The competition between schools, in the final analysis, is the competition of teaching quality, not how magnificent the school building is, how wide the venue is and how large the scale is. How well the school is run, how the social response is, and whether it can win the support and trust of the people depends on the teaching quality of this school. Teacher Ye Lan, vice president of China Education Association and tenured professor of East China Normal University, said: The school that puts the quality of education first is a good school; Teaching cadres who pay attention to teaching quality and students' sustainable development are good cadres.

Action research method takes practical problems in teaching as the theme, and closely combines practical actions with research and exploration, which is paid more and more attention by educators. In fact, as a school, every day, year after year, we are consciously or unconsciously trying to study teaching actions: "reflect on our own teaching actions → recognize teaching problems → come up with new teaching action plans → try teaching actions again". In this cycle of action research, "reflection on teaching action" plays an extremely important role. It is the premise and guarantee to find and put forward problems, make clear the future direction of action research, and then improve the quality of teaching action research.

Writing an analysis report on teaching quality in time and conducting comprehensive reflection and analysis is a process in which teaching cadres or teachers comprehensively, profoundly and systematically reflect on their own school's teaching work and teaching achievements, sum up experience, find out shortcomings, and then come up with new concrete measures and formulate the next action research plan. It is also a process in which they constantly accept and absorb new teaching ideas and constantly adjust the direction of teaching reform. It can be said that it is the "driving force" to continuously improve the quality of teaching and ensure the stable and sustainable development of school teaching.

Second, the quality analysis of primary schools in our district

Through one-time inspection, supervision, evaluation and investigation, we found the following:

1. Only less than 10% of schools have standardized quality analysis. After each large-scale examination, they can make statistics in time, conduct comprehensive and targeted quality analysis, and the analysis is standardized, so that they can find problems in teaching and put forward improvement measures, attract teachers' attention and point out the direction for teaching.

About 50% schools can conduct quality analysis after each exam, but there are some problems, such as the process is not standardized, the analysis is not specific enough, and the improvement measures are general.

There are also some schools whose quality analysis is just to meet the inspection, pile up teachers' analysis, simply copy and paste, lack of data statistics and refining, and even less valuable suggestions and measures.

2. It is an indisputable fact that the teaching performance of the high-quality analysis report school is among the best in similar schools in the whole region. Without formal quality analysis, the results of schools with irregular analysis are obviously backward.

3. The specific questions are:

(1) Neglect: school leaders did not realize the important role of quality analysis and did not conduct systematic analysis;

(2) Incomplete: either only analyze the examination subjects, ignoring the examination subjects, or only analyze the figures, floating on the surface, summarizing the teaching work, and not starting with the results;

(3) unscientific: incomplete and unscientific data statistics, lack of comprehensive statistics, horizontal and vertical comparison, unclear degree of goal realization, imperfect and concrete analysis, no connection with school work, no guiding significance, general improvement measures and lack of operability.

Three. Teaching quality analysis program

Teaching quality analysis is a complete process from bottom to top. Generally speaking, it will go through the following processes:

1. Statistics and analysis of teachers' personal teaching achievements

2. The grade leader is responsible for the statistics and analysis of the results of all subjects by the whole grade and the teaching and research leader (director).

3. The principal in charge of teaching makes statistics and analysis of the school's achievements.

4. Hold a teaching quality analysis meeting: the whole school-subjects-grade groups-individual teachers-class students.

4. What is the teaching quality analysis report?

Teaching quality analysis report or quality evaluation report is a written report that objectively analyzes the quality of education and teaching after a large-scale formal examination or assessment, and puts forward guiding opinions or suggestions for future education and teaching work. Its function is to report the teaching work, analyze the present situation of teachers' teaching and students' learning, guide the teaching work of the school, and provide the basis for strengthening the teaching management of the school. It is a style commonly used by teaching researchers, school administrators and teachers.

Verb (abbreviation of verb) Types of teaching quality analysis reports

For a school, from the analyst's point of view, it can be roughly divided into the following categories:

1. Analysis Report on School Teaching Quality-Principal or Vice-Principal in charge of Teaching

2. Analysis report on the teaching quality of the subject-the director in charge of the subject or the head of the teaching and research team.

3 teaching and research group-teaching quality analysis report of class leader or grade leader (generally omitted)

4. Class teacher-class teacher (junior high school experience) teaching quality analysis report

5. Teachers' personal quality analysis report-classroom teachers

6. Student Personal Analysis Report-Students (for students with ability)

Characteristics of the analysis report on the teaching quality of intransitive verbs

1. pertinence: the teaching quality analysis report is a realistic analysis of the test questions or test results after an exam or after the exam, to solve the problems that teachers care about how the exam is going and what to do in the future.

2. Utilitarianism: The teaching quality analysis report points out the real problems in the subject teaching and puts forward real improvement measures, which will help the future teaching work and promote the next step to improve the quality, which is a rational understanding of the examination.

3. Timeliness: The purpose of teaching quality analysis is to improve teaching work in the future and lay a foundation for further improving quality, which is very time-sensitive. Therefore, the analysis should be rapid and the report should be timely. If times change, it will lose its guiding significance.

4. Introduction: The quality analysis report is different from other practical writing, which requires us to grasp typical questions and problems when analyzing the characteristics of test questions and teaching effects. When analyzing typical cases, we should combine the situation, tasks and requirements of education development at that time and the tendency of primary schools, so that the analysis report has universal significance and guiding role. A good analysis report can cause reflection, improvement and adjustment of teaching ideas and learning strategies. At present, when we analyze the test questions, we should stand at the height of quality education and take the new curriculum standards as the basis, so that we can stand high and see far and have a strong guiding role.

5. Comprehensiveness: For the quality analysis report of the semester or school year, if only the examination subjects are analyzed, it obviously violates the goal of "all-round development of students", and the result can only be that teachers and students only pay attention to the written test and ignore the improvement of comprehensive quality such as sound, physical fitness and beauty, which is one-sided and narrow. It should be noted that you must never talk about data, you must never see the forest for the trees, and you must link the test scores with daily teaching work. Also pay attention to the comprehensiveness of the whole report project.

Seven. Structure of teaching quality analysis report

1. Introduction to the organizational forms of examinations and papers.

This is the premise of whether the data is true and objective, and the problems in invigilation and test paper should be presented objectively, such as who is not careful in invigilation, many loopholes in the test paper, inaccurate data statistics and so on. This is not only to standardize the exam in the future, but also to lay the foundation for the next analysis.

2. The source and evaluation of test papers

Mainly includes:

(1) Strategic thinking on generating test papers;

(2) the content of the test paper;

(3) the weight of test scores;

(4) The difficulty, validity and reliability of the test questions.

If it is a problem in your own life, you should objectively evaluate and analyze it. Even the propositions in the district can be objectively evaluated. You don't have to point out the problem, but you should analyze the difficulty of the test questions and the guidance to teaching, which is also the basis of the next analysis.

3. Presentation and understanding of the overall test data.

(1) must be accurate. This is an important event, which all teachers are most concerned about, so the first requirement is accuracy. Before analysis, you must go through various forms of repeated proofreading, and there are no omissions. Forms can be sent to teachers for proofreading and then analyzed.

(2) The presentation should be multidimensional. Statistics of excellent rate, passing rate and average score, statistics of the whole school and grade group, standards of grade classes, comparative statistics with the district average, comparative statistics with the last exam, etc.

(3) According to the principal's thinking, school tradition, school assessment indicators and specific examination conditions, determine the presentation form of data. We should concentrate our energy, make our position clear, and be neither humble nor supercilious.

(4) Interpret the data and get the overall development level of school teaching quality.

4. Advantages, experiences and problems found in the inspection.

The teaching quality analysis report is different from the teaching work report made to the superior leaders, and it is also different from the teaching work summary and general teaching papers. Teaching quality analysis report is the concrete bearing form of reflection content and reflection process. Emphasis on "analysis" and "reflection" is the main feature of the teaching quality analysis report. It is also the place that best reflects the level of analysts.

Specifically, it should be analyzed from the following aspects:

(1) Analyze students. Students' achievements and performance, including basic knowledge, basic skills, interest attitude, study habits, moral cultivation, aesthetic taste and so on. In the analysis, we can focus on knowledge and ability, process and method, emotional attitude and values.

(2) Analyze teachers. Teachers are the first responsible persons of students. Only first-class teachers can have first-class students. How about students' academic performance? We can always find the roots and evidence from teachers. When analyzing teachers, we can focus on preparing lessons, attending lectures, correcting, reflecting and tutoring.

(3) School analysis. Teaching cadres are the makers of school teaching rules and regulations, and the researchers, instructors and managers of teaching implementation. As long as the research, guidance, management and service of teaching cadres are in place, teachers can be in place. We can focus on routine teaching management, extracurricular activities, teaching and research work, teacher training and so on.

Pay attention to the following points when analyzing:

(1) Advantages and problems coexist. It is necessary to make teachers full of confidence and clearly understand the problems.

(2) We should not simply list the problems of various disciplines, but comprehensively refine them.

(3) It should be comprehensive and specific. The so-called integration is to combine the management of the school, don't put all the responsibilities on the teachers, start with the school planning, and analyze the main work of the school in combination with the school's goals. The so-called concreteness means analyzing grade groups, classes, teachers and even a student. It is necessary to analyze and evaluate the overall situation of the examination, and to understand and analyze the individual students. It includes:

A. Classified comparative study and personalized evaluation

Both educational theory and practical education experience tell us that the same score does not mean the same development, and the same score does not mean the same answer structure and thinking. Therefore, by analyzing and comparing the specific answers of students (especially top students and students with typical representative significance), we can understand the personality characteristics and thinking process of students when answering questions, and understand their special talents and talents or thinking defects, so as to better evaluate and guide students.

B. Diagnosis and analysis of students with learning difficulties

It is to analyze and study students' test papers, understand the defects of students' thinking process, find possible learning difficulties and possible defects of forward-looking knowledge, verify them through interviews with students, and then take necessary remedial measures. It is the teacher's responsibility and the most humanized education method to selectively study the test papers of students who are particularly difficult to learn and need help, and to teach students in accordance with their aptitude in combination with usual observation and examination judgment.

C. Teaching diagnostic analysis

Through the analysis of students' answers, such as the proportion of each option in multiple-choice questions, we can find students' common learning mistakes and weak links in teaching in a certain range, and then diagnose and analyze the problems existing in teaching, and put forward plans to improve teaching or remedy teaching, which is an effective measure for teachers to improve their teaching ability and promote their professional growth.

(4) speak with facts. You can't stand on it, you must make in-depth investigation, do statistics and read the paper yourself. For example, if there is a problem with the composition, there must be statistics of the scoring rate and analysis of specific cases.

6, improvement measures and opinions

(1) Focus on the whole and the individual.

(2) Solve the above problems.

(3) Avoid deficiency and be feasible.

Eight. General format and requirements of teaching quality analysis report

1. The topic should be concise and reveal the theme of the report. In order to reveal the theme of the teaching quality analysis report and reflect the stylistic characteristics, the title can be drawn up in the form of headline and subtitle. For example, "Let every student get development and improvement-analysis report on primary school teaching quality".

2. The key words should be accurate and highlight the key points and innovations of the report. Words that appear many times in the report and highlight the key points and highlights of school education reform and curriculum reform should be used as key words. Don't have too many keywords, 3-5 are appropriate, we should grasp the characteristics, find the typical ones, and don't cover everything. Every exam, because there are all kinds of students, it is reflected in the answer sheet. Therefore, when writing an analysis report, we must make an in-depth analysis of typical problems that are common among students, identify the crux and put forward countermeasures.

3. The structural framework should be vertical, clear and orderly. The structural framework of arranging the teaching quality analysis report is just the opposite of the analysis idea before the report, which can be considered in this order, from teaching management to teaching quality. The structural framework of the general report can be arranged as follows: 1. Basic information of the school; Second, the main teaching achievements (one of the key points of the report) 1. School goals; 2. Daily management of school teaching; 3. School teaching and scientific research; 4. The content should be concentrated and the teaching focus should be prominent. Since it is a "teaching quality analysis report", it is not appropriate to mix too much moral education and logistics management.

The discussion should be objective, detailed and concrete. It is necessary to introduce the "main teaching achievements" of the school or the subject in detail and realistically, and then summarize the successful teaching experience and teaching management experience. It is also necessary to comprehensively and objectively analyze the "main problems and reasons" existing in the teaching of our school or this subject, and come up with detailed, concrete, practical and operable "strengthening and improving methods". The "main teaching achievements" are clearly and concretely discussed, but the two parts of teaching, namely "main problems and reasons" and "strengthening and improving methods", are rarely involved. It is not enough to reflect on the teaching quality analysis report comprehensively and profoundly, and it will not play a great role in guiding and promoting the future teaching reform and curriculum reform.

6. Qualitative analysis and quantitative display should be organically combined. We should not only pay attention to the accurate exposition in language, but also pay attention to the truthful reflection with clear data. For example, the basic skills of the subject (reading aloud, reciting, looking up the dictionary, word recognition, mathematical oral calculation, quantitative relationship, etc.). ), the excellent rate of subject assignments, the standardization, correctness, symmetry and compactness of writing, and the comprehensive examination results of subjects (excellent rate, good rate, qualified rate and waiting qualified rate).

7. Language should be simple and accurate. Teaching Quality Analysis Report belongs to the category of action research papers, so the basic expression of language should focus on discussion and analysis. This report should be less descriptive, lyrical and not exaggerated.

8. Don't be afraid of offending people.

9. The advantages should be enough, and the problems should be thoroughly explained.