Education and teaching evaluation is a new topic in the field of western teaching theory. Classroom teaching quality evaluation has become a routine in most western universities. At present, teaching evaluation is also regarded as an important measure to strengthen school teaching management and improve teaching quality. Quantitative evaluation of teaching quality is respected and used by many schools. At present, most higher vocational colleges also attach great importance to quantitative teaching evaluation. Teaching is a complicated problem, which also includes a complicated process. Quantitative teaching seems accurate and objective, but in fact there are many problems. Vocational education has its particularity, so quantitative teaching evaluation in higher vocational colleges is worth discussing. This paper talks about some ideas in the teaching process, hoping to be beneficial to the evaluation of vocational education and improve the teaching level of vocational education.

First, the disadvantages of quantitative teaching evaluation

(A) obliterate the personality of teachers and courses

The items of quantitative evaluation mainly include teaching purpose, teaching content, teaching method and teaching effect, and are subdivided under each item. For example, whether the teaching content is substantial and whether the classroom arrangement is reasonable. Teaching methods are divided into several levels, such as whether to use modern teaching means, teaching mode, whether to use Putonghua and so on. The following is the distribution of teaching contents and teaching methods in an expert evaluation form of a school:

course content

excellent

okay

middle

poor

1, proficient in teaching materials, rigorous structure and strong logic.

five

four

three

1

2. The concept is accurate, the principle is clear and the case is typical.

five

four

three

1

3, focused, difficult, detailed properly.

five

four

three

1

4, contact with reality, cultivate ability, targeted.

five

four

three

1

5, reflect the frontier, clear-cut, focus on innovation.

five

four

three

1

teaching method

excellent

okay

middle

poor

1, with students as the main body, teaching students in accordance with their aptitude and learning from each other's strengths.

five

four

three

1

2, the use of audio-visual education, the use of teaching AIDS, proper means.

five

four

three

1

3. Ask questions carefully, guide well and cooperate tacitly.

five

four

three

1

4. Speak Mandarin in vivid, accurate and refined language.

five

four

three

1

5. The blackboard is neat, the layout is reasonable, and the demonstration is correct.

five

four

three

1

This watch should be said to be more rigorous and comprehensive. But it is not difficult to find out what kind of discipline it is, which seems to cover the theoretical teaching of arts and sciences. If some courses don't have conceptual analysis, this one won't get 5 points in vain. Look at the teaching methods and writing classes, including English writing. If the teacher is good at writing and guiding, and the class is mainly to guide and write model essays, the teaching methods are insignificant. In practice, there is a teacher with a considerable level, and his uniqueness is enough to make a course shine at the moment and let students learn real kung fu. If detailed analysis is used, its unique features cannot be displayed. Such a comprehensive quantitative standard not only obliterates teachers' personality, but also plays a bad role in guiding teachers' teaching consistently. Another example is painting class and calligraphy class, which can hardly be evaluated by details. Therefore, the quantitative evaluation method not only obliterates the personality of teachers, but also fails to reflect the differences of courses.

(b) There is suspicion of equating various teaching factors.

At present, accurate quantitative tables are usually divided into many parts. In addition to the above parts, some have also increased their teaching quality. And the distribution of scores is also varied. Some give teaching literacy a score not lower than the teaching content. In short, try to make the project comprehensive. However, the distribution of quantitative scores of each teaching factor seems to be unequal. But in fact, the distinction between important factors and unimportant factors is not clear enough. Teaching content should be the most important decisive factor.

Diversification of teachers' levels in vocational education. Some are knowledgeable, some are good at expressing, but the connotation is not as good as the former, and some have just entered the teaching staff, which is closely limited to the grasp of teaching materials. If the teaching content is limited to mastering teaching materials and other teaching contents meet the requirements, it may be reasonable to equate teaching content with teaching methods. However, if the teacher has his own good handout, which covers the main content of this course, especially reflects the frontier, has unique opinions, and explains it in simple terms, the teacher has made great efforts and is also a reflection of the high level of the teacher. This kind of teaching content determines the unusual teaching method and teaching effect. It is unreasonable to make it basically the same as the teaching method.

As for the teaching content and teaching methods, in fact, the distribution of scores is often too fine. Teaching is natural, writing on the blackboard is neat, and modern teaching methods are used, all of which give a score, such as 5 points, but there are also shortcomings. College Chinese and oral English classes are not suitable for multimedia teaching. The essential orientation of teaching mode is not easy. As we all know, Mr. Liu Wendian, a professor in Tsinghua, was sharp and weak before liberation, and Mr. Feng Youlan "stuttered badly. On several occasions, he blushed with anxiety because he couldn't say what he wanted to say. " [1] The teaching attitude and image of these professors are not very good. If you use quantitative methods, you may not become a famous teacher, but you are a famous teacher and master in the eyes of Tsinghua students. Their master level is not the sum of various factors, and their one or two advantages are difficult for today's teachers to achieve all their lives. It can be seen that the following division of teaching contents and methods may not be appropriate.

Teaching is a kind of overall overflow, which is a kind of edification and infection for students. Many factors in this are difficult to cut off. For example, teaching content and teaching methods are often a whole effect. The final result of the addition of these scores is the difference of scores, without the difference of important influencing factors, which can not reflect the original appearance of teachers' teaching. It can be seen that the quantitative evaluation method gives scores to many projects, which is fair in form and unfair in essence.

(C) quantitative evaluation of the shortcomings in the process of operation

1. Disadvantages of students' evaluation of teaching

We admit that students' evaluation of teaching has undeniable benefits for improving teaching methods. But at the same time, it can't be denied that it is a problem for students to ask them to grade every excellent product. Students' evaluation of teaching itself is limited by their own level. They are probably limited to their own in-depth and good teaching content and easy-to-understand teaching methods. Especially in higher vocational colleges, the student structure is more complicated. They are not clear about important issues such as course content and methods. As Hooke, a famous American pragmatic philosopher, said, "If students enjoy equal rights with teachers in curriculum planning, implementation and evaluation, they are likely to successfully reduce the quality of their degrees." "If students' actions are guided by people on the one hand, their abilities are evaluated by others; On the other hand, they want to directly participate in the process of guidance and evaluation, which leads to a contradictory situation [2].

2. Disadvantages of teaching evaluation by departments and "experts"

As we know, the policy of higher vocational colleges is to face the society, face the market and adjust their majors quickly. Teachers in the same department are not necessarily experts in the same field. Off-campus experts often do not necessarily invite their own professional experts. So sometimes these evaluations can only evaluate the teaching form, and the in-depth things are only teachers, or even God knows. If you don't know the major and industry carelessly, isn't all quantification redundant?

3. Non-targeted evaluation of practical courses

"the State Council's Decision on Vigorously Developing Vocational Education" particularly emphasizes "constantly updating teaching contents and improving teaching methods according to the needs of the market and society." Accordingly, domestic higher vocational colleges are constantly carrying out teaching reform, and the teaching mode of combining work with study is the highlight of current teaching methods in higher vocational colleges. Quantitative teaching evaluation quantitative indicators are generally aimed at classroom teaching, so first of all, it is not targeted at practical teaching.

Second, non-quantitative teaching evaluation

In view of the disadvantages exposed by quantitative teaching evaluation and the fact that teaching evaluation cannot be abolished, we introduce non-quantitative teaching evaluation method. Quantitative teaching evaluation methods mainly include the following contents:

(1) Evaluation object: We assume that the evaluation includes two parts, namely, students' academic performance and teachers' teaching. The quality of teaching in middle schools is mainly marked by students' enrollment rate. Because there is a most objective and fair entrance examination at work. How many famous schools and teachers also stand out. The popularity of self-taught examinations and TV universities has also gained a high social reputation. Ordinary colleges and universities have no unified scope of knowledge and ability, so there is no horizontal evaluation of students' academic performance. There is no feasible scheme for students' academic evaluation in higher vocational colleges, which may be the reason why ordinary colleges and vocational colleges avoid evaluating them and evaluate teachers. In fact, students' academic performance can best reflect teachers' teaching ability. Therefore, we regard the evaluation of students' academic performance as an important factor, and only in this way can we make an objective and fair evaluation of teachers' teaching.

The evaluation of students' academic performance depends on specific subjects. First of all, the theoretical course examines the syllabus and teaching content formulated by teachers. At present, with the reform of vocational education and teaching, vocational colleges tend to have no fixed teaching materials and unified teaching content. Therefore, the formulation of different teachers' syllabuses and teaching contents should first be qualitatively analyzed, and experts of this major should be invited to analyze it. On this basis, investigate students' mastery. It can be in the form of a written test paper, which shows students' mastery with scores. In practice class, relevant experts and enterprise personnel are invited to inspect students' practical skills, formulate examination contents and evaluate them in the form of examinations. Score each item. The grades are expressed in the order of excellent, good, qualified and unqualified.

Teachers' teaching evaluation first asks relevant experts to evaluate their teaching syllabus and teaching content and make a qualitative evaluation. The teaching of theoretical courses will be profound, stand at the forefront of academic circles, and stand out easily. Give affirmation to those who meet the requirements of the course and make the content appropriate. This will play a guiding role in improving the teaching quality of theoretical courses in higher vocational colleges. If there is a problem with the teaching content, it is necessary to point out the specific problems. The specific teaching content and syllabus should be evaluated by experts in this major to see if it meets the needs of society and market. At the same time, see if it is suitable for students. Experts in this field are ideally external experts. They are called external audit experts. This is to achieve objectivity and justice. Foreign teaching quality monitoring is evaluated by external experts.

(2) Assessment criteria: When formulating the assessment content and criteria of theoretical courses, the teaching content must be placed in a prominent position. Teaching purpose is an inseparable part of teaching methods. Teaching methods are not as good as teaching contents. Other factors should be viewed from the overall teaching of teachers. The key is to prioritize.

The evaluation standard of practical courses should be an urgent and important topic in higher vocational colleges. According to the reform trend of "work-study combination" in higher vocational colleges, a perfect evaluation system of "work-study combination" has been formulated.

"Work-study combination" is the trend of practical teaching reform in higher vocational colleges. At present, all schools and majors are exploring and practicing this new topic. Moreover, the practice of "work-study combination" involves the establishment, utilization and effectiveness of teaching bases inside and outside the school, as well as the depth and prospect of school-enterprise cooperation. Different courses should have different practical teaching systems. This puts forward newer and higher requirements for teachers. It is an important task for higher vocational colleges to formulate the evaluation standard of "work-study combination".

This standard still puts the teaching content in the first place, considering its: first, whether it meets the individual needs of students, that is, the needs of students' study and employment and the needs of sustainable development; The second is whether it meets the economic and social needs, that is, whether it meets the needs of employers and the sustainable development of the profession itself.

On this basis, the evaluation of students includes learning tasks, practical products, learning processes and practical processes. Students' practical products and achievements are the best display of teachers' teaching effect. Secondly, students' practice notes can be used as an effective way to evaluate teachers' teaching. The BTEC teaching evaluation system of British vocational education attaches great importance to this point.

For teachers' teaching, it depends on whether teachers understand the requirements, frontiers and prospects of industry operation practice. Furthermore, it depends on whether the teacher can organize the teaching content according to the characteristics of students, how to deal with the relationship between guidance and explanation, and whether the specific methods are in place.

(3) Evaluation of results

Giving the results in the form of comments is what we call "non-quantitative" teaching evaluation. On the basis of qualitative teaching content and teaching methods, the whole teaching process is evaluated and non-quantitative evaluation is given. Every teaching link must not be solved. Non-quantitative evaluation can reflect the overall characteristics of teachers, the influence of research results on the teaching of this subject and the influence of personal factors on students, but it is not necessarily necessary for every teacher. For example, a teacher with profound knowledge and high personal accomplishment has a great influence on students, which is recognized by a few students and experts. Not every teacher has to use this article, but what he has can be described by comments. Achievements are not inseparable, the key is that the characteristics of the same grade are different. It is also excellent, and the highlights are different. There are really master teachers, not only excellent teachers can explain the problem. So there was no evaluation of teaching in the past, but there were many famous teachers.

As for non-quantitative teaching evaluators, the first is professionals and experts, including professionals and enterprise personnel. Followed by peer teachers. It is necessary to put an end to the evaluation of non-peer leaders and teachers by popular departments. Only in this way can we evaluate from the expert's point of view, and the teaching evaluation will not become a mere formality. Nowadays, all kinds of vocational colleges are popular in teaching evaluation, but in many cases, the evaluators are not peers, especially the deep-seated problems of teaching are extremely ignorant. The result of this evaluation is too damaging to the reputation of the evaluation. Therefore, we especially emphasize peer evaluation of teaching. Thirdly, students still participate in the process of teaching evaluation. It's just that the standard of evaluating teaching is different from that of experts and peer teachers. Limited to what they can evaluate.

Advantages of non-quantitative teaching evaluation: focus on qualitative evaluation of teaching. Different from the method of adding scores of quantitative teaching factors. Advocate to find out the key factors of successful teaching. Non-quantitative teaching can help teachers learn from each other's strengths by discovering the characteristics of teachers and courses with a discovery eye and paying attention to the different characteristics of teachers and the advantages of teachers' personality. Instead of letting teachers develop in the same way.

Different disciplines have different characteristics. The way of commenting does not need different courses in the same framework, and it can really find good courses and improve teaching quality. For example, the writing class between theory class and operation class is not based on teaching, and the role of guidance and model essay is incomparable. Non-quantitative evaluation methods can find the characteristics of these courses.

There is a question worth asking. Teachers should be allowed to complain on their own to avoid big deviations. In practice, we find that those teachers who infect students with knowledge and literacy, those who are well-known outside the school and privately recognized in the school, have not been fairly evaluated in the school.

At the same time, the evaluator must be objective and fair. This is the hardest thing to do. No matter how ideal the evaluation criteria and methods are, they must also be idealized in the implementation process. Otherwise, teaching evaluation will be unfair. We do not deny that the current teaching evaluation in higher vocational colleges has a positive impact on teaching quality. However, we also see the improper rise of teaching evaluation, which has greatly damaged the status and honor of teaching evaluation among teachers by engaging in relations, canvassing and leadership instructions. On the one hand, the evaluation of teaching is in full swing, on the other hand, teachers privately do not recognize this result. Hurt the teacher's heart, but still have to continue to be conscientious, more silent and unintentional.

In a word, non-quantitative teaching evaluation actually hopes to truly show teachers' personality and characteristics in the teaching evaluation of teaching quality management system. It is conducive to the evaluation of teachers who are truly deep, practical and far-sighted, and to the evaluation of really good classes and good practices, and plays a role in guiding teachers to play their individual characteristics, learn from each other's strong points and guide teaching to a high level.

refer to

Tang Shaojie. Overview of Tsinghua's old professors [a]. , support, etc. The Lost University [c]. Beijing Tongxin Press, 2005.230.

[2][ America] John S? Brubeck. Philosophy of higher education [m]. Translated by Wang et al. Hangzhou: Zhejiang Education Press, 2002. P42-43 (original) /shop/view_shop.htm? mytmenu = mdianpu & amputkn=g，nruwqylom 4 ztcmjw 13223835 15 187 & amp； User id=4 149 13099.