Classroom evaluation is to judge the value of teachers and students' activities in classroom teaching and the changes caused by these activities in view of classroom teaching objectives. Classroom evaluation is a regular activity in teaching, scientific research and teaching. Colleagues learn from each other and discuss and evaluate classes together. There are school leaders' evaluation of diagnosis and examination; There are also high-level expert appraisal or class evaluation and so on. The purpose of evaluation is not to prove, but to improve.

Second, the significance of classroom evaluation

Teaching evaluation can mobilize teachers' teaching enthusiasm and initiative, help and guide teachers to constantly sum up teaching experience, improve the level of education and teaching, and enhance teachers' education and teaching literacy; Promote teachers to improve teaching practice, make teachers obtain information through multiple channels, constantly improve teaching level, change teachers' educational concepts, urge teachers to conduct lively teaching, and gradually form their own unique teaching style in the teaching process.

Third, the principles of classroom evaluation.

1. Classroom evaluation should adhere to the principle of "student development" and proceed from the needs of students' all-round development.

The core idea of the curriculum reform of basic education is "student development-oriented". Curriculum evaluation should start from the needs of students' all-round development, pay attention to students' learning status and emotional experience, pay attention to the embodiment of students' dominant position and play a leading role in the teaching process, emphasize respect for students' individuality and individuality, encourage discovery, inquiry and questioning, and cultivate students' innovative spirit and practical ability.

2. Classroom evaluation should be based on the diagnosis and correct orientation of teaching.

Classroom teaching is a complete process of preparation, implementation and goal achievement, and it is a complex and changeable system. In order to fully reflect this process, quite a few factors need to be investigated. A correct evaluation of a class should not only focus on the whole process of classroom teaching, but also not cover everything. We should highlight the investigation of the indispensable basic elements of classroom teaching in quality education, so as to make targeted diagnosis and correct guidance in evaluation.

3. The evaluation of classes should adhere to the combination of teaching evaluation and learning evaluation, focusing on "learning evaluation".

The main body of classroom teaching is students, and the implementation of teaching objectives is ultimately reflected in the learning process of students. Classroom teaching evaluation should change the traditional phenomenon of "teaching evaluation" and shift the focus of evaluation to "learning evaluation", so as to promote teachers to change their ideas and improve teaching. It is necessary to shift the focus of class evaluation from teachers' knowledge transfer to students' effective learning direction, and to how to teach students in accordance with their aptitude. How to turn excessive unified teaching into a classroom with the main activities of guiding students to study and discuss in groups and unified answering guidance, and into a classroom that combines appropriate unified explanation with guiding students to study independently or choose freely.

Change the focus of classroom evaluation: the evaluation of classroom teaching should not only focus on the quality and effect of students' learning, especially the scores of students' academic evaluation, but should pay more attention to whether teachers have effectively created an environment and atmosphere for effective teaching activities.

4. Classroom evaluation should advocate innovation and cultivate personality.

Classroom teaching has rich connotations, and the differences in subjects, students, teachers and teaching conditions make classroom teaching ever-changing. Correctly evaluating a class hour should not only reflect the general characteristics of classroom teaching, but also advocate innovation and encourage personalized teaching.

5. The evaluation of the class should proceed from reality, from what is observed, felt and measured, and cannot be taken for granted.

Classroom teaching evaluation should conform to the reality of classroom teaching reform, and the evaluation standard is the expected goal, but it must be realized under the existing conditions in order to give full play to the incentive function of evaluation; Classroom evaluation must proceed from reality, from what is observed, felt and measured, and cannot be taken for granted. The content and main points of evaluation must be observable, perceptible and measurable, and judged according to the actual situation; Evaluation should be based on qualitative evaluation and comprehensive judgment.

Fourth, the evaluation method:

1, evaluation of teaching objectives

Teaching goal is the starting point and destination of teaching, and its correct formulation and realization is the main measure to measure the quality of a class. Therefore, the evaluation of the class should first evaluate the teaching objectives.

First of all, from the perspective of teaching objectives, it depends on whether it is comprehensive, specific and appropriate. Comprehensive means that it can be determined from several aspects such as knowledge, ability, thought and emotion; Specifically, it means that the knowledge goal should have quantitative requirements, and the ability, thought and emotional goals should have clear requirements, reflecting the characteristics of the discipline; Suitability refers to the determined teaching objectives, which can be guided by the syllabus, reflect the characteristics of the current year, grade and unit teaching materials, conform to the actual age and cognitive law of students, and have moderate difficulty.

Secondly, from the perspective of achieving the goal, it depends on whether the teaching goal is clearly reflected in every teaching link and whether the teaching means closely focus on and serve the goal. It depends on whether the key content is contacted as soon as possible in class, whether the teaching time of the key content is guaranteed, and whether the key knowledge and skills are consolidated and strengthened.

2, the evaluation of teaching materials processing

Evaluating the quality of a teacher's class depends not only on the formulation and implementation of teaching objectives, but also on the organization and handling of teaching materials by the teaching teacher. To evaluate a teacher's class, we should not only see whether the teacher's knowledge is accurate and scientific, but also pay attention to analyzing whether the teacher highlights the key points, breaks through the difficulties and grasps the key points in the teaching material processing and teaching method selection. It depends on whether the determination of teaching purpose is clear, comprehensive, targeted and oriented. Whether the teaching focus is accurate and whether the teaching process has a focus. Whether the teaching difficulties are grasped accurately and made a breakthrough. Whether the teaching materials have been carefully organized and processed. Teachers must make reasonable adjustments, enrich and deal with teaching materials, reorganize and scientifically arrange teaching procedures, and choose reasonable teaching methods according to the necessity and purpose of teaching, students' knowledge base, students' cognitive rules and psychological characteristics, so as to transform the teaching material system into a teaching system.

3. Evaluation of teaching process

Teaching objectives should be completed in the teaching process, and whether the teaching objectives can be achieved depends on the design and operation of the teacher's teaching process. Therefore, it is necessary to comment on the teaching procedures when evaluating classes. The evaluation of teaching process includes the following main aspects.

(1) on the design of teaching ideas

Teaching thinking is the main thread of teachers' classroom, which is designed according to the actual situation of teaching content and students' level. It embodies a series of teaching measures, such as how to arrange the combination, how to connect the transition, how to arrange the details, how to arrange the lectures and exercises, etc. The design of teachers' classroom teaching ideas is varied. To this end, we evaluate the teaching concept. First, it depends on whether the design of teaching ideas conforms to the reality of teaching content and students' reality; Second, it depends on whether the design of teaching ideas is original.

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(2) Look at the classroom structure.

There are differences and connections between teaching philosophy and classroom structure. The teaching concept focuses on the treatment of teaching materials and reflects the vertical teaching context of teachers' classroom teaching. Classroom structure focuses on the design of teaching methods, reflecting the horizontal level and links of teaching. It refers to the establishment of each part of a class teaching process, as well as their connection, order and time allocation. Classroom structure is also called teaching link or step. Different classroom structures will also produce different classroom effects. It can be seen that the design of classroom structure is very important. Usually, the structure of a good class is: rigorous structure, interlocking, natural transition, reasonable time allocation, moderate density and high efficiency.

Calculating the lecturer's teaching time design can better understand the lecturer's teaching focus. The design of teaching time includes: whether the time allocation and connection of teaching links are appropriate.

① Calculation of time allocation in teaching: It depends on whether the time allocation and cohesion in teaching are appropriate, whether there is a phenomenon of "loosening before tightening" or "loosening before tightening", and whether the collocation of lecture and practice time is reasonable.

② Calculate the time allocation of teachers' activities and students' activities: it depends on whether it meets the teaching objectives and requirements, whether teachers take up too much time and students' activities are too little.

③ Calculate the distribution of students' personal activities and students' collective activities: it depends on whether the distribution of students' personal activities, collective activities and class activities is reasonable, whether there are too many collective activities, and whether students have too little time to study, think independently and finish their homework independently.

④ Calculating the activity time of excellent and poor students: It depends on whether the activity time distribution of excellent, medium and poor students is reasonable, whether the excellent and poor students occupy too much time and whether the poor students occupy too little time.

⑤ Calculation of non-teaching time: See whether teachers are divorced from the teaching content and do other things, wasting valuable classroom teaching time.

(D) Evaluation of teaching methods and means

Evaluating the selection and application of teachers' teaching methods and means is another important content of classroom evaluation. The so-called teaching method refers to the general name of the activities taken by teachers in order to complete the teaching objectives and tasks in the teaching process. However, it is not an isolated single teacher's activity mode, it includes the teacher's "teaching activity mode" and the student's "learning" mode under the guidance of teachers, and it is the unity of "teaching" and "learning" methods. Comment on teaching methods and means, including the following main contents.

(1) See if it is tailored to suit your needs and used flexibly.

There are methods in teaching, but there is no fixed method. The key is to find the right method. Teaching is a complex and changeable system engineering, and there can be no fixed universal method. A good teaching method is always relative, and it always changes with the characteristics of courses, students and teachers themselves. In other words, the choice of teaching methods should be tailored and applied flexibly.

(2) Look at the diversity of teaching methods.

Don't be monotonous and rigid in teaching methods. It will be boring to copy the best methods every day. The complexity of teaching activities determines the diversity of teaching methods. Therefore, when evaluating classes, we should not only see whether teachers can face the reality and properly choose teaching methods, but also see whether teachers can work hard on diversified teaching methods to make classroom teaching extraordinary, innovative and artistic forever.

(3) Look at the reform and innovation of teaching methods

To evaluate teachers' teaching methods, we should not only evaluate the routine, but also look at the reform and innovation, especially the lessons of some key teachers with better quality. We should not only look at convention, but also look at reform and innovation. It depends on the design of classroom thinking training, the cultivation of innovative ability, the exertion of main activities, the construction of new classroom teaching mode and the formation of teaching artistic style.

(4) Look at the application of modern teaching methods.

Modern teaching calls for modern educational means. The old and single teaching method of "a piece of chalk, a book, a blackboard and a mouth" should be changed. The use of teachers' teaching methods and means depends on whether teachers use modern teaching methods such as projector, tape recorder, computer, computer, TV and film in time and properly.

(e) Assessing teachers' basic teaching skills

Teaching basic skills are an important aspect of teachers' good classes, so the evaluation of classes also depends on teachers' teaching basic skills. Usually, teachers' basic teaching skills include the following aspects.

(1) Reading on the blackboard: A good blackboard, first of all, the design is scientific and reasonable, and the book is deducted according to the outline. Secondly, it is concise and artistic. Third, clear-cut, neat and beautiful handwriting, skillful board drawing.

(2) Attitude: According to psychological research, human expression * 55% facial expression +38% voice +7% speech. Teachers' teaching attitude in the classroom should be clear, cheerful, solemn and infectious. Dignified appearance, calm manner, enthusiastic attitude, love for students, and harmonious feelings between teachers and students.

(3) Look at language: Teaching is also the art of language. Teachers' language is sometimes related to the success or failure of a class. Teachers' classroom language should first be accurate and clear, speak Mandarin, be precise, concise, vivid and inspiring. Secondly, the intonation of the teaching language should be appropriate, with moderate speech speed, cadence and variety.

(4) Look at the operation: Look at the teacher's proficiency in using teaching AIDS and operating projectors and tape recorders. Some depend on whether the teacher properly grasps the opportunity and position of the experimental demonstration and takes care of all the students in the classroom. Classroom demonstration and experiment are skillful and accurate, and good results have been achieved.

(VI) Guidance on learning evaluation methods

(1) depends on whether the purpose and requirements of the study guidance are clear.

Help students understand learning rules, correct learning motivation, stimulate learning interest, master scientific learning methods, develop good study habits, gradually improve learning ability and effectively improve learning efficiency.

(2) It depends on whether the content of the guidance is familiar and put into practice.

(7) Evaluation of ability training

To evaluate teachers' ability training in project teaching, we can see whether teachers have created a good problem situation for students in the teaching process, strengthened the problem consciousness and stimulated students' curiosity; Whether to pay attention to excavating students' internal factors and guide and encourage them; Cultivate students' habits of independent thinking, inquiry and questioning; Whether to cultivate students' observation habits and psychological quality; Whether to cultivate students' good thinking habits and peacetime, and teach students the ability to think in many ways and solve problems from many angles.

(VIII) Evaluation of the relationship between teachers and students

(1) See if we can fully establish students' dominant position in classroom teaching activities.

(2) See if we can create a relaxed and democratic classroom teaching atmosphere.

(9) Evaluation of teaching effect

Seeing the effect of classroom teaching is an important basis for evaluating classroom teaching. The evaluation of classroom effect includes the following aspects: First, the teaching efficiency is high, the students' thinking is active and the atmosphere is warm. Second, students have benefited a lot, and students of different degrees have made progress on the original basis. Knowledge, ability and ideological and emotional goals can be achieved. Three, the effective use of 45 minutes, students learn easily and happily, with high enthusiasm, solve problems in class, and students have a reasonable burden.

The evaluation of classroom effect can sometimes be carried out through tests. In other words, when the class is over, the reviewers will give questions about the students' knowledge, do tests on the spot, and then evaluate the classroom effect through statistical analysis.

Problems needing attention in verb (abbreviation of verb) evaluation

(1) According to the characteristics of classroom teaching and the actual situation of class students, publicly evaluate a class realistically to avoid personal inclination.

(2) We should analyze and discuss with the lectured teacher with an open mind and a tone of discussion, and we should not impose our views on others.

(three) to highlight the key points, evaluation and research around the main issues, do not cover all aspects.

(four) to be based on facts (data) to enhance persuasiveness.

(5) Do a good job of investigation, and understand the situation of teachers and students as comprehensively as possible.