I. Research background

At present, China's vocational education, especially the technical education for training workers in front-line industries and service industries, is developing at an unprecedented speed, and the scale of running schools has made a historic breakthrough. However, high speed must be matched with high level to achieve sustainable development. Therefore, the primary problem in developing vocational education is to improve teaching quality and establish a complete and strict evaluation and monitoring system for teachers' teaching quality.

(A) the connotation of teachers' teaching quality evaluation

On the basis of improving teaching quality, the evaluation of teachers' teaching quality is a process of formulating scientific index system and standard, using effective technical means and methods, systematically and comprehensively collecting teaching information, scientifically analyzing and processing the information, and measuring and evaluating the whole process and results of teachers' teaching activities.

(B) the role of teachers' teaching quality evaluation

The evaluation of teachers' teaching quality has the functions of guidance, monitoring, error correction and evaluation.

1, the guiding role of education

The purpose and standard of the evaluation of teachers' teaching quality point out the development direction for teachers' teaching. Carrying out the evaluation of teachers' teaching quality can stimulate teachers' enthusiasm for teaching and scientific research. At the same time, through the evaluation of teachers' teaching quality, teachers' teaching ability and teaching level are tested, and the evaluation results are taken as an important basis for teachers' professional assessment, which plays an active role in education, guidance and encouragement.

2. Monitoring and diagnosis function

The evaluation of teachers' teaching quality is helpful to implement teaching monitoring, adjust teaching objectives in time, analyze and diagnose the problems existing in the teaching process, and achieve the purpose of continuously improving teaching work and improving teaching quality. Teaching evaluation is essentially a process of teaching analysis, teaching monitoring and teaching adjustment.

3. Feedback correction function

Through the evaluation of teachers' teaching quality, collect all kinds of information, and feedback all kinds of evaluation information to teachers in time, so that teachers can correctly understand their teaching level, clarify their strengths and weaknesses, find out the problems existing in teaching, strengthen, adjust and correct their teaching behavior, and constantly improve teaching methods and teaching means, thus improving teaching ability and teaching level; At the same time, the evaluation information and results will be fed back to the school leaders and management departments, so that they can understand the teaching situation of the school and make adjustments and decisions in time, thus improving the teaching quality and management level.

4. Recognition function

The evaluation of teachers' teaching quality can scientifically and objectively identify each teacher's different work and effects at different levels, so that teachers' work can be affirmed and recognized, their psychology can be satisfied and balanced, and they can have a sense of trust, fairness and accomplishment, and constantly stimulate teachers' enthusiasm for work.

(C) technical colleges and universities teachers teaching quality evaluation status

1, the evaluation of teachers' teaching quality is not placed in an important position.

Due to the low allocation rate of teachers and the heavy workload of teachers in technical colleges, the evaluation of teachers' teaching quality is generally not paid enough attention, only quantitative assessment is paid attention to, and qualitative evaluation is not paid attention to. There is no effective evaluation mechanism, and even some schools don't even have some minimum evaluations of teachers' teaching work, or the evaluation is a mere formality, which has not played a real role and effect.

2. The evaluation is unscientific and unsystematic.

The evaluation of teaching quality of most teachers in technical colleges still stays in the stage of "students' evaluation of teaching+classroom lectures", which is mainly one-way and one-way evaluation, without three-dimensional and multi-party evaluation, and the evaluation is scientific and systematic. It is difficult to evaluate teachers' teaching quality scientifically, reasonably and comprehensively by relying solely or excessively on students' evaluation of teaching.

3. The evaluation index lacks the characteristics of technical school and vocational education.

At present, both the classroom attendance evaluation form and the student evaluation form in technical colleges are basically based on the general education evaluation standard, or slightly modified. The assessment mainly focuses on the basic requirements for teachers such as teaching preparation, teaching methods, teaching organization, teaching means, teaching attitude and teaching effect, and does not really reflect the characteristics and requirements of technical education and the characteristics of vocational education.

4. The evaluation method lacks preciseness and advancement.

In the past, the evaluation method was mainly based on students' evaluation of teaching, supplemented by regular teaching inspections (spot checks at the beginning, middle and end of the semester) and irregular classroom lectures. Although qualitative evaluation and quantitative evaluation are combined, student evaluation and peer evaluation are combined, but the relationship and weight between them are not clear, and the evaluation method lacks maneuverability, so no evaluation method with strong applicability and easy operation has been found and an effective evaluation system has not been formed.

(D) The necessity of building a teaching quality evaluation system for teachers in higher vocational colleges.

1. Building an evaluation system of teachers' teaching quality is the fundamental requirement for cultivating highly skilled talents.

Teaching is the central work of the school and the basic way to cultivate high-skilled talents and achieve educational goals. The evaluation of teachers' teaching quality is an important measure and guarantee to realize this approach, the main driving force to highlight the position and role of teaching center, and the fundamental requirement for cultivating high-skilled talents.

2. Constructing the evaluation system of teachers' teaching quality is an important way to improve the quality of training high-skilled talents.

Teaching quality is the lifeline of school's survival and development, and improving teaching quality is the eternal theme of school teaching. The teaching quality of higher vocational colleges is the concrete embodiment of its core competitiveness. The improvement of teaching quality involves all aspects and is a comprehensive systematic project, and the evaluation of teachers' teaching quality is undoubtedly an extremely important aspect, an important means to test and improve the quality of education and teaching, and an important guarantee to realize the total quality management of education.

3. It is the need of school reform and development to construct the evaluation system of teachers' teaching quality.

Scientific, fair, comprehensive and accurate evaluation of teachers' teaching quality can actively guide and motivate teachers to actively participate in teaching and scientific research, continuously improve teachers' teaching level and quality, promote the reform of teaching and scientific research in schools, ensure the sustainable development of schools in the fierce competition of vocational education, and cultivate more high-quality skilled talents to meet the needs of economic construction and social development.

4. Constructing the evaluation system of teachers' teaching quality is the need for schools to adapt to the reform of personnel system in public institutions.

Constructing the evaluation system of teachers' teaching quality, perfecting the evaluation mechanism of teachers, forming an effective monitoring system of teaching quality, and connecting it with school evaluation, evaluation and employment of teachers' professional titles and performance distribution are not only the needs of improving teaching quality itself, but also the needs of adapting to the reform of school personnel system and distribution system.

5. It is the internal need of teachers' own development to construct the evaluation system of teachers' teaching quality.

Teachers are the main body of teaching, and their quality is the source of teaching quality assurance. Through the evaluation of teachers' teaching quality, on the one hand, teachers can make clear the direction and goal of their efforts; On the other hand, it can help teachers find problems in teaching and improve them, enhance their abilities of self-awareness, self-education, self-control and self-improvement, and promote the continuous improvement and self-improvement of teachers' teaching professional level.

(5) The purpose of evaluating the teaching quality of teachers in our school.

1. Explore the evaluation methods of teachers' teaching quality to meet the requirements of technical education, evaluate teachers' teaching quality scientifically, objectively, fairly and accurately, and promote teachers to improve their teaching behavior, improve their comprehensive quality, teaching ability and teaching level, so that they can better meet the requirements of vocational education and be competent for vocational education posts.

2. Strengthen teaching management and monitoring, maintain normal teaching order, realize total quality management, improve teaching management level, promote school teaching management to be more scientific and standardized, ensure the steady improvement of school teaching quality and realize the benign development of the school.

3. Promote teaching reform, guide teachers to actively participate in teaching and research reform, accelerate the pace of professional construction and curriculum reform, improve teachers' teaching and research ability, and enhance the core competitiveness of the school.

4. Reward outstanding, spur backward, and gradually establish an assessment and teaching incentive mechanism. The evaluation results of teachers' teaching quality are taken as the main basis for teachers' evaluation, professional title evaluation, annual assessment and teaching work reward. It embodies the distribution principle of rewarding the excellent and punishing the poor, and forms a set of long-term mechanism to effectively ensure and improve the teaching quality.

Second, the research status of this topic.

(a) Composition of the study group

In order to achieve the above goals, in 2004, our school began to study the evaluation system of teachers' teaching quality suitable for the characteristics of technical education, and became the first batch of teaching and research projects in our school. The members of the project research group have rich teaching experience and teaching management experience, engaged in teaching management, service and teaching quality monitoring, and accumulated rich practical experience on a certain theoretical basis.

(2) Expected objectives

According to the characteristics of technical education and the reality of the school, a comprehensive evaluation system of teachers' teaching quality suitable for technical colleges is constructed. Comprehensively consider the evaluation factors of students, tutors, peers and leaders, and establish scientific and reasonable evaluation principles and methods; According to the characteristics and requirements of technical education, combined with the actual situation of the school, an evaluation index system with technical education characteristics is established; According to the ideas, principles and methods of evaluation, a scientific and practical comprehensive evaluation system for teachers' teaching quality is developed by using advanced computer technology and means.

(3) the research process of the subject

The project research group absorbed the advanced evaluation models and methods of vocational education at home and abroad, went out for study and investigation, conducted multi-party research, consulted a large number of historical materials, and grasped the latest development of teaching quality evaluation research in similar institutions at home and abroad.

In 2005, based on the successful evaluation model and system of Shenzhen Vocational College, combined with the actual situation of the school, the characteristics and requirements of technical education and the development status of regional economic construction, aiming at the training goal of technical education, the comprehensive evaluation system, standards and means of teachers' teaching quality in technical colleges were gradually established, and the comprehensive evaluation system of teachers' teaching quality in technical colleges based on B/S structure was developed.

The research work mainly includes three aspects: first, according to the characteristics of the existing three-level teaching management structure of schools, departments and rooms, the method of independent evaluation of departments, students and supervisors is studied and designed, and the corresponding evaluation system is formulated; Secondly, according to the different theoretical teaching, practical teaching and comprehensive teaching modes in technical schools, the corresponding evaluation indexes are formulated respectively, the evaluation standards of different classes in technical schools are constructed, a comprehensive evaluation system of teachers' teaching quality with technical education characteristics is formed, and the weights of departments, students and supervisors are designed. Thirdly, based on the existing structure and basic data information of the teaching management information system, a comprehensive evaluation system of teachers' teaching quality is designed and developed by using the latest technology and means, so as to realize data sharing and seamless docking with the teaching management information system and complete the research and development of an evaluation system that can realize online evaluation and remote data maintenance.

In August, 2006, the research group initially completed the above three tasks, established the method of independent evaluation of departments, students and supervisors, formulated the comprehensive evaluation method of school teachers' teaching quality and the guidance of department evaluation, designed the comprehensive evaluation indicators of theoretical teaching, practical teaching and departments, students and supervisors, and developed a comprehensive evaluation system of teachers' teaching quality based on Internet/Intranet and completely adopting B/S mode.

In September 2006, on the basis of training all teachers in evaluation concepts, methods, indicators and evaluation system, the pilot project of comprehensive evaluation of teachers' teaching quality was officially launched and the evaluation system was officially put into use.

In the pilot process of comprehensive evaluation of teachers' teaching quality, the research group has carefully studied various specific problems in the evaluation and held several special meetings to study and formulate countermeasures. On the basis of extensive consultation with departments and teachers, the evaluation methods, indicators and systems have been adjusted, revised and improved many times.

Thirdly, the research content of this topic-constructing the evaluation index system of teachers' teaching quality.

(A) the guiding ideology

Carry out the idea of "educating all staff, establishing schools by quality", follow the laws of education and teaching and training high-skilled talents, and establish and improve the quality guarantee system for training high-skilled talents in technical colleges. Draw lessons from the advanced concepts, theories and methods of education and teaching management and teaching evaluation at home and abroad, establish a scientific and reasonable evaluation index system, and formulate a comprehensive evaluation system for teachers' teaching quality. NET environment, advanced and feasible evaluation methods and means are adopted, and through strict evaluation procedures, departments (departments, centers) are taken as evaluation units, and departments, students and supervisors are independently evaluated to comprehensively evaluate teachers' teaching quality.

Through the comprehensive evaluation of teachers' teaching quality, teachers can get comprehensive and comprehensive feedback information, improve teaching methods in time and improve teaching quality. Through the real-time monitoring of teaching quality, it provides decision-making basis for teaching management and teaching reform, and provides basic basis for the evaluation and appointment of teachers' professional and technical titles and the reform of school personnel system and distribution system.

(2) Evaluation principle

1, objective and fair, seeking truth from facts

Combined with the characteristics of technical education and teaching, the evaluation index system is scientifically and reasonably formulated, the teaching quality of teachers is comprehensively evaluated realistically, and the teaching situation is objectively and fairly reflected.

2. Combination of qualitative evaluation and quantitative evaluation.

The evaluation of teachers' teaching work depends not only on the quantity of work, but also on the quality of completed work. Only the combination of qualitative analysis and quantitative analysis can reflect the characteristics of teachers' work and make teachers' evaluation more scientific.

3. Combination of random evaluation and regular evaluation.

In order to ensure the objective and fair evaluation results, the evaluation of teachers' teaching quality adopts the method of combining random evaluation with regular evaluation to make the evaluation results more realistic.

4. Independent and comprehensive evaluation by three parties.

Independent evaluation by departments, students and supervisors to prevent mutual influence and ensure the objectivity, fairness and impartiality of the evaluation results; At the same time, through the comprehensive evaluation of data from different levels, angles and aspects, the scientific, comprehensive and comprehensive evaluation results are ensured, and the purpose of "point, line and surface" independent evaluation is realized.

5. Development assessment

Teaching quality evaluation is not an end, but a means. In the process of evaluation, we should fully meet the requirements of teachers' development, give full play to teachers' self-motivation, self-adjustment and self-improvement, and mobilize teachers' enthusiasm and creativity.

(3) Evaluation object and evaluation scope

The evaluation object of this method is all the teaching staff in our school, including all kinds of teaching staff and administrative part-time staff who are compiling, hiring and substituting classes.

The evaluation scope covers the classroom teaching of various courses in the school, including compulsory courses of theoretical teaching, practical teaching and comprehensive teaching, limited courses, elective courses and retake courses in the form of separate classes, and retake courses in the form of self-study counseling are not included in the evaluation scope for the time being.

(4) Evaluation method

1, evaluation method

In the process of evaluation, a variety of evaluation methods are adopted. From the formal point of view, online evaluation (such as student evaluation, supervision evaluation, department evaluation) is the main part, supplemented by field visits (supervision class, department class, student evaluation, teaching inspection, etc.). ).

2. Evaluation measures

(1) Three-dimensional evaluation of "point, line and plane"

"Point" refers to the evaluation of supervision. Supervisors randomly obtain teachers' teaching information through expert lectures, teaching inspections and other forms, and get the evaluation results of teachers' classroom teaching quality after analysis.

"Line" refers to students' evaluation. Students can comprehensively and systematically experience and feel teachers' teaching ability, attitude and effect by studying the courses taught by teachers, and evaluate teachers' teaching from the perspective of teaching objects.

"Face" refers to the evaluation of the department. The leaders of departments (departments, centers) or the directors of teaching and research sections give a comprehensive, comprehensive and all-round evaluation of teachers' teaching work through lectures, teaching inspection and other forms, combined with teachers' participation in teaching and research reform, skills training, school-enterprise cooperation, student internship and other teaching work, through quantitative assessment and qualitative evaluation.

Therefore, the three-dimensional evaluation of "point, line and surface" can be understood as the comprehensive evaluation of "expert, object and leader".

(2) Independent evaluation by three parties

In order to ensure the objectivity, fairness and scientificity of the evaluation, the evaluation departments, students and tutors are relatively independent. Before the three-party summary, departments, students and supervisors can't see the evaluation content of either party. The evaluation results of any party will directly affect the evaluation results, but neither party can unilaterally decide the evaluation results, that is, "any party has the final say, and any party has the final say."

Department evaluation: each department (department, center) comprehensively evaluates the teaching process, teaching attitude, quality awareness and other related teaching work of its teachers (including administrative part-time staff who undertake the teaching tasks of the department) at the end of the semester.

Student evaluation: full sample evaluation, in the form of online evaluation of teaching. At the end of the semester course, students make an overall evaluation of teachers' teaching ability, teaching attitude, teaching organization, teaching methods and teaching effects.

Supervision and evaluation: random evaluation of teachers' classroom teaching process is made according to the evaluation index of classroom teaching supervision by attending lectures, consulting teaching plans, teaching plans and students' homework.

(3) Types of teacher evaluation

Combined with the actual situation of the school and considering the actual situation of these two types of teachers, teachers are divided into two series: in-preparation/employment, substitute/re-employment, and sorted according to the series.

(4) Standard sorting

The results of tripartite evaluation of teachers' teaching quality are sorted by departments (departments, centers) and teachers, and their original scores are converted into standard scores according to the standard score calculation method.

(5) Slope+centerline

Based on the evaluation grades of departments, students and supervisors, according to the principle of total control, a number of evaluation grades such as A, B, C and D are generated within a department (department or center) according to certain proportions and conditions to distinguish their quality differences. Among them, Grade A is excellent, Grade B is qualified, Grade C is basically qualified, and Grade D is unqualified (teachers with serious problems such as teachers' morality and style or teaching quality). The center line can also be used to distinguish between b+ and B-.

In the tripartite evaluation, the evaluation grade is 3 A, and its comprehensive evaluation grade is A; The evaluation grade is two A's plus one B+, and its comprehensive evaluation grade may be A (in a predetermined proportion). The evaluation grade is 3 C, and its comprehensive evaluation grade is C; The evaluation grade is 2 C plus a B-, and its comprehensive evaluation grade may be C (in a predetermined proportion).

The calculation method of "grade+midline" can scientifically count all evaluation grades; At the same time, through the independent evaluation of the three parties, the evaluation results can be guaranteed to be more authentic and convincing.

(6) Grade generation ratio

Considering that the number of teachers in some teaching units is small, and the number of excellent teachers in some small departments is small, and the grade distribution fails to reflect the evaluation idea well, we have adjusted the proportion of grade generation: in each sub-evaluation (evaluation of departments, students and supervisors), the proportion of A-level teachers is adjusted from 15% before the evaluation score to the top 30% (at the conclusion of the three parties, the proportion of A-level teachers is still controlled within the total number of teachers evaluated by teaching units).

(7) Tripartite summary

The comprehensive evaluation system of teachers' teaching quality automatically summarizes the evaluation data of departments, students and supervisors, and counts the comprehensive evaluation results (scores and evaluation grades) of teachers' teaching quality.

(8) Term evaluation+overall evaluation of academic year

Teachers' teaching quality evaluation is conducted once every semester, and comprehensive evaluation is conducted on the basis of the evaluation results of two semesters. The overall evaluation of the school year integrates the evaluation results of the two semesters of the school year, and is carried out simultaneously with the work assessment of the school year, and is directly connected with it. In the annual work assessment and semester work assessment, we can refer to the comprehensive evaluation results (grade and order) of teachers' teaching quality as an important indicator.

(v) Index system

1, the principle of constructing evaluation index system

To establish the evaluation index system of teachers' teaching quality, we must adhere to the principles of objectivity, orientation, systematicness, independence and operability.

(1) principle of objectivity

We have established an evaluation index system for teachers' teaching quality in technical colleges, followed the law of education and teaching and the law of training high-skilled talents, and insisted that all evaluation indexes conform to the teaching process and teaching practice, which can objectively and fairly reflect the actual teaching situation.

(2) Guiding principles

Establish a scientific, reasonable and comprehensive evaluation index system of teaching quality. First of all, it meets the needs of evaluation. The second is to play a positive guiding role, guide teachers' teaching behavior towards standardization, understand and apply modern vocational education teaching concepts and methods, promote the smooth development of teaching reform, specialty construction, curriculum reform and skill training, and promote the improvement of teaching quality.

Comprehensive teaching is a major feature of technical education. In order to promote the reform of integrated teaching, on the basis of the evaluation index system of vocational colleges, two evaluation criteria, namely, student evaluation form (integrated teaching classroom) and integrated teaching quality evaluation attendance form (used for supervision and evaluation), are added to highlight the role of teachers in integrated curriculum construction, integrated textbook development, integrated teaching design, integrated teaching ability and integrated teaching venue and facilities construction.

(3) Systematic principle

In the design of evaluation index system, we should comprehensively consider all aspects of teachers' teaching situation, systematically and comprehensively design the contents of evaluation projects, and scientifically and reasonably allocate the weights of evaluation indexes and their observation points.

(4) the principle of comprehensiveness

The whole evaluation index comprehensively and truly reflects the teaching status and teaching development goals, and evaluates teachers' teaching quality as comprehensively as possible. In the form of teaching, we should fully consider the differences between theoretical teaching, practical teaching and comprehensive teaching, and achieve the purpose of comprehensively evaluating teachers' teaching quality, teaching ability and teaching level by establishing teaching quality evaluation index systems in different teaching forms. We have designed six different evaluation criteria for theoretical teaching, practical teaching and comprehensive teaching, including three kinds of student evaluation forms and three kinds of teaching quality evaluation forms (for supervision and evaluation).

(5) the principle of independence

In the process of designing evaluation indicators, we emphasize that each specific indicator and its observation point are interdependent and interrelated, forming an organic whole; They are also independent of each other, so that the evaluation of each specific index can be carried out separately to avoid overlapping, covering and crossing.

(6) Operating principles

We set up an evaluation index system, emphasizing that it should be scientific and reasonable, and also have strong operability. The connotation of evaluation index is clearly defined, clearly expressed and unambiguous; The evaluation index is observable and measurable, and a clear conclusion can be drawn through actual observation and measurement. For example, in the "student evaluation form", considering the students' understanding ability and cognitive level, we use more intuitive and emotional language; In the three types of "teaching quality evaluation tables" (used by supervisors to evaluate teaching), considering the rich supervision experience and strong grasp of teaching effect and evaluation scale, the quantitative and qualitative methods are adopted.

2. Establishment of evaluation index

The design of evaluation index should not only combine the actual situation of the school, but also consider the teachers' mentality and acceptance ability, so that most teachers think it is fair and reasonable; It should also be forward-looking and reflect the requirements, goals and development direction of the school; It should also have strong operability and convenience of operation.

Among many factors that affect the teaching process, especially the cultivation of high-skilled talents, some personality factors that affect teachers' teaching are eliminated, and some evaluation factors with common characteristics are processed and refined, so as to form a comprehensive evaluation system of teachers' teaching quality with high-tech characteristics qualitatively and quantitatively.

With regard to teaching objectives, knowledge and ability objectives, process objectives, emotional objectives and professional accomplishment objectives are fully considered. The cultivation of professional quality is a very important teaching content and requirement in vocational education, especially in mechanic education, and its position in vocational education is becoming more and more prominent. Not only can we cultivate students' professional quality by studying several courses such as professional ethics and employment guidance, but more importantly, teachers should set an example, reflect the requirements of post quality in classroom teaching, strengthen students' professional awareness, shorten the gap between students and post professionals, and cultivate professional quality throughout the whole process of skill teaching, reflecting the idea of educating people by all staff. Therefore, here, we have increased the training goal of professional quality, and advocated teachers to pay attention to the training of students' professional quality in the teaching process, which runs through the classroom teaching process. For example, in the three types of "student evaluation forms", we added the evaluation index of "teachers pay attention to cultivating our comprehensive ability, comprehensive quality and professional quality", and the scores accounted for a large proportion.

In the teaching process, teaching methods, teaching means, teaching ideas, students' learning situation and quality disciplines are fully considered, with special emphasis on professional quality disciplines. In the teaching process, teachers should not only impart knowledge to students, but also pay attention to the cultivation of students' skills, especially to strengthen the training and cultivation of students' professional quality. This is the specific requirement of the characteristics of vocational education for teaching, and it is also the task and training goal of vocational education. Therefore, we have added the secondary elements of professional quality training to three types of "teaching quality evaluation attendance tables" (namely "supervision attendance tables"). In the student evaluation form (practical teaching), there are evaluation indexes of teachers' professional quality training, such as attendance and dress inspection, education and inspection of practice discipline and safe operation, on-site cleaning and maintenance of instruments and equipment, etc.

In the design of teaching methods, the contents of "combination of teaching and practice" and "demonstration operation" are added, emphasizing the cultivation of students' practical ability and highlighting the characteristics of technicians' educational skills.

In the teaching effect, we should give full consideration to the cultivation of students' knowledge, skills, participation and professional ability. According to the characteristics of technical education, we emphasize the teaching interaction between teachers and students, and require teachers to pay attention to communication with students in the teaching process, strengthen teaching interaction, and create various teaching situations conducive to students' learning and success.

In order to actively guide and encourage teachers to participate in teaching reform, we have added the content of extra points in teaching reform in the evaluation index. Teachers who actively explore innovative teaching modes and methods, make breakthroughs in classroom teaching practice, pay attention to cultivating students' independent ability and innovative spirit, and receive obvious results will be given extra points on the basis of normal evaluation results.

3, the department evaluation index

Each department (department, center) shall, according to the characteristics and requirements of the major or discipline and the specific situation of the department, formulate the evaluation index of the teaching quality of the teachers in this unit on the basis of extensively collecting the opinions and suggestions of the teachers in this unit, and report it to the "Teachers' Teaching Quality Monitoring Office" for the record.

Considering the characteristics of departmental evaluation, we have made bold innovations and reforms in the structure of departmental evaluation. In order to highlight the effect of classroom teaching, the department evaluation focuses on the evaluation of classroom teaching while comprehensively measuring teachers' teaching work. Faculty evaluation is divided into two aspects: classroom teaching evaluation and other related teaching work evaluation. Classroom teaching (including classroom teaching and off-campus practice teaching) evaluation accounts for 70% of faculty evaluation. Other related teaching work (including teaching and research reform, specialty construction, curriculum construction, textbook construction and "three skills", training laboratory construction, school-enterprise cooperation and other related teaching work) accounts for 30% of the evaluation of this department.

(VI) Organization and implementation of evaluation

1, evaluation subject

The quality of the evaluation subject directly affects the objectivity and scientificity of the evaluation results. The appraisal subject consists of three persons:

(1) students

As educatees, students are not only the objects of teaching activities, but also the participants of teaching activities, and have direct feelings and experiences about teaching activities. Therefore, their evaluation of teaching quality should be the most important. However, due to the limitation of age and cognitive ability, without correct education and guidance, students can only evaluate teachers through senses and intuition, which is difficult to be comprehensive, objective and fair. Therefore, it is particularly important to educate and guide students correctly before the evaluation.

Teachers should also correctly handle the relationship between "strict management" and "good management", and should not give up the education and management of students for fear of poor evaluation.

(2) supervision

Teaching supervision, as the most important subject and implementer of teacher's teaching quality evaluation, occupies an extremely important position in the evaluation. In order to ensure the objective and fair evaluation of supervision, our school has strengthened the construction of supervision team. On the one hand, strengthen the supervision force, enrich the supervision team, establish the supervision authority, and hire retired teachers with rich vocational education experience or teaching management experience outside the school as supervisors, in addition to excellent teachers with high teaching level in the school. On the other hand, full-time tasks are adopted, and "full-time" means that supervisors do not undertake any teaching tasks to ensure the objectivity and impartiality of supervision and evaluation; "Special responsibility" refers to arranging supervisors to be supervisors of the same or similar majors (or disciplines) according to their professional characteristics. Generally, one supervisor is responsible for 1 ~ 2 departments (departments and centers). Due to the "double particularity" of teaching supervision, the supervision and evaluation are generally fair.

(3) Department

As the main body of leadership evaluation and peer evaluation, the department has set up an evaluation team composed of department leaders, directors of teaching and research sections, teaching administrators and old teachers. They generally have high ideological quality, management experience and rich teaching experience. They are quite familiar with their own professional fields and have a certain understanding of the professional fields of the evaluation objects. They can evaluate teachers' teaching quality from the perspectives of leaders, peers and majors.

Step 2 organize

(1) In order to strengthen the evaluation and monitoring of teachers' teaching quality, the school has set up a "leading group for monitoring teachers' teaching quality", which is responsible for the leadership and coordination of teachers' teaching quality evaluation, and is composed of school leaders and heads of relevant departments.

(2) Teachers' teaching quality monitoring leading group consists of teachers' teaching quality monitoring office.

As a permanent organization for evaluating teachers' teaching quality (located in the Academic Affairs Office), the "Monitoring Room for Teachers' Teaching Quality" is responsible for the organization, implementation, material review and daily work of teaching evaluation, and is composed of personnel from the Academic Affairs Office, the Personnel Office and relevant departments and all teaching supervisors.

(3) Each department (department, center) should set up a corresponding working group to be responsible for the organization, coordination and implementation of the evaluation of teachers' teaching quality in this department, and designate a special person to operate it to ensure the objectivity and fairness of the evaluation results.