2. Classroom teaching factor evaluation method: The so-called factor evaluation method is an evaluation method that measures the whole class as a whole based on several factors of classroom teaching evaluation.
3. Mathematics learning evaluation: It refers to the process of collecting evidence of students' mathematics knowledge, ability to use mathematics and their feelings, attitudes and values on mathematics in a planned and purposeful way, and drawing conclusions on students' mathematics learning status or a certain course and teaching plan according to these evidence.
4. Cooperative examination evaluation: it is the most novel examination evaluation method in the new curriculum. It requires several students to cooperate to complete a job or a project. Then, the teacher first evaluates the specific works or the achievements of the completed project, which are shared by the cooperative students. Secondly, cooperative students will evaluate each other's feelings, attitudes and qualities, which are different. Finally, the teacher evaluates the cooperation and level of each group in the form of scores or grades, which are shared by the cooperative students. In the evaluation of this cooperative examination, the final score or grade of each student will be synthesized by using certain weights and forms. This kind of examination evaluation pays more attention to the process of students' division of labor and cooperation, sense of responsibility and team spirit.
5. Self-reflection: it is the teacher's re-understanding, re-thinking, re-exploration and re-creation of the education and teaching process. Under the guidance of the new curriculum concept, it is a process of examining and analyzing teaching behavior, teaching decisions and the resulting teaching results with the process of education and teaching activities as the object of thinking. It is a critical thinking activity to promote the development of professional quality by improving the self-awareness level of participants.
6. Classroom impromptu evaluation: refers to the timely, reasonable and encouraging evaluation of students' various learning behaviors and communication behaviors in classroom teaching activities.
7. Educational evaluation refers to the process of making value judgments on educational facts. Some scholars use a simple expression to approximate it as: educational evaluation = objective description+value judgment+value-added exploration.
8. Formative evaluation: refers to the evaluation of students' academic status before or during teaching, with the purpose of understanding students' existing knowledge level or their progress and existing problems in teaching, adjusting teaching in time and promoting students' development.
9. math diary: Students record their learning of mathematics in the form of diaries. Under the guidance of teachers, students explore, acquire and apply knowledge by remembering math diary, and constantly supplement and improve their own forms, thus actively constructing their own knowledge structure.
10. Open examination evaluation: let students go out of the examination room and give them enough time to find information, think about problems, experience research and solve problems under the guidance of a proposition or in a specific environment ... Teachers can not only evaluate students' examination results, but also evaluate students' emotions, attitudes, abilities and talents through observation, conversation or defense. This kind of examination evaluation is the open examination evaluation.
1 1. Portfolio evaluation: also known as portfolio evaluation and growth file evaluation, is a qualitative evaluation method that reflects students' learning situation with representative facts. The evaluation of growth record bag not only embodies the idea of process evaluation, but also embodies students' independent evaluation, emphasizing self-longitudinal comparison, which is conducive to promoting students' development.
12. Evaluation method of classroom teaching scale; The so-called scale evaluation method is to make a scale about classroom evaluation in advance. In the process of listening to the class, the teacher will grade the class according to the teaching requirements written on the scale.
13. Curriculum evaluation: refers to the value judgment of curriculum content and process. Curriculum can be understood in three senses: 1, the sum of all educational activities organized by the school to achieve the predetermined educational goals; 2, refers to a teaching subject, such as Chinese, mathematics or English, the evaluation of a specific subject is the most commonly used in primary and secondary schools in China; 3. Evaluation of curriculum education activities.
14. online course evaluation method: the so-called online course evaluation method is a method in which teachers present their teaching design or teaching process on the internet in the form of words, pictures or videos, and other teachers or related personnel evaluate it online.
15. Sub-item homework evaluation is a correction strategy for comprehensive evaluation of students' homework from the aspects of double basics, writing and innovation consciousness. This evaluation is conducive to the cultivation of students' good study habits and the all-round development of students' various qualities.
16. oral test evaluation: it is a method of oral test, which is generally used in the first and second grades of primary schools. Because of the age characteristics of students, students' mathematics learning level is evaluated by oral answers.
17. Teaching diagnosis: In their own or others' teaching practice, teachers should be good at finding problems, start with teaching problems, often conduct self-reflection, deeply analyze, find out the "cause", analyze the "pathology", then "prescribe the right medicine" and put forward methods and countermeasures to solve the problems.
18. Teaching postscript: It refers to the teaching postscript that the teacher comprehensively reviews and summarizes the design and implementation of classroom teaching and records the experience and lessons after the classroom teaching.
19. Basic knowledge of mathematics: It mainly includes some basic knowledge of mathematical facts, such as definitions, theorems, formulas, concrete proofs and historical materials.
20. "Behavior Follow-up" evaluation method: The so-called "behavior follow-up" evaluation method means that after a class, the evaluator and the lecturer discuss the advantages and disadvantages of teaching together, and after proposing amendments, the lecturer carries out teaching on the basis of the amendments, and then evaluates and modifies them, so that the teaching behavior of teachers is constantly changing and the teaching level is constantly improving.
2 1. homework evaluation: homework evaluation is a routine work, which plays a very important role in guiding students' study, checking teaching effect and adjusting teaching plan. Under the new concept, homework evaluation should pay attention to the diversified requirements of evaluation objectives, methods and subjects, and improve students' attention to homework and enthusiasm for learning.
22. Operation test evaluation; Hands-on operation is a special cognitive activity, in order to let students intuitively understand those simple mathematical shapes and understand the real relationship between mathematical knowledge and real life. We make full use of learning tools, classrooms, playgrounds, learning tools and so on. And use the evaluation method of drawing a picture, measuring, spelling, posing and scoring. For example, students are required to measure the length of pencils, the length and width of textbooks, and make various patterns by using the plane graphics in the learning toolbox. The purpose is to examine students' practical ability, brain ability and flexible thinking ability.
23. Reflective Diary: It is a very casual writing form of teaching experience and lessons, usually manifested as teaching essays. Can record the successful or unsuccessful teaching events or reasons encountered or seen in the teaching that day; We can explore or reflect on the theoretical learning experience or its application strategy in teaching; We can also evaluate and reflect on the accuracy of the goal design, the rationality of teaching and learning behavior, the necessity of teaching means selection, the acceptability of teaching materials, the rhythm of teaching time arrangement and the thoroughness of classroom activities in order to learn from them in the future.
24. Basic mathematics ability: the ability to understand, express and apply based on basic knowledge, and the ability to express, communicate, cooperate with others, find and solve problems in mathematics learning.
25. Classroom observation table evaluation: refers to an evaluation method that designs specific indicators to evaluate students' classroom performance according to the principles of multiple evaluation objectives, diverse evaluation subjects and attaching importance to students' self-reflection, so as to mobilize students' learning enthusiasm.
26. Debate-based class evaluation method: it refers to a class evaluation method that changes the mode of lecturer's comment and lecturer's listening in the previous class evaluation, allows the lecturer to explain his teaching ideas after class, and debates various questions raised by the lecturer, thus promoting the communication between lecturers.
27. Teaching cases: refer to typical teaching events that actually occur, including problems or difficult situations.
28. Body language evaluation: refers to teachers evaluating students with their bodies, such as sincere smile, positive eyes and gentle touch. These heartfelt silent comments have played an important role in the classroom.
29. Developmental teacher evaluation: it is an expected evaluation of teachers' future development. It has distinct educational value orientation, autonomy and advancement of development, multiple identification of evaluation results and openness of continuous progress. It is a guiding evaluation to promote teachers' continuous improvement.
30. Developmental student evaluation: Developmental student evaluation aims at promoting students to achieve their learning goals, not just screening and evaluation, focusing on the process, diversifying the evaluation objectives, contents and methods, focusing on the development of individual differences on the basis of * * *, focusing on the role of students in the evaluation, embodying the characteristics of openness, equality, democracy and consultation in the evaluation process, and taking the overall quality of students as the ultimate goal.
3 1. Evaluation of mathematical knowledge and skills: including the evaluation of facts, processes, skills and methods in several fields such as logarithm and algebra, space and graphics, statistics and probability. Under the new curriculum concept, the understanding of knowledge and skills will also change. Besides general concepts, rules, theorems, laws and other knowledge and skills, it also includes the process of understanding mathematics, the diversification of calculation methods and the application of knowledge and skills in real situations.
32. Preparing lessons after class: It means that teachers further revise and improve according to the feedback information or observation in after-class teaching, clarify the direction and measures for classroom teaching improvement, and finally form a more successful teaching plan.
Portfolio evaluation: Portfolio evaluation, also known as growth portfolio evaluation, is a qualitative evaluation method that reflects students' learning situation with representative facts.
34. Comprehensive comparison method: Comprehensive comparison method means that in the process of evaluating a class, teachers do not discuss or evaluate a class, but compare and evaluate several classes together in many aspects, so as to see the advantages and disadvantages and characteristics of each class more clearly.
35. Mathematical thinking evaluation: With the help of classroom observation scale, objectively evaluate the breadth, depth and flexibility of students' thinking, and promote the improvement of students' thinking level.
36. Incentive homework evaluation: Evaluating students' homework with inspiring language not only plays a role in commenting on students' homework, but also inspires students' thinking and points out the direction of efforts.
37. Teachers' "atmosphere": Teachers' "atmosphere" refers to teachers' demeanor in classroom teaching, full of self-confidence, strategy, no hurry, and informal teaching quality, and they can consciously jump out of the category of simply imparting knowledge and reflect on the foundation and foundation of teaching from the height of paying attention to students' life growth.
38. Deliberation: According to different situations, the teacher sometimes corrects directly, sometimes does not correct directly, but gives appropriate hints to guide students to correct themselves.
39. Delayed evaluation: Students' knowledge base, intelligence level and learning attitude are unbalanced, and even top students may sometimes make mistakes. When there are too many mistakes in students' homework, in order to avoid students' low homework scores and excessive psychological pressure, the strategy of correcting first and then evaluating can be adopted, and the grades will not be judged for the time being. Students make clear the reasons for the mistakes, supplement the missing knowledge, redo their homework, and then judge.
40. Summative evaluation: a result-oriented evaluation method.
4 1. preview diary: a record of the main contents of the new textbook that students will learn after previewing before class.
42. Negotiated homework evaluation: In order to correct homework realistically, without hurting students' self-esteem and enthusiasm for learning, and preventing copying homework, we can adopt the evaluation strategy of knowing the situation face to face and correcting it through consultation.
43. Reflection diary: math diary, the main content is to reflect on his own learning experience, lessons and successful experiences.
44. Teaching cases: refer to typical teaching events that actually occur, including problems or difficult situations.
45. Evaluation of final study: A comprehensive and objective evaluation is made of students' mastery of knowledge and skills, interest in learning, practical ability, innovative spirit, cooperation ability and spirit of cooperation by using the evaluation method of grades plus comments.
Respondent: 2547 1647 1- intern level 2007-3- 18 05:39.
upper
What did you send?
Responder: Zi Bing-Trainee Magician Level 2 2007-3-21:11.
First, the basic concepts (***47 questions)
1. Teaching evaluation: a process of comprehensive investigation and evaluation of the whole or part of the teaching system by using practical evaluation methods and means according to certain teaching objectives and teaching principles.
2. Classroom teaching factor evaluation method: The so-called factor evaluation method is an evaluation method that measures the whole class as a whole based on several factors of classroom teaching evaluation.
3. Mathematics learning evaluation: It refers to the process of collecting evidence of students' mathematics knowledge, ability to use mathematics and their feelings, attitudes and values on mathematics in a planned and purposeful way, and drawing conclusions on students' mathematics learning status or a certain course and teaching plan according to these evidence.
4. Cooperative examination evaluation: it is the most novel examination evaluation method in the new curriculum. It requires several students to cooperate to complete a job or a project. Then, the teacher first evaluates the specific works or the achievements of the completed project, which are shared by the cooperative students. Secondly, cooperative students will evaluate each other's feelings, attitudes and qualities, which are different. Finally, the teacher evaluates the cooperation and level of each group in the form of scores or grades, which are shared by the cooperative students. In the evaluation of this cooperative examination, the final score or grade of each student will be synthesized by using certain weights and forms. This kind of examination evaluation pays more attention to the process of students' division of labor and cooperation, sense of responsibility and team spirit.
5. Self-reflection: it is the teacher's re-understanding, re-thinking, re-exploration and re-creation of the education and teaching process. Under the guidance of the new curriculum concept, it is a process of examining and analyzing teaching behavior, teaching decisions and the resulting teaching results with the process of education and teaching activities as the object of thinking. It is a critical thinking activity to promote the development of professional quality by improving the self-awareness level of participants.
6. Classroom impromptu evaluation: refers to the timely, reasonable and encouraging evaluation of students' various learning behaviors and communication behaviors in classroom teaching activities.
7. Educational evaluation refers to the process of making value judgments on educational facts. Some scholars use a simple expression to approximate it as: educational evaluation = objective description+value judgment+value-added exploration.
8. Formative evaluation: refers to the evaluation of students' academic status before or during teaching, with the purpose of understanding students' existing knowledge level or their progress and existing problems in teaching, adjusting teaching in time and promoting students' development.
9. math diary: Students record their learning of mathematics in the form of diaries. Under the guidance of teachers, students explore, acquire and apply knowledge by remembering math diary, and constantly supplement and improve their own forms, thus actively constructing their own knowledge structure.
10. Open examination evaluation: let students go out of the examination room and give them enough time to find information, think about problems, experience research and solve problems under the guidance of a proposition or in a specific environment ... Teachers can not only evaluate students' examination results, but also evaluate students' emotions, attitudes, abilities and talents through observation, conversation or defense. This kind of examination evaluation is the open examination evaluation.
1 1. Portfolio evaluation: also known as portfolio evaluation and growth file evaluation, is a qualitative evaluation method that reflects students' learning situation with representative facts. The evaluation of growth record bag not only embodies the idea of process evaluation, but also embodies students' independent evaluation, emphasizing self-longitudinal comparison, which is conducive to promoting students' development.
12. Evaluation method of classroom teaching scale; The so-called scale evaluation method is to make a scale about classroom evaluation in advance. In the process of listening to the class, the teacher will grade the class according to the teaching requirements written on the scale.
13. Curriculum evaluation: refers to the value judgment of curriculum content and process. Curriculum can be understood in three senses: 1, the sum of all educational activities organized by the school to achieve the predetermined educational goals; 2, refers to a teaching subject, such as Chinese, mathematics or English, the evaluation of a specific subject is the most commonly used in primary and secondary schools in China; 3. Evaluation of curriculum education activities.
14. online course evaluation method: the so-called online course evaluation method is a method in which teachers present their teaching design or teaching process on the internet in the form of words, pictures or videos, and other teachers or related personnel evaluate it online.
15. Sub-item homework evaluation is a correction strategy for comprehensive evaluation of students' homework from the aspects of double basics, writing and innovation consciousness. This evaluation is conducive to the cultivation of students' good study habits and the all-round development of students' various qualities.
16. oral test evaluation: it is a method of oral test, which is generally used in the first and second grades of primary schools. Because of the age characteristics of students, students' mathematics learning level is evaluated by oral answers.
17. Teaching diagnosis: In their own or others' teaching practice, teachers should be good at finding problems, start with teaching problems, often conduct self-reflection, deeply analyze, find out the "cause", analyze the "pathology", then "prescribe the right medicine" and put forward methods and countermeasures to solve the problems.
18. Teaching postscript: It refers to the teaching postscript that the teacher comprehensively reviews and summarizes the design and implementation of classroom teaching and records the experience and lessons after the classroom teaching.
19. Basic knowledge of mathematics: It mainly includes some basic knowledge of mathematical facts, such as definitions, theorems, formulas, concrete proofs and historical materials.
20. "Behavior Follow-up" evaluation method: The so-called "behavior follow-up" evaluation method means that after a class, the evaluator and the lecturer discuss the advantages and disadvantages of teaching together, and after proposing amendments, the lecturer carries out teaching on the basis of the amendments, and then evaluates and modifies them, so that the teaching behavior of teachers is constantly changing and the teaching level is constantly improving.
2 1. homework evaluation: homework evaluation is a routine work, which plays a very important role in guiding students' study, checking teaching effect and adjusting teaching plan. Under the new concept, homework evaluation should pay attention to the diversified requirements of evaluation objectives, methods and subjects, and improve students' attention to homework and enthusiasm for learning.
22. Operation test evaluation; Hands-on operation is a special cognitive activity, in order to let students intuitively understand those simple mathematical shapes and understand the real relationship between mathematical knowledge and real life. We make full use of learning tools, classrooms, playgrounds, learning tools and so on. And use the evaluation method of drawing a picture, measuring, spelling, posing and scoring. For example, students are required to measure the length of pencils, the length and width of textbooks, and make various patterns by using the plane graphics in the learning toolbox. The purpose is to examine students' practical ability, brain ability and flexible thinking ability.
23. Reflective Diary: It is a very casual writing form of teaching experience and lessons, usually manifested as teaching essays. Can record the successful or unsuccessful teaching events or reasons encountered or seen in the teaching that day; We can explore or reflect on the theoretical learning experience or its application strategy in teaching; We can also evaluate and reflect on the accuracy of the goal design, the rationality of teaching and learning behavior, the necessity of teaching means selection, the acceptability of teaching materials, the rhythm of teaching time arrangement and the thoroughness of classroom activities in order to learn from them in the future.
24. Basic mathematics ability: the ability to understand, express and apply based on basic knowledge, and the ability to express, communicate, cooperate with others, find and solve problems in mathematics learning.
25. Classroom observation table evaluation: refers to an evaluation method that designs specific indicators to evaluate students' classroom performance according to the principles of multiple evaluation objectives, diverse evaluation subjects and attaching importance to students' self-reflection, so as to mobilize students' learning enthusiasm.
26. Debate-based class evaluation method: it refers to a class evaluation method that changes the mode of lecturer's comment and lecturer's listening in the previous class evaluation, allows the lecturer to explain his teaching ideas after class, and debates various questions raised by the lecturer, thus promoting the communication between lecturers.
27. Teaching cases: refer to typical teaching events that actually occur, including problems or difficult situations.
28. Body language evaluation: refers to teachers evaluating students with their bodies, such as sincere smile, positive eyes and gentle touch. These heartfelt silent comments have played an important role in the classroom.
29. Developmental teacher evaluation: it is an expected evaluation of teachers' future development. It has distinct educational value orientation, autonomy and advancement of development, multiple identification of evaluation results and openness of continuous progress. It is a guiding evaluation to promote teachers' continuous improvement.
30. Developmental student evaluation: Developmental student evaluation aims at promoting students to achieve their learning goals, not just screening and evaluation, focusing on the process, diversifying the evaluation objectives, contents and methods, focusing on the development of individual differences on the basis of * * *, focusing on the role of students in the evaluation, embodying the characteristics of openness, equality, democracy and consultation in the evaluation process, and taking the overall quality of students as the ultimate goal.
3 1. Evaluation of mathematical knowledge and skills: including the evaluation of facts, processes, skills and methods in several fields such as logarithm and algebra, space and graphics, statistics and probability. Under the new curriculum concept, the understanding of knowledge and skills will also change. Besides general concepts, rules, theorems, laws and other knowledge and skills, it also includes the process of understanding mathematics, the diversification of calculation methods and the application of knowledge and skills in real situations.
32. Preparing lessons after class: It means that teachers further revise and improve according to the feedback information or observation in after-class teaching, clarify the direction and measures for classroom teaching improvement, and finally form a more successful teaching plan.
Portfolio evaluation: Portfolio evaluation, also known as growth portfolio evaluation, is a qualitative evaluation method that reflects students' learning situation with representative facts.
34. Comprehensive comparison method: Comprehensive comparison method means that in the process of evaluating a class, the teacher does not discuss or evaluate a class, but compares and evaluates several classes together in many aspects, so as to see the advantages and disadvantages and characteristics of each class more clearly.
35. Mathematical thinking evaluation: With the help of classroom observation scale, objectively evaluate the breadth, depth and flexibility of students' thinking, and promote the improvement of students' thinking level.
36. Incentive homework evaluation: Evaluating students' homework with inspiring language not only plays a role in commenting on students' homework, but also inspires students' thinking and points out the direction of efforts.
37. Teachers' "atmosphere": Teachers' "atmosphere" refers to teachers' demeanor in classroom teaching, full of self-confidence, strategy, no hurry, and informal teaching quality, and they can consciously jump out of the category of simply imparting knowledge and reflect on the foundation and foundation of teaching from the height of paying attention to students' life growth.
38. Deliberation: According to different situations, the teacher sometimes corrects directly, sometimes does not correct directly, but gives appropriate hints to guide students to correct themselves.
39. Delayed evaluation: Students' knowledge base, intelligence level and learning attitude are unbalanced, and even top students may sometimes make mistakes. When there are too many mistakes in students' homework, in order to avoid students' low homework scores and excessive psychological pressure, the strategy of correcting first and then evaluating can be adopted, and the grades will not be judged for the time being. Students make clear the reasons for the mistakes, supplement the missing knowledge, redo their homework, and then judge.
40. Summative evaluation: a result-oriented evaluation method.
4 1. preview diary: a record of the main contents of the new textbook that students will learn after previewing before class.
42. Negotiated homework evaluation: In order to correct homework realistically, without hurting students' self-esteem and enthusiasm for learning, and preventing copying homework, we can adopt the evaluation strategy of knowing the situation face to face and correcting it through consultation.
43. Reflection diary: math diary, the main content is to reflect on his own learning experience, lessons and successful experiences.
44. Teaching cases: refer to typical teaching events that actually occur, including problems or difficult situations.
Learn to believe in yourself! Come on! ! ! !