Teaching supervision is an important part of teaching management in secondary vocational schools, which plays an important role in further improving teaching management system, strengthening teaching quality inspection, strengthening teaching process monitoring and improving teaching quality. From the connotation, teaching supervision includes two levels: narrow sense and broad sense. Teaching supervision in a narrow sense refers to the supervision of classroom teaching, focusing on the inspection and evaluation of teachers' classroom teaching quality and teaching effect, and urging teachers to continuously improve their professional level and teaching level; Teaching supervision in a broad sense refers to the supervision, inspection, guidance, feedback, consultation and evaluation of the overall operation of school teaching. Its focus is to promote the scientific and standardized teaching management in schools, improve management efficiency, and evaluate the construction of teaching style, study style and school spirit, so as to provide basis for school leaders and functional departments to make decisions. The author talks about the understanding of teaching supervision.

First, the orientation and nature of teaching supervision

Teaching supervision is an important part of the school teaching quality monitoring system. Different types of schools have great differences in teaching foundation, subject level, teaching staff and teaching facilities, so the orientation of teaching supervision will be different. Each school should position itself according to its own professional characteristics and actual situation, and it must be clear that the focus of teaching supervision is classroom teaching and practical teaching, and the scope of teaching supervision should not be set too wide. Teaching style, study style, teaching level and teaching management level are all reflected in classroom teaching, and the quality of classroom teaching is the basis and important guarantee to realize the goal of talent training in schools. Therefore, it must be recognized that the teaching supervision structure is an expert consulting institution relatively independent from other teaching administrative departments and a non-administrative authoritative supervision institution in the school teaching quality management system. It is directly led by the principal in charge of teaching and plays the role of staff and consultant to reflect its authority. The scope and content of teaching supervision are limited to teaching work, and its starting point and destination are to improve teaching quality.

Second, the function and role of teaching supervision

The function of teaching supervision is realized by performing the supervision function. The author believes that the role of teaching supervision mainly includes the following aspects.

(A) the role of staff

Teaching supervision team will inevitably encounter many problems in teaching inspection. After summarizing, analyzing and summarizing all kinds of information obtained, they put forward opinions and suggestions for improvement. These opinions and suggestions provide decision-making information for the school's teaching authorities and school leaders, and can help teaching-related personnel improve their teaching ability and teaching management level.

(B) the role of information collection and feedback

The collection and feedback of teaching information is a very important part of the teaching quality monitoring system. There are many channels for teaching information collection and feedback, but the characteristic of teaching supervision group is timely and reliable. As teaching supervisors are active between the classroom and students, they can collect more first-hand information through different methods and measures, including the original records of lectures and routine inspections. Teaching supervisors listen to a wide range of lectures, and in contact with teachers and students, they can timely understand their opinions on teaching management departments and schools, teachers' opinions on students' study style, and students' opinions on teachers' ethics, teaching attitude and professionalism. Because the teaching supervisors are composed of teachers with rich teaching experience and high prestige, they do not hold administrative posts, and teachers and students are often willing to reflect the situation to them, so the information obtained from the teaching supervisors is more timely and reliable. Moreover, the teaching supervision team can feed back the information to the teaching department in time so that the department can make corresponding rectification in time.

(C) the role of the bridge

Teaching supervision is the bridge and link between schools and teaching units, teachers and students. The main job of the school is teaching. Teaching supervisors often go deep into the front line of teaching, teachers and students, understand the teaching and teaching management, and listen to the opinions of teachers and students. Teachers and students have a personal understanding of the school's teaching, teaching reform and development. They have the most say, many good ideas, methods and experiences, as well as many difficulties and difficulties, which need to be reflected to the teaching supervisor in time. The existence of teaching supervision group has built a bridge between school leaders, teachers and students.

(D) the role of inspection and supervision

Teaching supervision in class, random inspection of practical teaching, timely understanding of teachers' lesson preparation, classroom discipline, teaching organization ability, students' classroom discipline and attendance. Both teachers and students attach great importance to the lectures and inspections of the teaching supervision team. Because the lectures of the teaching supervision group are a kind of "pressure" for them, everyone hopes to do well in the lectures of the teaching supervision group. Therefore, the lectures and inspections of the teaching supervision group have a certain supervisory role in teachers' teaching and students' learning.

(v) Guiding role

In the inspection of teaching work, especially in the practice of teachers' teaching reform and innovation, teaching supervision can also help them analyze their own success or failure from the perspective of attending classes and evaluating classes, help teachers find out their own strengths and weaknesses, and help teachers who are confused and want help to formulate teaching strategies, so that these teachers can make less detours, make faster progress and become the backbone of teaching as soon as possible. Especially for some newly established professional teachers and young teachers, due to lack of teaching experience, it is inevitable that there will be such problems. At this time, the guiding role of teaching supervisors is very necessary.

(vi) Diagnostic evaluation function

Under the authorization of the school leaders, the teaching supervision team can diagnose and evaluate the majors, courses and teaching links offered by the school. However, this kind of work can be temporary, and it can also be incorporated into the regular teaching management of the school.

The functions of the above six aspects are not isolated in the specific implementation process, but integrated with each other, with the ultimate goal of promoting the improvement of teaching quality.

Three, the teaching supervision work should correctly handle several relations.

Teaching supervision group is the advisory and staff body of school leaders, not the functional department of teaching management. Therefore, teaching supervision must work within the scope of authorization and make clear its role, status and function. Due to the relative independence and non-administrative authority of the teaching supervision group itself, the following relations need to be handled well in order to achieve good teaching supervision results.

(A) to deal with the relationship between school administrative departments and teaching supervision.

Schools should formulate a clear system, bring teaching supervision into the quality assurance system, and combine it with various administrative departments, so as to combine the work content of teaching supervision with the administrative measures of the school and give teaching supervision authority. At the same time, the school should establish a complete and effective teaching quality evaluation system and supervision system, so that the teaching supervision work has rules to follow and avoid relying too much on personal experience to lead judgment. The school administrative department shall respond to the opinions and suggestions put forward by the teaching supervision team in a timely and effective manner. If the opinions and suggestions of the teaching supervision group are not responded for a long time, it will dampen the enthusiasm of the teaching supervision group and reduce the recognition of the teachers, students and staff of the school. Schools should also publicize the significance and role of teaching supervision to all teachers and students, so that all teachers and students can fully understand teaching supervision and actively cooperate with the work.

(2) Handle the relationship between teaching departments and teaching supervision.

The academic affairs office and the medical classroom are the functional departments of teaching management. These departments are responsible for organizing, arranging and managing the whole teaching work to ensure the normal operation and smooth progress of the teaching work, and have administrative functions of decision-making and implementation. Through the inspection, guidance and cooperation of the teaching management functional departments, the teaching supervision team conducts random expert authoritative supervision on the teaching process and teaching quality. The work of these two departments is both different and closely related; There is both division of labor and cooperation. Although the functions are different, the goals are the same and the actions are easy to coordinate. Teaching management departments should always inform the teaching supervision team of the teaching situation, and the teaching supervision team should also give feedback to the teaching management departments in a timely manner, actively cooperate with them to carry out various activities, but never interfere with or replace the specific business work of the teaching management departments.

(C) handle the relationship between teachers and teaching supervision.

Some teachers are sensitive to the random lectures of the teaching supervision group, and think that the random lectures of the teaching supervision group are the "teaching police" sent by the school to supervise teachers' teaching, which produces fear and even negative psychology. Teaching supervisors need to work hard in this respect to completely eliminate teachers' fears and negative psychology. The author believes that teaching supervision activities can only produce the expected good results under the close cooperation and unified coordination of teaching supervisors and teachers. Teachers are not only the object of supervision, but also the leader of teaching. They are in the front line of teaching work and have their own opinions on teaching work. Therefore, teaching supervision should learn from teachers to understand the real situation of teachers in teaching. We should find good examples, popularize good teaching experience, find problems in teaching work, talk with teachers with a modest, peaceful and negotiated attitude, and put forward suggestions for improving teaching, so that teachers can accept guidance wholeheartedly, improve teaching and improve teaching level. The consistency between teaching supervision and teachers' purpose in the process of teaching supervision is the basis for teaching supervision to play its positive role. Only by giving full play to teachers' initiative and consciousness can we ensure the quality of teaching supervision and realize its value. Therefore, in teaching supervision, teaching supervisors and teachers should establish a harmonious, tolerant, equal, cooperative and trusting relationship.

(D) handle the relationship between "supervision" and "guidance"

Teaching supervision is both supervision and guidance, which complement each other and are indispensable. Only supervision without guidance is unpopular; Only guidance without supervision has little effect. As far as improving teaching quality is concerned, "supervision" and "guidance" are both means. But as far as the relationship between "supervision" and "guidance" is concerned, it should be said that "supervision" is a means and "guidance" is an end. Without supervision, there will be no guidance, and without guidance, supervision will lose its meaning. Therefore, in the teaching supervision work, we should organically combine "supervision" with "guidance", and promote "guidance" with "supervision" as the mainstay. We should start with supervision, which is a kind of pressure, but there is guidance in supervision. We should focus on teachers' active guidance and guidance, turn the pressure of supervision into teachers' internal motivation to improve teaching, strive to achieve the best effect of teaching supervision, that is, the "win-win" between supervision and guidance, and promote the continuous improvement of teaching quality.

The author believes that teaching supervision is a serious and sacred work, but it is also an "offensive" work. To do a good job in teaching supervision, we must first establish a people-oriented supervision concept, and then strengthen our own learning, especially the relevant policies of the state on vocational education, and constantly accept new educational concepts and teaching ideas in the field of vocational education. Only in this way can the teaching supervision work have a clear goal orientation, the teaching work of teachers can be effectively supervised, the teaching quality and education quality of vocational education can be effectively improved, and the effectiveness of the teaching supervision work can be truly improved.