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 accurately grasp the characteristics of the test questions and the teaching effect.