, reasonable, specific and diverse, with strong operability.

2. Teaching content (15 points, 5 points for each item)

① Structuring: It is moderately difficult to form a reasonable knowledge structure and highlight key points and points of interest.

② Life-oriented: the learning content is integrated into the students' experience, and it is broadened in time in connection with life and social reality; Strengthen practice and run through experience and sentiment.

③ Integration: Correctly grasp the knowledge, ideas and methods of the subject, and attach importance to the development and integration of teaching resources.

(two) the implementation of teaching (55 points)

1. Teaching process (15 points, 5 points for each item)

① Creating flexible situations around goals is conducive to dialogue, cooperation and communication between teachers and students, and creates democracy, equality and harmony. Interactive and open learning atmosphere to stimulate interest in learning.

(2) Life-oriented teaching activities, guiding students to actively cooperate in learning and organizing various forms of inquiry, discussion, exchange, debate, competition and other activities. Cultivate the ability to find and solve problems.

③ Inspire students to question boldly and express different opinions, and realize the dynamic teaching process based on students' questions.

2. Teaching methods (15, 5 points for each item)

(1) Learning method is integrated into teaching, and moral education is integrated into teaching. Be good at guiding students to study actively, cooperatively and exploringly. Pay attention to the guidance of learning the law, which is targeted, enlightening and effective. Be good at encouraging students to participate and comment appropriately.

(2) According to the curriculum and teaching practice, optimize teaching methods, design and provide reasonable learning resources for students, and teach students in accordance with their aptitude.

③ The application of modern educational technology is timely and appropriate, and the integration of subject teaching and information technology is attempted, and the operation is standardized. The experiment is scientific, accurate and skilled.

3. Student activities (15 points, 5 points for each item)

① Students' attitude towards teaching: high enthusiasm, active participation, positive thinking and strong sense of independent learning.

(2) the breadth of students' participation in activities: students of different levels in the class participate in the whole process of learning, and have time and space to fully participate, and carry out effective cooperation, inquiry and communication.

(3) The depth of students' participation in activities: learn the contents, feelings and experiences from the superficial to the profound, dare to question and ask difficult questions, and be able to put forward meaningful questions and new insights.

4. Teachers' quality (10, 5 points for each item)

① Rich organization and coordination ability, adaptability and instant evaluation ability, innovative spirit of teaching reform, and unique and good teaching style.

② The language is vivid, accurate, friendly and infectious, and the blackboard writing is neat and standardized.

(three) the teaching effect (20 points)

1. Degree of 3D target formation (20 points, ① ② 7 points, ③ 6 points)

① Knowledge goal (7 points): develop certain abilities and methods in the process of learning and solving problems.

② Ability and method goal (7 points): Develop certain abilities and methods in the process of learning and solving problems.

③ Emotional goal (6 points): Every student's emotion, attitude and values have been developed accordingly.

Four, Wenzhou primary and secondary school classroom teaching evaluation scale

Name of school lesson preparation

be filled/suffused/brimming with

Topic Time Weight (Score)

The subject or problem of study.

Indicator A, Indicator B and Evaluation Indicator C (i)

0.9- 1

(2)

0.7-0.8

(3)

0.6-0.69

(4)

0. 1-0.59

teaching

design

(25)

teaching

target

( 10)

1. conforms to the subject curriculum standards and textbook requirements and the students' reality.

2. Clear, reasonable, specific and operable.

teaching

content

( 15)

1. It is moderately difficult to form a reasonable knowledge structure and highlight key points and points of interest.

2. Incorporate students' experiences, contact students' life and social reality, and start in time.

3. Correctly grasp the knowledge, thought and harmony of the subject, and pay attention to the development and integration of teaching resources.

Teaching implementation (55) Teaching process (15) 1. Create a teaching situation conducive to dialogue and communication between teachers and students, create a democratic, harmonious, interactive and open learning atmosphere, and stimulate interest in learning.

2. Guide students to actively cooperate in learning, organize various forms of inquiry, discussion, communication and other activities, and cultivate the ability to find and solve problems.

3. Inspire students to question boldly, express different opinions and form a dynamic teaching process based on students' questions.

Teaching method (15) 1. Guiding learning method in teaching, including moral education in teaching content. Be good at encouraging students and making appropriate comments.

2. Optimize teaching methods comprehensively according to teaching practice, provide reasonable learning resources and teach students in accordance with their aptitude.

3. The application of modern educational technology is timely and appropriate, and the integration of subject teaching and information technology is attempted, the operation is standardized, and the experiment is scientific, accurate and skilled.

Student activities (15) 1. Participation attitude: high enthusiasm, active participation, strong sense of independent learning.

2. Participation breadth: students of different levels in the whole class participate in the whole process of learning, and there is time and space for full participation, effective cooperation and exploration and communication.

3. Depth of participation: learn the content, feel the experience from shallow to deep, dare to question and ask difficult questions, and be able to put forward meaningful questions and new insights.

The quality of teachers is (10) 1. They have rich organization and coordination ability, adaptability and instant evaluation ability, innovative spirit of teaching reform and unique and good teaching style.

2. The language is vivid, accurate, friendly and infectious, and the blackboard writing is reasonable and standardized.

Teaching effect (20) Three-dimensional goal achievement (20) 1. Students are active in learning and have solid knowledge (7 points).

2. In the process of learning and solving problems, certain abilities and requirements are formed (7 points).

3. Each student's emotion, attitude and values have been developed accordingly (6 points).

Remarks: The total score of each subject is above 90, 89-80 is good, 79-60 is medium, and below 60 is poor. (See Annex 1 Page 8 for the scale of students' evaluation of teachers' classroom teaching).

Valuation officer

Operation and instruction of verb (abbreviation of verb) classroom teaching evaluation scale

The purpose of developing classroom teaching evaluation scale in our city is to provide basic participation basis for teachers, educational administrators and teaching researchers to implement classroom teaching evaluation. The evaluation scale is mainly suitable for formative evaluation of daily classroom teaching, and the evaluation object is a class.

1. evaluation method

This evaluation scale adopts the quantitative evaluation method of grades, with a total score of 100. The evaluation grade is divided into excellent, good, medium and poor. A total score of over 90 points in all subjects is excellent, 89-80 is good, 79-60 is medium, and below 60 is poor.

One-person class evaluation can give appropriate scores and corresponding grades according to the actual situation of attending classes. The evaluation of multi-person class is based on the average scores of most people, or on the grades determined by most evaluators, and then the grades are determined through evaluation for collective evaluation.

Use operating procedures

(1) Before the class evaluation, the evaluator carefully reads the classroom teaching evaluation scale and is familiar with the characteristic description and evaluation weight of the evaluation index system (key points).

(2) Before the evaluation, the evaluator should generally read and analyze the lesson plans of the evaluated teachers, so as to be aware of them.

(3) In the course of class evaluation, the class evaluation personnel should make records and grade the lectures in time according to the key points and indicators of class evaluation and the corresponding branches.

(4) The evaluated teacher conducts self-evaluation according to the evaluation index, and briefly explains the teaching conditions, teaching design, teaching implementation and teaching effect.

(5) The reviewers should follow the scoring method. According to the score of self-evaluation, combine the feedback of students and the self-evaluation of teachers, evaluate the grade, and then write short and targeted comments. However, when necessary, the reviewer can score according to the score of self-evaluation and write comments.

Sixth, the implementation requirements of classroom teaching evaluation reform

1. Strengthen leadership and management

The city's primary and secondary schools should set up a new curriculum teaching reform leading group under the unified leadership of the city and county curriculum reform leading groups. According to the new implementation plan of classroom teaching evaluation, combined with the reality of our school, we should conscientiously formulate a feasible reform plan of classroom teaching evaluation, implement process management, establish and improve the management system, and standardize the materials and files of classroom teaching evaluation reform. The experimental grades of each school should combine the new classroom teaching evaluation scale and hold school-based teaching and research activities of classroom teaching reform every two weeks; Implement the responsibility system of teaching reform management, truly take the reform of classroom teaching evaluation as the key theme and breakthrough point of curriculum reform, so that the teaching reform activities in our city can adapt to the requirements of new curriculum standards as soon as possible. And through the practical research of classroom teaching evaluation reform, explore the classroom teaching mode that conforms to the actual situation of primary and secondary schools in our city. City, county (city, district) teaching and research section should hold a seminar on the reform of subject classroom teaching once a month to promote the deepening of the reform of classroom teaching evaluation, explore the operating law of the reform of classroom teaching evaluation in the new curriculum, change teachers' teaching behavior and students' learning methods, and promote the all-round development of students.

2. Strengthen learning and training

The whole city should learn and train through the Notice of the Ministry of Education on Actively Promoting the Reform of the Evaluation and Examination System in Primary and Secondary Schools, the Outline of Basic Education Curriculum Reform (Trial), the Curriculum Standards of Various Subjects, the General Theory of Curriculum Reform and the relevant supporting documents of the Education Bureau of our city. So as to update teaching concepts and behaviors, establish "emphasizing the integration of classroom teaching and information technology, highlighting the dynamic role of classroom teaching evaluation reform in the implementation of the new curriculum", emphasize changing teaching methods, promote teacher-student exchanges (dialogue, cooperation and communication), and create a democratic, interactive and harmonious teacher-student relationship; Emphasize the integration of the three-dimensional goals of "knowledge and skills, process and method, emotional attitude and values", and build a new classroom teaching evaluation index system that can reflect the requirements of quality education in various disciplines.

3. Strengthen teaching and scientific research

The implementation of classroom teaching evaluation reform should take teaching and scientific research as the guidance and means, and explore new classroom evaluation standards and teaching models of various disciplines on the basis of inheriting existing experience. All primary and secondary school teachers, especially teaching and research personnel, senior teachers, famous teachers and principals (training objects), academic leaders, young backbone teachers and teaching rookies, should actively participate in the research of teaching evaluation reform. Through research, teachers have changed from traditional knowledge givers to participants, guides and collaborators in learning activities; Make teachers change from the dominator and controller of traditional teaching to the organizer, promoter and guide of students' learning; Make teachers change from static knowledge possessors to dynamic researchers.

4. Pay attention to the development of curriculum resources

Textbooks are not the only curriculum resources. Teachers, students, teaching links, teaching facilities, experimental bases, factories, rural areas and information networks are all important curriculum resources. In the teaching process, it is a resource to help students develop actively, healthily and harmoniously, and we should all develop and use it.

5. Fully implement the reform of classroom teaching evaluation.

The purpose of implementing the new classroom teaching evaluation scale is to promote the development of students and teachers. The reform of classroom teaching evaluation should establish the coordination and unity of high-quality classroom teaching objectives-basic objectives, comprehensive objectives and development objectives; Studying classroom teaching strategies-pursuing efficient, developing, multi-directional interactive and dynamic classroom teaching process; Strengthen the teaching effect-unified consideration of emotional state, communication state, thinking state and goal achievement state.

6. Explore new teaching modes

Based on this plan, teaching researchers and teachers in experimental schools at all levels should create a variety of classroom teaching evaluation scales and new classroom teaching models that meet the teaching objectives of various disciplines in the new curriculum through the experiments of classroom teaching evaluation reform and the theories and strategies of classroom teaching reform in various disciplines, so that the classroom teaching reform in our city can truly enter the correct track of quality education.

attachment

Students' evaluation table of teachers' classroom teaching

Student's name, school class

Theme time

Evaluation content weight (score)

A

9- 10

B

7-8

C

6-6.9

D

5.9- 1

Teachers' teaching can make our mood and learning attitude change positively.

Teachers can create teaching situations. I am interested in and like the teacher's class.

Teachers are lively in class, and students can actively think, answer, discuss and speak.

Teachers encourage us to find and ask questions, and we can teach according to our own problems.

Teachers use familiar examples in our lives to guide us to learn, explore and understand.

The teacher's questions are very attractive, and students discuss, communicate and cooperate with each other around the questions.

In class, teachers can take care of every student's study and reflection, and treat them equally.

The teacher's evaluation of us is mainly affirmation, encouragement and praise, which makes the students more confident in their studies.

Teachers are knowledgeable, accurate in language, friendly and infectious in teaching, and standardized in writing on the blackboard.

Teachers attach importance to intuitive teaching (experimental demonstration) and skillfully use modern teaching methods.

Remarks: This evaluation scale adopts the quantitative evaluation method of grades, with a total score of 100. The evaluation grades are divided into very satisfied, satisfied, basically satisfied and dissatisfied, which are evaluated by students. The total score of each subject is above 90%, 89-80%, 70-60% and below 60%. total

Total score

What I like best to say to my teacher:

I'm not satisfied:

My suggestion is: