I. What is classroom teaching evaluation (I) Defining classroom teaching evaluation is the evaluation of teachers' classroom teaching, mainly the value judgment of teachers' classroom teaching behavior and its effect. Generalized classroom teaching evaluation usually has two dimensions: process and result, teacher and student. Because the previous content mainly involves the evaluation of students and teaching results, our classroom teaching evaluation here is mainly aimed at the evaluation of teachers' classroom teaching process. (Zhang Dajun: Educational Psychology, 665 pages, Beijing, People's Education Press, 2005. There are usually three ways to evaluate teachers' classroom teaching: one is to evaluate the teaching process, mainly evaluating the components of the teaching process, such as teachers, students, teaching methods and teaching environment; The second is to evaluate students' activities, with students' psychological development as the evaluation center, and to evaluate whether students have developed and improved their cognitive, emotional and motor skills in classroom teaching, based on students' behavior in classroom; The third is to evaluate the teaching effect, which is often the evaluation of students' progress after teaching. Different from the second evaluation, the former mainly speculates the possible gains through students' behavior in class, while the evaluation of teaching effect is often carried out by means of measurement such as exams after classroom teaching. Among these three evaluation methods, the third one is often associated with students' evaluation and is the focus of students' evaluation, which has been introduced in detail in the previous chapter. The second evaluation method is still being explored, such as evaluating students' overall performance or evaluating each student's classroom behavior, and evaluating in classroom teaching or after class needs further exploration; At present, teaching process evaluation is mainly used, which is also a relatively mature teacher classroom teaching evaluation. Our classroom teaching evaluation here mainly discusses this aspect. (2) The types of teachers' classroom teaching evaluation can be classified from different angles. 1. Reward and punishment evaluation and developmental evaluation According to the evaluation purpose, teachers' classroom teaching evaluation can be divided into reward and punishment evaluation and developmental evaluation. The purpose of reward and punishment evaluation is to reward and punish teachers according to the evaluation results. It combines the results of classroom teaching evaluation with teachers' rewards and punishments as the basis for teachers' promotion, reward, demotion and dismissal. This kind of evaluation is widely used in the field of education in China at present, and there are some disadvantages such as teachers who participate in the evaluation pay too much attention to the quality of the evaluated class rather than the quality of the whole education and teaching, and the evaluation is ineffective. In addition, there will be problems such as teachers' enthusiasm is difficult to mobilize. The purpose of developmental evaluation is to improve teachers' teaching skills and level through comments, discussions and reflections on teachers' classroom teaching. The evaluation results are not linked with rewards and punishments, but provide opportunities for teachers to communicate with each other and discover their own advantages and disadvantages. External evaluation and internal evaluation can be divided into external evaluation and internal evaluation according to the evaluation subject. This classification method is based on whether the evaluator participates in classroom teaching activities or not. External evaluation refers to the evaluation of teachers' classroom teaching by teaching researchers, evaluation experts, school leaders, academics and teachers' peers who do not participate in classroom teaching activities. Internal evaluation is the evaluation made by teachers and students who are directly engaged in classroom teaching activities. Both external evaluators and internal evaluators will follow certain evaluation criteria in the evaluation process, but the evaluation criteria of different evaluators may be different. For example, peers will put forward more requirements for classroom teaching from the perspective of discipline, while school leaders will put forward requirements from the perspective of school management. Teachers will comment on their own teaching style, while students may evaluate the teaching content and emotional response in teaching. 3. On-site observation evaluation, monitoring evaluation, video evaluation and scale evaluation can be divided into on-site observation evaluation, monitoring evaluation, video evaluation and scale evaluation according to the collection method of evaluation data. On-the-spot observation and evaluation means that the evaluator enters the classroom. Listen to the teacher in real time and evaluate in time. This evaluation method is often shown in the practical application process. This evaluation data collection method has strong timeliness, can evaluate all kinds of temporary situations, and has a deep understanding of teachers' teaching enthusiasm and students' participation enthusiasm. The disadvantage is that it will be limited by the evaluator's attention distribution and recording speed. And because of the appearance of evaluators, the teachers and students who are evaluated often have some psychological and behavioral changes. Monitoring and monitoring evaluation is a real-time classroom evaluation using one-way glass or camera equipment. Evaluators do not directly enter the classroom, which can largely avoid bringing pressure to teachers and students and make the information obtained more real. The disadvantage is that it may be affected by the observation angle. It is impossible to fully understand the situation of the whole classroom. Video teaching evaluation is to record the teacher's teaching process and students' activities with video, and evaluate and analyze them after class. Its advantage is that many people can watch and discuss it repeatedly, and the evaluated teacher can also participate in the discussion in the evaluation process, thus making the whole evaluation data more comprehensive, objective and accurate. And you can also compare the teaching videos of different teachers. Or compare the teaching videos of the same teacher and analyze the teacher's teaching progress. In video evaluation, video is often just a means to collect evaluation data. Encoding, analyzing and evaluating video data will lead to different video evaluation and analysis techniques. The evaluation of the scale adopts a pre-prepared evaluation scale, and teachers and students answer according to their own subjective images of the teaching process and effect. The key of this evaluation method is the compilation of evaluation scale, sometimes called questionnaire evaluation method. Questionnaire evaluation.