First of all, do a good job of analysis and statistics before writing the teaching quality analysis report
Teaching quality is based on advanced teaching concepts and down-to-earth basis, rather than being imagined and made up. Only when the work is done well and there are real gains and feelings can we write a high-quality teaching quality analysis report. Therefore, before writing the teaching quality analysis report, we should first analyze the teaching work in the previous stage in the order from there to here, from teaching quality to school management.
1. Analyze students. Students' grades and performances, including basic knowledge, basic skills, interest attitude, study habits, moral cultivation, aesthetic taste, etc., bear 100% of the school teaching quality. In the analysis, we can focus on knowledge and ability, process and method, emotional attitude and values. For example:
(1) What are the basic knowledge and skills of students? Knowledge is the basis of forming ability and developing intelligence, and ability is an important factor to evaluate academic performance. Let's talk about Chinese first: whether the writing, basic strokes and radicals are qualified, and whether the body frame structure is symmetrical and standardized; Reading, whether you have mastered the basic reading methods, whether you can read articles with appropriate degree; Whether the practice reaches the literal order, whether the content is specific and clear, and whether the inner feelings are expressed.
(2) Whether you are enthusiastic and interested in learning. The best stimulation of learning is interest in learning materials; Only when students have enthusiasm and interest can they devote all their energy to their studies. Learning and happiness are inseparable. Without enthusiasm and interest, there is no initiative and memory. Speak Chinese first: whether students have the initiative to read and practice Chinese; Do you have a high enthusiasm for extracurricular reading? Are you interested in practicing writing and keeping diaries?
(3) Whether to form the most basic good study habits. Good study habits are more important than students' intelligence. Let's talk about Chinese first: Do students get into the habit of reading the words clearly and then writing them down in one go (not reading them one by one), and don't stick to strokes or smearing. If they don't write well, compare them before writing; Whether you have developed the habit of thinking, drawing and commenting while reading, and insist on taking reading notes; Whether you have developed the habit of observing life carefully, writing diligently and expressing freely.
(4) Do you have a serious, down-to-earth and down-to-earth study grid? Sitting still, studying, getting good grades and perseverance are more important than anything else. Because this is the behavioral basis for students' sustainable development and improvement.
2. Analyze the teacher. 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.
(1) in preparing lessons, we can focus on the following aspects: ① whether teachers are willing to study the teaching materials in depth and carefully design the teaching process; Do teachers really have time to study textbooks and design teaching? (2) Whether the teachers really master the basic curriculum ideas in the subject Curriculum Standards and the specific teaching objectives and requirements of the grades they teach; Whether the lesson preparation is detailed and practical, and whether the basic concepts of the course can be conscientiously implemented in the teaching design according to the specific teaching objectives and requirements of the grade being taught. (3) If teachers use electronic lesson preparation, we can focus on analyzing whether teachers use shared teaching resources correctly and scientifically.
(2) In class, we can focus on the following aspects: ① Whether teachers can turn the basic ideas of the course into conscious teaching practice. (2) What is the degree of conformity with the evaluation indicators (Beijing's Classroom Teaching Evaluation Scheme for Primary and Secondary Schools) such as teaching objectives, learning conditions, learning guidance and teaching control, student activities, classroom atmosphere, teaching effect and subject characteristics. (3) Whether to instruct and require students to complete the large number of essays, small exercise pens, diaries and reading notes specified by the school on time and with high quality.
(3) In terms of homework correction, we can focus on the following aspects: ① Whether the books and pens are unified. (2) Whether the homework reflects autonomy, hierarchy, operability and creativity, and whether it is conducive to consolidating and strengthening the learned content in time and cultivating students' practical ability and innovative spirit. (3) Whether the teachers' corrections are timely, earnest and standardized, and whether they set an example; Whether the evaluation method is scientific and flexible, focusing on praise and encouragement, and whether it is enlightening and instructive.
(4) In the aspect of after-class reflection, we can focus on the following aspects: ① Whether teachers can reflect in time, seriously and profoundly-exploring teaching rules and reflecting on teaching problems through classroom teaching phenomena. (2) Whether teachers can grasp the main problems in teaching and adjust and improve their teaching behavior in time. (3) Whether teachers can sort out and systematize the contents of teaching reflection in time and constantly sum up teaching experience.
(5) In the aspect of individual tutoring after class, we can focus on the following aspects: ① Whether teachers can do hierarchical tutoring and pay attention to the development and improvement of each student. (2) Whether individual counseling is effective and the effect is outstanding. "For all students, for all students and for all students" should be the motto of teachers' work. Because any student who is behind the times, for this student, for this student's family, is a 100% failure.
3. Analysis school. 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.
(1) In the routine management of daily teaching, we can focus on the following aspects: ① Whether the teaching management system is sound and standardized. Such as "Teaching Routine", "Teaching Quality Evaluation Scheme" and "Measures for Evaluating Students' Academic Achievements", whether they are sound and standardized and keep pace with the times. (2) whether the implementation of teaching routine is in place. For example, from a macro perspective: whether to actively promote the pilot program of curriculum reform in Beijing; Whether the management of the whole teaching process is in place, from subject teaching plan to lesson preparation, class, evaluation and feedback; Whether the subject teaching evaluation is systematic, comprehensive and diversified, and whether the feedback and adjustment are timely. Micro-analysis: whether the subject teaching plan is scientific, comprehensive, focused, concrete, feasible, innovative and conscientiously implemented; Whether teaching analysis and counseling are related to the actual teaching in the school; Cadres go deep into the classroom and the teaching and research group to guide whether the teaching measures are effective; Whether the research courses, demonstration courses and evaluation courses held effectively solve the main problems existing in teaching; Whether to combine teaching inspection, "double-base" test with subject competition to make it regular and institutionalized; Whether the key grades and classes are strictly monitored and carefully analyzed during the unit clearance and mid-term inspection; Whether the main problems existing in the test and students' homework are summarized and fed back in time and effectively solved.
(2) In terms of extracurricular and extracurricular activities, we can focus on the following aspects: ① Whether extracurricular activities are included in the teaching work plan. For example, whether there are comprehensive considerations and practical measures to carry out classical poetry recitation and extracurricular reading activities, what to read in each grade (what articles to recite and what books to recommend), when to read, how to read, how to check, evaluate and show the results, etc. (2) Whether interest groups have been set up in various disciplines according to the requirements of the school routine, how students participate and are enthusiastic, whether the activities are regular, and whether the results display is institutionalized.
(3) In teaching and scientific research, we can focus on the following aspects: ① Whether the school has formed a unified ideological understanding of the combination of scientific research and teaching and scientific research, and the close combination of teaching and scientific research. ② Whether the teaching and scientific research activities are carried out in a solid and effective way. For example, whether teaching scientific research topics is a universal problem that schools or regions need to solve urgently; Whether the research forms are flexible and diverse; Whether a research atmosphere of learning, debate, practice and competition has been created among teachers. (3) Whether the research results are widely known and go deep into teachers' minds has become the conscious behavior of teachers' teaching reform.
(4) In terms of teacher training, we can focus on the following aspects: ① Does the school have a long-term training plan for teachers and famous teachers? (2) Whether teachers have sufficient theoretical study time and learning opportunities. "Horses run well" and "Horses don't eat grass" are impossible. The school has not built or created a stage and opportunity for teachers to show their teaching wisdom and talent.
(5) In the aspect of running a school, we can focus on the following aspects: whether the school's goal is clear and whether quality education is fully implemented; Whether the school's school-running characteristics are outstanding reflects the student-oriented development and pays attention to the all-round development of each student. In order to make the analysis and preparation before writing the teaching quality analysis report more detailed and objective, according to the needs, students can be tested individually or comprehensively in advance, teachers or students can be surveyed by questionnaire, and teachers or students can be organized to have a small-scale discussion.
Two, master the general form and requirements of writing 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 use too many keywords, 3-5 are appropriate.
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. Construction of school teachers; 5. The quality of school teaching. (1) students' basic knowledge and skills; (2) Students' enthusiasm and interest in learning; (3) Students' good study habits; (4) Students' learning characteristics; 6. Extracurricular and extracurricular activities. Third, the main problems and reasons (the second focus of the report); Fourth, strengthen and improve methods (the third focus of the report)
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 homework, 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.