Advantages, Disadvantages and Suggestions of Chinese Classroom Evaluation

The advantages, disadvantages and suggestions of Chinese classroom evaluation are as follows:

1. Advantages

1. 80% of the total number of courses with excellent teaching effects and qualified courses , judging from the overall teaching situation, it is qualified. Judging from the classroom teaching situation, teachers’ classroom teaching goals are relatively clear, and they can consider the design and implementation of goals as a whole from three aspects: knowledge, skills, process methods, emotions, and values, which meets the requirements of the teaching material unit.

2. Be able to use modern teaching methods such as multimedia teaching and courseware production to bring vitality to classroom teaching, with a large amount of teaching information and strong aesthetic and visual stimulation. Make full use of the vast music environment, rely on the Internet to create scenes in which music is closely connected with life, and guide students to learn physics knowledge and apply it in life.

3. Changes in learning methods. In teaching, it can fully stimulate students' interest in learning, independent participation, cooperative inquiry, and experiential learning to a certain extent. Changes in students' learning styles and methods not only increase students' enthusiasm to actively participate in learning, but also improve the classroom atmosphere.

2. Disadvantages

1. Although many teachers have changed their teaching concepts, their ability to reflect on and reconstruct problems is not strong enough. Traditional teaching methods are used too much. In the teaching process, there is still a certain gap between the requirement of "paying attention to the development of each student" and cannot adapt to the current students' learning.

2. In the design of lesson plans and teaching of some teachers, the design of teaching objectives is not complete enough, the ability to grasp the teaching materials is lacking, the teaching focus is not highlighted, and the difficult points cannot be broken through in time.

3. The introduction of some teachers’ classroom teaching is not novel enough and they have few methods to stimulate students’ interest in learning. Teachers’ classroom language is not scientific and standardized enough, and the exercise design is not hierarchical and targeted. The review is too monotonous. The time distribution is not reasonable enough. A very few teachers still have the phenomenon of procrastinating in class

4. Some teachers do not pay attention to the improvement of their own comprehensive qualities, the application of new technologies in education and teaching, and the integration of teaching and moral education; they neglect the care of students during class comprehensive attention, ignoring the quality of homework and follow-up tutoring after class, and ignoring the diverse and personalized evaluation of students.

5. It is also a common phenomenon to often replace students in thinking and speaking. Although teachers unanimously believe that the traditional one-word lecture is not advisable, in actual teaching, it is still inseparable from the fetters of tradition. Teachers' speeches focus on guiding and sorting out. Teachers should encourage students to communicate with each other rather than let students talk to each other. The teacher speaks.

3. Suggestions

1. Continue to do a good job in daily teaching work. The school requires teachers to strive to meet the following requirements:

According to the "Second Curriculum Reform" It is required that the construction of teaching objectives must focus on three dimensions, namely "attitude and value, process and method, knowledge and ability". Lesson preparation advocates practical results and achieves "five preparations", namely preparing students, preparing teaching materials, preparing teaching methods, preparing learning methods, and preparing situations. Strengthen post-class reflection.

Based on the evaluation criteria for teacher teaching in the new curriculum standards of the "Second Phase Curriculum Reform" and combined with the actual situation of our school, an evaluation method that combines quantitative evaluation and qualitative evaluation is adopted. The evaluation content highlights the substantive combination of teaching concepts and classroom teaching, highlights the student's dominant position as a student, emphasizes that teaching is a process of teacher-student interaction, independent cooperation, and dynamic generation, and emphasizes the presentation method and teaching of the lesson.

2. The degree of mastery of learning content and teaching methods. Teachers are required to strive to do the following in teaching:

Respect students’ dominant status: establish a new teacher-student relationship of equal cooperation. Create a democratic, warm and harmonious atmosphere so that students can participate in learning activities happily, proactively and actively.

Give full play to the main role of students: use various means and methods to stimulate students' interest in participation and cognitive interest. Teachers give appropriate instructions and students actively participate in learning activities.