How to evaluate courses under the new curriculum standard

(I) Principles of class evaluation The new curriculum standard embodies the people-oriented concept. The purpose of class evaluation is to improve teachers' professional quality and classroom teaching level, and advocate exchange and discussion-based class evaluation. The following principles should be adhered to in evaluating classes: 1. Incentive principle. The course evaluation should start from mobilizing teachers' enthusiasm, initiative and creativity, be good at discovering the bright spots in the teaching process, give teachers theoretical guidance, give instructions in methods and give feedback in the process, so that teachers can get inspiration and benefit from the course evaluation. 2. The principle of hierarchy. Class evaluation should not be "one size fits all", but should be treated differently according to the object of class evaluation. For backbone teachers, the standards for evaluating classes should be appropriately higher, and for new teachers, the standards can be appropriately lower, and the standard requirements should be gradually raised. We should treat them differently according to the different requirements of "quality class", "seminar class", "report class" and "pass class" 3. The principle of pertinence. We should pay attention to the effect of class evaluation, not empty talk, big talk and good words, covering all aspects and not going deep into reality. It is necessary to grasp the key points, highlight the key points, pay attention to pertinence, and advocate the classroom teaching evaluation of "one lesson for one". 4. The principle of objectivity. The course evaluation should be realistic, objective and fair. We should split in two, adhere to the two-point theory, and not go to extremes. Teaching is an art, and the pursuit of art is endless. Therefore, classroom teaching is not the best, only better. Classroom teaching should also keep pace with the times, innovate constantly and adapt to the requirements of new teaching concepts for classroom teaching. (II) The method of evaluating classes should integrate theory with practice, and be evaluated from the aspects of teachers' teaching ideas, basic teaching skills, teaching methods, teaching effects, students' learning interests, participation and learning effects. We should start from the following aspects: 1. We should follow the cognitive law from teaching practice to teaching theory and then back to teaching practice. The evaluation of classes should be based on theory, and the reflected teaching ideas and concepts should be summarized through classroom teaching practice, which should be sublimated in theory and guided in practice. We should put the new ideas and concepts of the new curriculum standard into concrete teaching practice. 2, from the big link to the small link, highlight the key and key. To evaluate a class, we should first look at the teacher's teaching philosophy and whether it reflects the new teaching idea of taking students as the center. Secondly, it depends on students' participation, teaching effect and learning effect, and focuses on evaluating students' learning situation. Finally, it depends on whether the teacher's teaching methods are flexible, whether the basic teaching skills are solid, what problems still exist in teaching, and what needs to be improved in details. 3. It is necessary to make a transition from closed class evaluation to open class evaluation, advocate diversification of class evaluation methods and personnel involved in class evaluation. There should be a central spokesman in class evaluation, be good at summarizing the success of teaching, and point out the areas that need to be improved in teaching without reservation. Teachers should also have their own opinions, and not follow others' advice. At the same time, in addition to the teacher's other comments, the lecturer can also self-evaluate, ask questions and trigger discussion. He can also invite some students and their parents to participate in the evaluation and ask for their opinions. He can also ask for the evaluation opinions of students and their parents by questionnaire. (III) Criterion of Class Evaluation 1. Class evaluation activities should be carried out purposefully, planned and organized, and the evaluated class should be regarded as an example of the connection between new educational concepts and new educational behaviors. Teachers can get real experience through class attendance and evaluation activities, so as to improve their requirements and ability to reflect on their teaching behavior. 2. Generally speaking, the evaluation activities are first evaluated by the instructor, then evaluated by experienced teachers, teaching and research group (preparation group) leaders, teaching and research researchers or experts, and then evaluated by the listeners (teachers, students, parents, etc.). 3. In order to evaluate the class with a true scientific attitude, we should be well-founded, have a clear view and seek truth from facts, and try our best to avoid such bad phenomena as "going through the motions" and "blowing in the wind". 4, all kinds of lectures and evaluation activities at all levels should be recorded, the school teaching and research group must fill in the evaluation discussion record form in detail, and the evaluation file should be used as the basis for the evaluation of the teaching and research group and the evaluation of the advanced teaching and research group. (IV) Standards for evaluating classes 1. Teaching objectives (reflecting the sense of goals) (1) The teaching objectives are comprehensive, specific and clear, in line with curriculum standards and students' reality. (2) The key points and difficulties are put forward and handled properly, and the key points are grasped, and the knowledge taught is accurate. (3) A strong sense of achieving teaching goals runs through the teaching process. (4) A strong sense of achieving teaching goals runs through the teaching process. 2. Teaching procedure (reflecting subjective consciousness). (1) clear teaching ideas, rigorous classroom structure and reasonable teaching density. (2) Facing all, reflecting differences, teaching students in accordance with their aptitude, and comprehensively improving students' quality. (3) The amount of knowledge imparted and the degree of training ability are moderate, highlighting key points and grasping key points. (4) Create opportunities for students to actively participate and develop. (5) Reflect the process of knowledge formation, and the conclusion is made by student since the enlightenment and discovery. 3. Teaching methods (reflecting training consciousness) (1) Exquisite and concise, focusing on thinking training and implementing "double basics". (2) The teaching methods are flexible and diverse, which are in line with the reality of textbooks, students and teachers. (3) Multiple exchanges of teaching information, timely feedback and effective correction. (4) Proceed from reality and use modern teaching methods. 4. Emotional education (reflecting emotional awareness). Teaching is democratic, teachers and students are equal, the classroom atmosphere is harmonious, innovative ability is cultivated, and non-intellectual factors such as students' motivation, interest, habits and confidence are emphasized. 5, teaching basic skills (reflecting skill awareness) (1) Teaching in Mandarin, the language specification is concise and vivid. (2) The teaching attitude is cordial, natural, dignified and generous. (3) The blackboard writing is neat, beautiful, concise and clear. (4) Be able to skillfully use modern teaching methods. (5) Strong ability to change and control the classroom. 6. Teaching effect (reflecting efficiency consciousness) (1) The teaching goal is achieved and the teaching effect is good. (2) Students will learn, learn vividly and have an active classroom atmosphere. (3) The amount of information is moderate, the burden on students is reasonable, and it is efficient in a short time. 7. Teaching characteristics (reflecting the sense of characteristics) (1) Teaching has individual characteristics. (2) Teachers form teaching style. (V) Comprehensive Evaluation Method The so-called comprehensive evaluation method refers to the comprehensive, systematic and comprehensive evaluation of a class by the reviewers as a whole. The usual practice is to analyze first and then synthesize. The comprehensive evaluation includes the following contents: 1. Analysis from the teaching objectives. First of all, from the perspective of teaching objectives, it depends on whether it is comprehensive, specific and appropriate. Comprehensive reference can be determined from knowledge, ability, thoughts and feelings; Specifically, the knowledge goal should have quantitative requirements, and the ability, ideological 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 year, grade and unit teaching materials, conform to the students' age reality and cognitive law, 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 are closely around the goal and serve the goal. 2. Analyze the teaching materials. Teaching objectives, concrete and comprehensive; The teaching content is scientific, accurate and focused; Teaching methods are flexible; Teaching state, natural norms; Teaching means, properly used; Moral education and aesthetic education, including moral education and aesthetic education in subject teaching; From the above statistical analysis, it can be seen that "scientific, accurate and focused teaching content" is the first. When evaluating a teacher's class, we should not only look at the accuracy and science of teachers' knowledge teaching, but also pay attention to analyzing whether teachers have highlighted the key points, broken through the difficulties and grasped the key. 3. Analysis of teaching procedure. (1) Look at the design of teaching ideas. Teaching thinking is the thread and main line of teachers' class, which is designed according to the actual situation of teaching content and students' level. It reflects how a series of teaching measures are arranged and combined, how to connect and transition, how to arrange details, how to arrange lectures and exercises, etc. First, it depends on whether the design symbols of teaching ideas do not conform to the reality of teaching content and students; Second, it depends on whether the design of teaching ideas is original and extraordinary to give students fresh feelings; The third is to look at the level of teaching ideas and whether the context is clear; The fourth is to see the effect of the actual operation of teachers' teaching ideas in the classroom. We usually see that some teachers are poor and inefficient in class, which is largely caused by unclear teaching ideas or teaching ideas that are not in line with the actual teaching content and students' reality. Therefore, in evaluating classes, we must pay attention to the evaluation of teaching ideas. (2) Look at the classroom structure. Teaching ideas focus on the treatment of teaching materials, reflecting the vertical teaching context of teachers' classroom teaching, while classroom structure focuses on the design of teaching methods, reflecting the horizontal levels and links of teaching. It refers to the establishment of each part of the teaching process of a class, as well as their connection, order and time allocation. Classroom structure is also called teaching link or step. 1) Calculate the time allocation of teaching links to see whether the time allocation and cohesion of teaching links are appropriate. See if there is any loose front and tight back (more time in front, loose content, less time in the back, and high content density) or loose front and tight back (short time in front, high teaching density, more time in the back, loose content) to see if it is reasonable to match with practice time. 2) Calculate whether teachers' activities and students' taking up too much time are consistent with the teaching objectives and requirements, and whether teachers take up too much time and students' activities are too little. 3) Calculate the distribution of students' individual activity time and students' collective activity time. See whether the time allocation of students' individual activities, group 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) Calculate the activity time of excellent and poor students. See if the activity time allocation of excellent students is reasonable. Is there a phenomenon that top students take up too much time and poor students take up too little time? 5) Calculate the non-teaching time, and see if there are any teachers who are divorced from the teaching content in class and do other things. The phenomenon of wasting valuable classroom time. 4. What is the teaching method from the teaching methods and means? It includes the way of teachers' teaching activities and the way of students' learning under the guidance of teachers, which is the unity of teaching methods and learning methods. (1) It is relative to choose a good teaching method, which always changes according to the curriculum, students and teachers' own characteristics. In other words, the choice of teaching methods should be tailored and applied flexibly. (2) Look at the diversity of teaching methods. Teaching methods should avoid being monotonous and rigid. Even the best methods are copied every day, which will be boring. The complexity of teaching activities determines the diversity of teaching methods. Therefore, class evaluation depends not only on whether teachers can properly choose teaching methods according to the reality, but also on whether teachers can make efforts on the diversity of teaching methods, so that classroom teaching is extraordinary, always innovative and artistic. (3) Looking at the reform and innovation of teaching methods, evaluating teachers' teaching methods should not only evaluate conventions, but also look at reform and innovation. In particular, comment on the lessons of some backbone teachers with good quality. We should not only look at convention, but also look at reform and innovation. It depends on the design of thinking training in class, 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 modern teaching means. Modern teaching calls for modern means. The old single teaching method of "a piece of chalk, a book, a blackboard and a mouth" should become history. The use of teachers' teaching methods and means depends on the timely and appropriate use of modern teaching methods such as projectors, tape recorders, computers, televisions, movies and computers. At present, there are still "four ones" in teaching methods, which should be solved in class evaluation. These "four ones" are: 1) full-house irrigation when it comes to the end. Students are not given time to read, discuss, think and communicate by themselves, and teachers "talk" and "fill" the world. 2) Practice in the end and practice in full house. From one extreme to the other. Teachers prepare lessons to find the problem list, throw the problem list in class, and explain the right answer. No wonder students say, "It's either irrigation or string practice." 3) Look at the end, and look at it all. Some teachers ask students to read books in class, without guidance, instructions, specific requirements, inspection and feedback. It is called "self-study", but it is actually "freestyle". 4) ask the question to the end, and ask it in full house. Some teachers turn "full-time irrigation" into "full-time questioning", but the questions they ask lack careful design and are formal. 5. Analysis from the basic teaching skills of teachers: (1) Reading on the blackboard. Good blackboard writing, first of all, the design is scientific and reasonable, and the book is deducted according to the outline. Secondly, it is concise and artistic. Thirdly, it is well organized, with neat and beautiful handwriting and skillful board painting. (2) Look at the teaching mode. According to psychological research, human expression *55% facial expression +38% voice +7% words. Teachers' teaching attitude in class should be clear, cheerful, solemn and infectious.