How to evaluate courses under the new 2022 curriculum standards

The relevant content on how to evaluate primary school Chinese classes under the new 2022 curriculum standards is as follows:

1. Contents of class evaluation

To evaluate a class, you should first It is clear what is to be evaluated in the course evaluation, that is, the content of the course evaluation must be clear. For example, it is necessary to clearly evaluate the basic skills of teachers, or the classroom structure, teaching methods, and student learning effects. So, for a lesson, from what aspects (or items) can it be evaluated? From what aspects (or items) should it be evaluated? In other words, what are the "evaluable contents"? What are the "should be" What about "evaluation content"? These are two questions that should be clear when determining the evaluation content.

(1) Evaluable content

For a lesson, what are the aspects (or items) that can be evaluated? This is actually a very complex classification problem. Its complexity is mainly reflected in the following three aspects.

First, multiple perspectives. The evaluation content can be determined from different perspectives (or based on different standards). Different perspectives lead to different evaluation contents.

Second, multi-level. The content of evaluation is often multi-level, that is, a certain evaluation content often contains several lower-level contents.

For example: "Teaching process" includes the integrity of the classroom structure, the logic between teaching links, etc.; "Teaching methods" includes the teacher's teaching method and the student's learning method, etc.; "Teacher quality" includes Teachers’ knowledge, basic skills, etc.; “knowledge learning” includes the understanding of knowledge, transfer and application of knowledge, etc.;

“Basic concepts of the curriculum” include educational goals (comprehensive improvement of students’ Chinese language skills) literacy), subject characteristics (correctly grasp the characteristics of Chinese education), learning methods (actively advocate independent, cooperative, and inquiry-based learning methods), curriculum content (strive to build an open and dynamic Chinese curriculum), etc. Similarly, a lower-level project may also contain several lower-level sub-projects.

Third, intersectionality. Even if the evaluation items at the same level are listed from the same "perspective" above, it is often difficult to distinguish them absolutely and clearly, and there are some overlaps and connections.

(2) The content that should be evaluated

To evaluate a class, sometimes it may be necessary to make a relatively comprehensive evaluation of a class and evaluate all aspects of the class. Sometimes it may only be necessary to evaluate a few aspects of the class. aspects, or even only need to evaluate a certain aspect of the course. Among the many "evaluable contents", which ones are "evaluable contents"? This should be determined according to the purpose of evaluation.

The purpose of evaluation is different, and the specific content or focus of lesson evaluation is also different. If you are a new teacher, you should focus on evaluating his quality when evaluating his class; if you are observing and learning a new teaching method, you should focus on evaluating the teacher's teaching methods and students' learning effects; general class evaluations should consider Teaching objectives, teaching process, teaching methods, and teaching effects.

2. Basis and Standards for Class Evaluation

If the content of class evaluation is clarified, it only clarifies which aspects of the class should be evaluated. To evaluate these aspects, it is also necessary to clarify the basis and standards for evaluating these aspects, and use these basis and standards to compare with the relevant situations in the classroom to make judgments, analyze the reasons or significance, and make suggestions.

(1) Basis for evaluating lessons

Evaluating the quality of a lesson ultimately depends on whether all aspects of the classroom comply with the laws of education and teaching and whether they are suitable for the achievement of educational purposes, and education and teaching Laws and educational purposes are often reflected in relevant education and teaching theories, regulations and practical experience. Therefore, lesson evaluation should be based on relevant education and teaching theories, regulations and practical experience. The main basis includes the following aspects.

1. Teaching regulations 2. Educational and teaching theories 3. Famous opinions, practical experiences and lesson examples, etc.

(2) Standards for course evaluation

The commonly referred to classroom evaluation standards mainly refer to the specific requirements or standards for all aspects of the classroom formulated based on educational and teaching theories or regulations. A more reasonable "standard" system for course evaluation can include the following items: evaluation content, general standards, special standards and reference scores.

3. The idea of ????class evaluation: "2×2" model

The content and standards of class evaluation are clarified. It seems that class evaluation is a very simple matter, but This is not the case.

Class evaluation is to evaluate all aspects of the classroom against the class evaluation standards, that is, to contrast or compare the class evaluation standards with the actual classroom situation to make a judgment.

Where to start with comparative judgment, which item to evaluate first, which item to evaluate later, and in what order each item should be evaluated. The operation steps or ideas are different, and the results are obviously different. ; If your thinking is unclear and your approach is wrong, you will either miss projects or take detours that will waste time and effort.

(1) Taking the course evaluation content as the main clue, the advantages and disadvantages are scattered and randomized

Evaluate item by item according to the original order of the evaluation content, and use the evaluation criteria to "radiate" each item , check the relevant situation of the classroom, judge whether there are any problems in this aspect of the classroom, and point out how to improve it.

(2) Take the course evaluation content as the main clue, and focus on evaluating the advantages and disadvantages respectively

On the basis of the first mode, separate the advantages and disadvantages, and focus on evaluating the advantages first, Then focus on evaluating the shortcomings. For example, if the evaluation is based on general classroom evaluation standards, and the "teaching process" and "teacher quality" of a certain class are good, then these two aspects will be evaluated first, but there are problems with the "teaching objectives" and "teaching methods" , then evaluate these two aspects.

(3) Taking the course of the lesson as the main clue, the advantages and disadvantages are dispersed and randomly evaluated

Evaluate step by step from front to back according to the teaching process, link by link and step by step. "Radiate" the classroom situation to the evaluation standards, compare it with various evaluation standards to see if it meets the standards, and point out how to improve, etc. The overall order of evaluation is consistent with the course of the class. Regardless of whether it is good or bad, the previous links or steps will be evaluated first, and the later links or steps will be evaluated later. Instead of concentrating on evaluating the good links or aspects first and then focusing on the bad ones. links or aspects.

(4) Take the course of the lesson as the main clue, and focus on evaluating the advantages and disadvantages respectively

Based on this model, the links or steps that are well done and the links with problems are Or evaluate the steps separately, first focus on the links or steps that are well done, and then focus on the links or steps with problems.

The above four modes each have their own advantages and limitations. Compared with using the teaching process as the main clue and using the evaluation content as the main clue, the former directly evaluates the specific links and steps of the classroom, so it is more targeted and practical, especially for guiding new teachers; of course, it is different from the latter In comparison, this evaluation seems a bit trivial.