Preparation before class (preparing lessons, teaching plans, giving lectures, teaching AIDS, etc.). ), classroom teaching norms (see the "five belts"-syllabus, teaching plans or handouts, teaching schedule, notes and textbooks), teaching ability (focusing on difficult lectures, language expression, blackboard writing design, interactive teaching, etc.). ), teaching attitude and teaching instruments, teaching methods and means (audio-visual teaching plan, interactive teaching, etc. )
In the specific implementation process, it is necessary to go deep into the front line of teaching and take class attendance and evaluation as one of the important contents of daily teaching supervision. The members of the supervision team attend classes according to the curriculum provided by the Academic Affairs Office (theory class, experiment class and practice class) twice a week (2 hours each time).
After each lecture, we must put forward opinions and suggestions on the quality of teaching design, the degree of meeting the requirements of teaching syllabus, the mastery of teaching progress, the effect of classroom teaching, and the grasp of important and difficult points in the course, and fill in the attendance record form. Supervisors can attend classes alone or in groups. After each lecture, we should make full use of the rest time to communicate with 2-3 students, listen to opinions and record the conversation.
Supervisors should wear "supervisor" work cards in class.
Whether the teaching supervisor understands the teachers' teaching attitude, teaching organization and the ability to design teaching content by listening to lectures highlights the key points of teaching materials, breaks through the teaching difficulties, helps students master good learning methods, and guides students to learn how to use online teaching resources and learn to learn to learn independently, instead of teaching courses in a traditional way.
Schools should take regular lectures and teaching evaluation as an important way to promote the transformation of teaching ideas, exchange teaching experience, improve teaching level, create a good teaching-centered campus culture, enrich teachers' teaching business files and promote the construction of teachers. Through the evaluation of teaching attitude, teaching content, teaching methods, teaching organization and other factors, the judgment and evaluation of teaching quality are formed.
2. The supervision of students mainly includes: classroom listening ability (acceptance, listening notes), attendance and classroom discipline, homework completion, study style and autonomous learning ability, test scores and learning effects. Working methods include: attending lectures, communicating with students, and listening to teachers' opinions (holding symposiums, individual conversations, questionnaires, etc.). ), consulting assignments, practice reports, examination papers, etc.
Face-to-face tutoring and online teaching are the main links in the whole teaching process. Shihezi Radio and TV University mainly takes "Teaching Quality Month" as the starting point, takes the attendance rate of students as an important work content, and insists on requiring counselors to sign in and attend classes, check the attendance of students, and assist in teaching management.
The supervision office, information center and academic affairs office make statistics and supervision on the online learning of RTVU students, and effectively monitor the online learning time, login times and posting amount of RTVU students of various majors according to the background statistical data provided by the information center. ?
3. The supervision of managers mainly includes: teaching organization, leadership and problem-solving ability, implementation of teaching rules and regulations, performance of post responsibilities, in-depth teaching and class attendance, records of teaching research and teaching activities, etc. The working methods include: communicating with managers and listening to the opinions of teachers and students (holding symposiums, individual conversations, questionnaires, etc.). ), and consult the lecture records and related materials.
Whether teaching management is standardized and scientific directly affects the normal operation of school teaching. Therefore, making teaching management standardized and scientific through supervision and reducing mistakes in teaching management is the work that the teaching supervision team attaches importance to and pays attention to.
For example, educational administration, student status management, examination management, classroom management, teaching resource construction standards, standard requirements of live classes, and implementation methods of online teaching activities all have corresponding rules, regulations and workflows, which make teaching management standardized and scientific.
Extended data:
The purpose of teaching supervision is to "guide"
Teaching supervision is a way of school teaching management. Under the authorization of the school, the whole teaching process is monitored, and its attribute focuses on the work organization, not the leadership organization. The "supervisor" of teaching supervision has the function of supervision and evaluation, and the "guide" has the function of guidance and guidance. The relationship between them is that "supervisor" is the means and "guide" is the purpose. In higher vocational colleges, according to the job functions and tasks, teaching supervision generally has two types: big supervision and small supervision.
Great supervision is the integration of teaching, learning and management. Teaching supervision is to supervise, evaluate, guide and guide the teaching work of the school. Its core is to supervise and evaluate the whole process of teachers' teaching according to the relevant systems and requirements of the school, including the inspection and monitoring of the implementation of teaching plans, the compilation of teaching plans, teaching organization and classroom management.
Inspectors diagnose and evaluate students' learning trends and conditions through timely follow-up observation of study style, learning situation and campus life. Supervision belongs to the category of teaching management, which mainly focuses on school teaching governance, the implementation of teaching system, the teaching-centered service of functional departments, the optimization of teaching environment, and the support of teaching conditions. The organizational form of big supervision is generally to set up an independent teaching supervision office, which is directly led by the main leaders of the school.
Small supervision focuses on teaching, and its working mechanism is teaching-centered, focusing on supervising teachers and inspectors, with the characteristics of professional teaching supervision. The organizational form of small supervision is generally co-located with the academic affairs office or the teaching comprehensive quality monitoring room and placed under the direct management of business leaders.
Of course, both big supervisors and small supervisors insist on "guidance", but they do not shy away from finding problems in the process of teaching supervision, which may conflict with teaching and learning, so sometimes they don't understand or misunderstand. In fact, the "guidance" of teaching supervision is often achieved by discovering problems and communicating with the supervised in the process of correcting errors.