Question 1: What does classroom teaching evaluation generally include? First, the scale evaluation method (1) Overview 1. Concept scale evaluation method is the most commonly used method in traditional classroom teaching evaluation. It determines in advance the indicators that need to be evaluated and gives the evaluation grade. In the evaluation process, the evaluator gives the corresponding grades one by one according to the actual situation of classroom teaching. According to different standards, there are many types of classroom teaching evaluation forms. For example, according to the different evaluation forms of evaluation subjects, there are scales for evaluators other than classroom teaching participants, such as the above example, and there are also evaluation scales for classroom teaching participants. (2) Design and use of scale evaluation method Because the basis of scale evaluation method is evaluation scale, the core of scale evaluation method is the formulation of evaluation scale. The core of evaluation criteria lies in the formulation of evaluation criteria. The general steps of scale evaluation method design are as follows. 1. Clarify the purpose and requirements of evaluation. Classroom teaching evaluation can achieve different functions, which can be achieved through evaluation objectives and corresponding classroom teaching evaluation. Therefore, in classroom teaching evaluation activities, evaluation objectives and requirements are the starting point of evaluation, and the framework and content of evaluation system are also very different with different evaluation objectives. For example, the purpose of evaluation is to know whether the basic links of classroom teaching are complete, then the focus of evaluation system will be on the basic links of classroom teaching; If the purpose of evaluation is to understand the interaction between teachers and students in classroom teaching, then the interaction in the evaluation system will receive more attention. The purpose of evaluation actually reflects the guiding role of classroom teaching evaluation itself, that is, it is expected to introduce teaching activities into a certain aspect through classroom teaching evaluation, or to embody some new thinking and ideas in teaching evaluation. For example, the textbook experiment of Beijing 2 1 century basic education curriculum-classroom teaching evaluation scheme formulated by Beijing textbook editing office evaluates classroom teaching according to students' learning conditions, thus promoting students' development. The program holds that the essence of teaching process is the process of students' active learning and development under the guidance of teachers. Teaching is for learning, and teaching is for not teaching. Therefore, the new classroom teaching evaluation should first pay attention to students' learning and development, and reflect the classroom teaching situation, teachers' teaching situation, the essence of teaching process and the basic idea of the new round of basic education curriculum reform, so as to promote students' development and teachers' improvement and improvement of classroom teaching practice. Here, it is clear that the purpose of evaluation is to evaluate students' learning situation in classroom teaching, hoping to understand teachers' teaching situation through students' basic state in classroom teaching and reflect the basic idea of the new round of basic education curriculum reform. Therefore, in the construction of the evaluation system, the core will focus on students' learning situation. 2. Construction of classroom teaching evaluation system and standard The classroom teaching evaluation system and standard are the basis of classroom teaching evaluation and the practical basis of classroom teaching evaluation. These standards and systems are mainly divided into the following three categories. (1) According to the analysis of various elements of classroom teaching, classroom teaching is divided into teaching purpose, teaching content, teaching method and teaching process, and further subdivided on this basis. This system is characterized by clear structure and distinct context. For example, the Institute of Basic Education of Beijing Academy of Educational Sciences has formulated the textbook experiment of Beijing 2 1 century basic education curriculum-classroom teaching evaluation scheme for primary and secondary schools. (2) Establish standards according to uncertain problems, such as clear teaching objectives, prominent teaching priorities, proper handling of teaching materials, close connection with practice, reasonable teaching structure, flexible teaching methods, friendly and natural teaching attitude, good teachers' quality and obvious teaching effect. Although this evaluation system is based on some core or key issues in evaluation, it can actually be decomposed and integrated into various elements in classroom teaching from a certain angle, that is, there is no essential difference from the first type of teaching evaluation index system, but the classroom teaching elements recognized or valued by different teaching evaluation standards are different. In fact, in the first kind of evaluation index system, all the classroom teaching elements can't be completely covered, usually including teaching objectives, teaching contents, teaching methods, teaching process and other main contents, and less involving teaching basic skills, teaching design, teaching organization and so on. The lack of these teaching elements is not that they are unimportant, but for evaluation purposes, and they are not the focus of evaluation. (3) according to;

Question 2: What are the course contents and teaching evaluation methods? Teaching evaluation is an activity to judge the value of teaching process and results according to teaching objectives and serve teaching decision. Teaching evaluation is a process of studying the value of teachers' teaching and students' learning. Teaching evaluation generally includes the evaluation of teachers, students, teaching contents, teaching methods, teaching environment and teaching management in the teaching process, but mainly the evaluation of students' learning effect and the evaluation of teachers' teaching process. Two core links of teaching evaluation: evaluation of teachers' teaching work (teaching design, organization and implementation, etc.). )-the evaluation of teachers' teaching (classroom and extracurricular) and the evaluation of students' learning effect-that is, examinations and tests. Evaluation methods mainly include quantitative evaluation and qualitative evaluation. [Edit this paragraph] The role of teaching evaluation 1. Diagnostic function can be used to evaluate the teaching effect, so that we can understand all aspects of teaching and judge its quality and level, effectiveness and defects. Comprehensive and objective evaluation can not only estimate the degree of students' achievement reaching the teaching goal, but also explain the reasons for poor achievement and find out the main reasons. It can be seen that teaching evaluation, like physical examination, is a rigorous and scientific diagnosis of teaching. 2. The incentive function of evaluation can supervise and strengthen teachers and students. Evaluation reflects teachers' teaching effect and students' academic achievements. Experience and research show that, within a certain limit, regular examination records have a great stimulating effect on students' learning motivation and can effectively promote classroom learning. 3. The information sent by the adjustment function evaluation can make teachers and students know their own teaching and learning situation. Teachers and students can modify their plans and adjust their teaching behaviors according to the feedback information, so as to work effectively and achieve the prescribed goals. This is the regulatory role of evaluation. 4. Teaching function evaluation itself is also a teaching activity. In this activity, students' knowledge and skills will be improved, and their intelligence and morality will also be improved. Teaching evaluation methods: examination, questionnaire, observation and questioning, homework inspection, class evaluation, etc. [Edit this paragraph] Teaching evaluation requirements 1. Clarify the purpose and object of multiple evaluation, and solve the directional problem of evaluation. 2, clear the content of each evaluation, evaluation of specific objectives. 3, clear evaluation conditions. 4. Make an objective and scientific judgment on the evaluation data. [Edit this paragraph] Types of teaching evaluation According to the different functions of evaluation in teaching activities, teaching evaluation can be divided into three types: diagnostic evaluation, formative evaluation and summative evaluation. (1) Diagnostic evaluation Diagnostic evaluation refers to the definitive evaluation of the learning preparation of the evaluation object before the start of teaching activities, so as to take corresponding measures to make the teaching plan smoothly and effectively implemented. The implementation time of diagnostic evaluation is usually at the beginning of the course, the beginning of the semester, the beginning of the school year or when needed in the teaching process. There are two main functions: first, to determine the degree of preparation of students for learning. Second, properly arrange students. (2) Formative evaluation Formative evaluation is an evaluation of students' academic performance in order to adjust and improve teaching activities and ensure the realization of teaching objectives. The main purpose of formative assessment is to improve and perfect the teaching process. The steps are as follows: ① Determine the objectives and contents of formative learning unit, and analyze its key points and hierarchical relationship. ② Implement formative test. The test includes all key points of the unit under test. After the examination, teachers should analyze the results in time and work with students to improve and consolidate teaching. ③ Implement parallelism test. Its purpose is to review and consolidate what students have learned, ensure mastery, and lay a foundation for later study. (3) Summative evaluation Summative evaluation is based on the preset teaching objectives, and evaluates the degree to which the evaluation object achieves the objectives, that is, the teaching effect. Summative evaluation focuses on students' overall mastery of a subject, with a high degree of generalization and a wide range of tests, which are often carried out in the middle or end of the semester with few times. According to the evaluation criteria: (1) target reference evaluation (2) norm reference evaluation [edit this paragraph] The general method of teaching evaluation (1) Absolute evaluation method Absolute evaluation method is an evaluation method that determines an objective standard outside the * * * of the evaluated object, and compares the evaluated object with this objective standard to judge its achievement level. Absolute evaluation sets objective standards other than the evaluation object, and examines whether the teaching objectives have been achieved, which can encourage students to study actively and find the gap in time according to the evaluation results ... >>

Question 3: What does the evaluation of teaching quality assurance system include? The teaching quality assurance system in colleges and universities is a stable and effective task, with clear responsibilities and authorities. By using the concepts and methods of system theory, we can organize the functions of each stage and link of quality management, implement institutionalized, structured and continuous monitoring of personnel training activities, evaluate and diagnose the teaching process, and thus guarantee and improve the teaching quality. The concrete implementation of university management mainly includes teaching objective system, curriculum system, teacher system and evaluation system. In order to establish a perfect teaching quality guarantee system, colleges and universities must ensure the effective and coordinated development of these subsystems. At present, the guarantee system of teaching quality in colleges and universities is mainly reflected in the evaluation of teaching process and quality. Under the elite education mode, this method has a great impetus to strengthen the teaching management in colleges and universities. However, with the arrival of the trend of lifelong education and popular education, there are many shortcomings in the current teaching quality assurance system in colleges and universities, mainly in the following aspects: First, the teaching objectives are too narrow. With the advent of knowledge economy, the demand for talents in society is diversified and comprehensive, but at present, the teaching objectives of colleges and universities are limited to a certain major, ignoring the all-round development of students. Teaching is a direct means to cultivate talents. We should set diversified goals in teaching and cultivate students' autonomous learning and lifelong learning ability to adapt to the ever-changing and developing society. In addition, at present, many colleges and universities do not have a clear orientation in the goal of running a school, blindly follow it, implement a one-size-fits-all approach, and confuse teaching objectives with training objectives, which is not conducive to ensuring teaching quality. Second, the evaluation of teaching quality is too subjective. At present, some colleges and universities have not yet established a practical, concrete, scientific and reasonable teaching quality evaluation system, and often ignore objective evaluation indicators.

In the evaluation process, subjective and human factors are heavy, so it is difficult to evaluate the teaching quality scientifically, objectively and fairly, which affects the enthusiasm of teachers. In addition, in the teaching evaluation system, the evaluation subject is single. It is usually the administrators of colleges and universities who evaluate teachers' teaching, ignoring the role of students and experts, which leads to the inconsistency between the routine inspection of many teachers and the usual class status, and also affects the improvement of teaching quality. Third, the imbalance of teaching process monitoring. At present, the monitoring of teaching quality in colleges and universities mainly focuses on classroom teaching, ignoring the evaluation of students' extracurricular practice process; Teachers' teaching activities are strictly monitored, while students' learning situation is lax; In the classroom, more attention is paid to the examination of students' professional knowledge, while the examination of students' moral quality and ability is ignored. Fourth, the teaching content is too single. From the perspective of "big teaching, small courses", the teaching content of universities mainly refers to various forms of courses in universities. It can be seen from the training plan, curriculum arrangement and elective course list of domestic universities that the courses in China University mainly focus on the explicit courses such as the cultivation of students' professional courses and the cultivation of academic performance, while ignoring the study and training of hidden courses, and only paying attention to the division of courses, majors, arts and sciences, etc. , did not use the curriculum to cultivate students' all-round development. Fifth, the structure of teachers is unreasonable. College teachers are directly responsible for teaching quality. However, many teachers in colleges and universities are busy with administration and neglect teaching, or still enjoy the high treatment of the school by virtue of years of teaching experience. In addition, in order to save money, there are still many colleges and universities that teach in large classes with more teachers, which seriously affects the teaching quality. We believe that only by adopting a strict system of rewards, punishments and promotion and constantly introducing new teachers can we ensure that fresh blood is injected into college education and teaching.

Second, the basic principles of constructing the teaching quality guarantee system in colleges and universities

There are many shortcomings in the teaching quality guarantee system in colleges and universities. When constructing and perfecting the education security system, we should follow the trend and characteristics of the internal development of the system and improve it according to certain principles. The process of teaching quality assurance in colleges and universities is a whole-process, all-round and all-staff scientific management process, which has the characteristics of systematicness, coordination and dynamics. To solve the teaching quality assurance system in colleges and universities, we should follow these basic requirements and the following principles: systematic principle. The systematic principle means that when establishing a teaching quality guarantee system, colleges and universities should systematically and comprehensively investigate all the factors related to teaching quality and their relationships, so that the guarantee system can contain all the factors affecting teaching quality and the guarantee components of all links in the teaching process, and ensure that these factors form an organic whole. To carry out the systematic principle, we must grasp three aspects: First, we must have ...

Question 4: What does the teaching system include? The so-called teaching system is the basic structure and framework of knowledge in the teaching process.

Teaching content design, teaching method design, teaching process facilities and teaching result evaluation form a unified whole.

Question 5: What are the principles of teaching evaluation? Basic principles of classroom teaching evaluation

The principles of classroom teaching evaluation are mainly embodied in the following aspects.

(A) development principles

The principle of development mainly includes two aspects. First, it is conducive to the development of students. One of the basic goals of classroom teaching evaluation is to help teachers construct and apply new teaching strategies actively and independently through practical evaluation and diagnosis, constantly adjust teaching organization methods and processes, and promote students' all-round development in cognition and emotion. Second, it is conducive to the professional development of teachers. The focus of classroom teaching evaluation is to pay attention to teachers' classroom teaching process, and the efficiency of this process and the interaction between teachers and students are directly related to the completion of teaching objectives. Therefore, what needs to be considered in the evaluation is how to further improve the efficiency of classroom teaching through evaluation and find out what should be improved in classroom teaching, rather than just judging the current situation of teachers' teaching process. At the same time, modern teaching evaluation emphasizes that one of the subjects of classroom teaching evaluation is the teacher himself, and classroom teaching evaluation itself should also be a critical reflection on classroom teaching process and behavior, and a process of communication and sharing between teachers and peers and experts. Therefore, classroom teaching evaluation can effectively promote teachers' professional development.

(B) the principle of subjectivity

Subjectivity principle refers to a principle embodied in the evaluation object and content in classroom teaching evaluation. On the evaluation object, the principle of subjectivity refers to the participation of the evaluated object in evaluation activities and processes, including the establishment of evaluation indicators, the adoption of evaluation methods and the implementation of evaluation processes. In the content of evaluation, the principle of subjectivity refers to evaluating the interaction and development of middle school students, that is, an important content of evaluation is whether students actively participate in the interaction between teachers and students. The interaction in classroom teaching usually shows as follows: (1) Students have emotional input in the process of learning, learning becomes an internal motivation and need, and students gain growth experience in classroom learning; (2) Learn to cooperate and learn to accept, appreciate, argue and help each other through various forms of teaching activities.

(3) the principle of efficiency

The principle of efficiency refers to the ratio between the teaching achievements and the material and spiritual costs paid in unit time. This is often an important criterion to evaluate the suitability of teaching activities in classroom teaching. Classroom teaching activity itself is to achieve the corresponding classroom teaching goal, and every teaching link and corresponding teaching activity exists to achieve this teaching goal. Different teaching methods have different effects and efficiencies. Therefore, whether some teaching activities and teaching links are appropriate or not, the principle of efficiency has become a very important standard. This is not only the embodiment of teachers' creativity, but also an important method to improve teaching efficiency through classroom teaching evaluation, and its realization can truly achieve the purpose of developmental evaluation.

Artistic principle

Teaching is not only a technology, but also an art, which is well known, but the teaching art itself is also the most difficult content to grasp in classroom teaching evaluation. It should be said that teaching art embodies the vitality of teaching and the comprehensive embodiment of teachers' quality, not only in teachers' various abilities, but also in all aspects of classroom teaching. Among them, teachers' language expression ability and body language expressive force are particularly important. Language expression should not only be accurate, clear and concise, but also be infectious. As far as classroom teaching is concerned, teaching art includes the art of introduction, introduction and questioning, and the organization of each link can reflect teachers' teaching skills. The evaluation of teaching artistry in the evaluation process is mainly reflected in the evaluation of teachers' quality and teaching process.

(5) Process principle

The principle of the process includes two aspects. First, the evaluation is aimed at the classroom teaching process, that is, the classroom teaching evaluation itself is directly aimed at the classroom teaching activities and their processes. In this process, the classroom teaching efficiency is evaluated in combination with the classroom teaching objectives. It can be seen that in the mainstream classroom teaching evaluation, it is often evaluated by several basic structures and links of classroom teaching. Second, it is a principle that accompanies the principle of development. Evaluation should reflect the development process of both teachers' teaching experience and students' learning experience. It is not an event to evaluate a result, but to reflect the continuity of individual development. In order to give full play to the teaching function of evaluation, we put the individual growth and progress of teachers and students in the same important position. Teachers should constantly analyze and reflect on their teaching ideas, teaching attitudes and teaching behaviors, and carefully collect, sort out and ...

Question 6: What does the curriculum evaluation index include? Evaluation index system of teachers' teaching.

1, mass 1. The correctness of the content.

2. Content explanation

3. Difficult handling

4. Key treatment

Teaching content 5. Grade and structure

2. Capacity 6. Capacity size

7. Handle the relationship between ability and difficulty.

8. Measures to improve classroom knowledge capacity

3. applicability 9. The content is related to the specialty and the actual situation.

4. Teaching institutions 10. Teaching organization process

1 1. Organizational form and teaching content

5. Teaching methods 12. How to arouse students' enthusiasm and initiative?

Teaching art 13. Reform of traditional teaching methods

6. Teaching methods 14. The use of modern teaching methods

Reform and construction of experimental teaching

7. Basic teaching skills 16. Write on the blackboard.

language

18. Teaching mode and tools

8. Quality of lesson preparation 19. Proficiency of content

Teaching attitude

20. Preparation before class

2 1. Academic attitude

9. Teaching and educating people. Requirements for students' learning

23. lead by example

24. Combination of classroom teaching and educating people

Question 7: What are the contents of curriculum evaluation indicators? The first-level index system of course teaching quality evaluation includes four categories: teaching thoughts and attitudes, basic teaching requirements, teaching contents, teaching methods and evaluation.

The second indicator highlights the characteristics of research-oriented teaching, emphasizes research-driven teaching, and requires the teaching content to reflect or contact the new ideas, new concepts and new achievements of subject development in time;

Highlight the characteristics of process evaluation, including after-school learning guidance, after-school learning content arrangement, course assessment methods, etc. It embodies the idea of "teaching by law, but not by teaching", pays attention to teaching students in accordance with their aptitude, and flexibly uses heuristic, case-based, discussion-based and inquiry-based teaching methods to evaluate students' innovative consciousness and ability training.

Question 8: What aspects does the evaluation system of talent training quality in secondary vocational schools include?

(1) Basic principles of constructing an employment-oriented quality evaluation system and its operating mechanism. The teaching goal of technical education is to cultivate high-quality workers and skilled talents who can adapt to the overall construction of a well-off society.

According to the particularity of personnel training requirements in secondary vocational education and the characteristics of education and teaching in secondary vocational schools, the construction of its quality evaluation system must follow the following principles:

(1) Adhere to the employment-oriented principle in the evaluation direction. Change the traditional view of education quality, and establish the talent view and quality view based on all-round quality, ability-based and employment-oriented. Vocational education is not only employment education, but also entrepreneurship education. While receiving vocational education and training, it is the highest requirement of vocational education to promote students' employment and entrepreneurship.

(2) Adhere to the scientific principle of evaluation criteria. On the basis of following the law of the healthy growth and development of vocational students in vocational education and reflecting the teaching characteristics of vocational education, we will formulate teaching quality evaluation standards suitable for enterprises, industries and majors, including academic standards, enterprise standards and industry standards, and establish a quality standard system recognized by parents, enterprises, industries and society.

(II) Employment Quality Evaluation System The teaching quality of secondary vocational schools should be oriented to social needs and occupation, and the highest standard should be whether it can meet the needs of social communication and whether it can be praised by employers. Fundamentally speaking, the core index of teaching quality evaluation is to judge and detect the degree of conformity between the talent development level trained by vocational education and the actual needs of economic and social development, that is, the employment quality. Employment quality can include employment rate, professional counterpart rate, occupational stability rate, job promotion rate, salary level of graduates, satisfaction of graduates and their parents, satisfaction of employers, self-employment rate, contribution rate to local economic construction, etc.

Question 9: What are the quality evaluation indicators and methods of teaching effect? 1. application of modern teaching methods 15, basic teaching skills 16. Handle the relationship between ability and difficulty. The size of the capacity is 7. The capacity is 6. The blackboard is 17. The content is related to the major, and the actual situation is 4. The teaching method is 14. Instrument 8. The correctness of content 2. Teachers' teaching evaluation index system 1, teaching methods 12. Attitude towards learning. Teaching attitude, organizational form and teaching content. The key treatment of teaching content. Prepare before class 2 1. Teaching organization process 1 1, applicability 9. Reform and construction of experimental teaching. Teaching institutions 10. Content proficiency, teaching attitude 20, lesson preparation quality 19. Requirements for students' study. Reform traditional teaching methods. Initiative, teaching art 13. Difficult handling. Teaching and educating people. Hierarchy and structure II. Measures to improve classroom knowledge capacity. Arouse students' enthusiasm. Language 18.

Question 10: How to establish a scientific and effective classroom teaching evaluation system? Teaching quality is the fundamental symbol of school teaching ability and teaching level. It is one of the important measures to establish the evaluation system of classroom teaching quality and formulate the corresponding classroom teaching quality standards to realize the total quality management of teaching process and ensure the quality of education and teaching.

First of all, under the guidance of scientific principles, the guiding ideology of the index system is clear.

Teaching evaluation indicators play a guiding role in teaching activities. When formulating evaluation indicators, we should follow certain principles, reflect teaching characteristics and teaching requirements, and reflect teaching process information to the maximum extent.

1 guiding principles. The main purpose of classroom teaching evaluation is to guide classroom teaching practice and improve teachers' classroom teaching quality. Therefore, the evaluation index should be comprehensive, highlight the key points, reflect the cultivation of compound talents adapted to the strategy of rejuvenating the country through science and education, and reflect the modern teaching concept with the main educational thought as the core, so as to meet the requirements of cultivating students' lifelong learning and development in the information and socialization era.

2 the principle of independence. In order to diagnose the teaching process and evaluate the teaching effect, the evaluation index system of classroom teaching must have good feasibility, the evaluation index should be obviously differentiated and maintain relative independence. Therefore, when making evaluation indicators, we should first scientifically decompose the targets, and then merge them layer by layer to prevent the indicators from overlapping, so that each indicator is not only a complete system, but also a clear priority.

3 the principle of effectiveness. The effectiveness of evaluation is to make the evaluation system effectively reflect the evaluation situation. A brand-new concept should be used in the evaluation to overcome the over-emphasis on standardization and objectivity, which makes the lively classroom teaching dull and rigid, and the evaluation results can not reflect the requirements of the times. The evaluation should be based on the principle of effectiveness, and the evaluation index should not only reflect the requirements of society for teaching, but also reflect the requirements of the internal development of schools and students, and also reflect the personality of students.

4 the principle of fault tolerance. In the process of evaluation, the evaluator will inevitably be influenced by subjective and objective factors, which will lead to the deviation of evaluation information and affect the accuracy of evaluation. This requires better fault tolerance when formulating evaluation indicators, and even if the information is incomplete, more accurate conclusions can be drawn.

Secondly, based on the new teaching theory, the evaluation index is established.

In order to embody the spirit of innovation and conform to the laws of modern teaching, we must take modern teaching theory as the basis and fully reflect the requirements of modern teaching.

1 Construct a new teaching concept. With the demand for talents in the era of knowledge economy, modern teaching should not only pay attention to imparting knowledge, but also pay attention to cultivating students' other abilities. Modern teaching not only emphasizes the mastery of knowledge, but also emphasizes the harmonious development of ability and the perfection of personality. In curriculum design, from the pursuit of systematicness and rigor to the diversification, individualization and integration of curriculum forms. The course content pays attention to the combination of scientific knowledge and humanistic education, which makes students change from simply learning textbook knowledge to comprehensive cultivation of knowledge, ability, emotional attitude and values, cultivates students' strong social adaptability, and enhances students' initiative and creativity in the cognitive process.

2. Form a new outlook on students. In the traditional teaching process, students are regarded as containers to receive knowledge, while the new student view holds that students are the main body of teaching activities, and each student is the main body with independent personality. There are no poor students in teaching activities, only differences. In the teaching process, we should provide students with opportunities to express, create and succeed, and establish a new type of equal and democratic relationship between teachers and students, so that each student can develop on the original basis.

3 Explain the new concept of teaching quality. The new concept of teaching quality is not based on the accumulation of students' knowledge, but the unity of knowledge structure, innovative spirit and practical ability. In the teaching process, we should pay attention to both teachers' teaching and students' learning, and pay attention to cultivating students' independent thinking ability, analytical judgment ability, ability to collect, process and use information, ability to acquire and develop new knowledge, language expression ability and unity and cooperation ability.

Third, based on objective facts, formulate a scientific and reasonable quality evaluation system.

1 Determine the evaluation subject. The quality of classroom teaching is influenced by many factors, and the evaluation process is the process in which the evaluation subject evaluates the value of teaching activities. In order to evaluate the teaching process reasonably, the teaching quality must be comprehensively evaluated according to the evaluation results of different disciplines. Among them, students' evaluation is the most reasonable, experts' evaluation is objective and fair, leaders' evaluation can grasp teachers' teaching attitude and effect macroscopically, and community evaluation is more open.

2. Determine the scope of assessment. The quality of classroom teaching depends not only on teachers' teaching, but also on students' learning and the environmental resources provided by the school society. Therefore, to determine the reasonable content and scope of teaching evaluation is to evaluate. & gt