Teaching evaluation is an important teaching and research activity to correctly evaluate teachers' teaching level and exchange teaching experience. Teachers should be evaluated comprehensively, objectively and fairly from the aspects of teaching purpose, teaching content, teaching structure, teaching methods, teaching skills and teaching effect, so as to affirm their strengths, point out their shortcomings and give full play to the incentive function of class evaluation. As we all know, no one is perfect and no class can be perfect. Only in the attitude of being responsible for the teachers and the reform of teaching and research can the teaching function of class evaluation be brought into play.

2. Adhere to the objectivity of classroom evaluation.

As the saying goes, "a clever woman can't cook without rice", which objectively restricts subjectivity. Every time an open class is held, some teachers borrow classes, and some teachers attend classes in the original class, but the teaching effect is very different. The former prepares students to guide learning methods, but it is not as good as the latter to master concrete and use them freely. Secondly, the students of open classes have a great influence on the teaching effect. Some classes have strong students. In the classroom, students' thinking flexibility is different, and the depth and breadth of asking questions are also different. Furthermore, the teaching methods of teachers in open classes are closely related to the teaching methods of the original teachers in their classes. Teachers in this class have the idea of teaching reform, and the teaching effect will be good, otherwise the teaching effect will be poor.

3. Insist on the appropriateness of classroom evaluation.

The formulation of evaluation criteria should pay attention to science and reality. According to the teaching practice in Hefei, it is very important to formulate appropriate evaluation standards. If the evaluation standard is too high, it will make the standard divorced from the reality, and most people will not reach the standard, which will cause teachers to be afraid of the standard and lose the ultimate goal of evaluation. If the evaluation standard is too low, it will make it easy for teachers to meet the standards, which will easily lead to teachers' complacency and is not conducive to the further development of evaluation. Only by setting the evaluation criteria in a suitable position can it be welcomed by teachers.