The scheme is our response to the possible situations in the future. According to the mission objectives issued by the company, we must start to prepare a set of plans. The formulation of the plan may be more important than the implementation itself. How can I write a good plan? The following is the evaluation scheme of school teaching quality carefully collected and arranged by me for everyone. Welcome to read, I hope it will help you. School teaching quality evaluation scheme (Part 1)
1. Guiding ideology < P > With the new music curriculum standards as the main body, we should implement the spirit of the new curriculum standards, comprehensively promote quality education, focus on the activity and openness of music teaching, stimulate students' interest in music learning, and improve their enthusiasm for music learning. Through students' practical activities, we can complete scientific and open teaching evaluation and effectively promote the all-round development of students' music quality.
second, the purpose of evaluation
through the correct multi-directional evaluation, parents can know the progress and achievements of students' learning, and encourage and support their children to further study. Taking the new curriculum as the standard, this paper focuses on the comprehensive development, individuality and unique expression, and makes an evaluation on students' artistic ability and humanistic quality from various aspects.
Third, the evaluation principle
Every student's musical talent and ability are different. When evaluating students' musical achievements, teachers should: first, pay attention to the development of innovative spirit and practical ability according to the basic requirements of curriculum standards; Second, we should attach importance to students' self-evaluation; Third, we should make a fair and reasonable comprehensive evaluation according to the specific conditions of students.
Fourth, evaluation content:
Look, sing, listen and watch. Look (concentrate, look at the teacher, look at the blackboard, read books, watch classmates perform, etc.); Singing (singing, singing, rap, etc.); Listening (listening, listening, listening to classmates, etc.); Form (active participation, bold performance, daring to innovate, combining relevant knowledge and works, expressing one's own experience, free performance, etc.).
V. Evaluation methods
1. Combination of formative evaluation and summative evaluation
The practical process of music teaching is an important aspect of evaluation, which should be paid full attention to and carried out frequently in the teaching process. It can be carried out by observing, talking, asking questions, discussing and singing.
2. Combination of qualitative evaluation and quantitative evaluation
In music teaching activities, students' musical interests, hobbies, emotional reactions, participation attitudes, exchanges and cooperation, mastery of knowledge and skills, etc. can be qualitatively evaluated with more accurate and vivid words, or quantitatively evaluated according to needs and feasibility. No matter which method is adopted, attention should be paid to science.
3. Combination of self-evaluation, mutual evaluation and other evaluation
Students can be evaluated by self-evaluation, mainly by descriptive evaluation and encouraging evaluation. Because of the obvious individual differences among students in music learning, the focus of students' evaluation should be on the vertical comparison of self-development.
VI. End-of-term evaluation
End-of-term evaluation is an evaluation of achieving goals, which mainly summarizes and understands students' behavior formation, ability cultivation, knowledge mastery, etc. in the learning process of a semester or school year, including classroom practice, discipline, learning emotional attitude, etc. This evaluation must be combined with the usual comprehensive quality formation evaluation and the final test of textbooks.
1. evaluation grade: a, b, c and d.
2. Music testing by self-evaluation and group evaluation should make students feel relaxed and happy. The evaluation method should pay attention to the combination of self-evaluation of students, mutual evaluation of classmates and general evaluation of teachers. It is necessary to respect students and strengthen mutual understanding between students; Knowing teachers' own teaching situation and improving teaching methods is also an effective way to encourage students to innovate and practice, so that students can feel happy, satisfied and confident in the evaluation process and feel the happiness of growth. # # Ending the Evaluation Scheme of School Teaching Quality (Part 2)
1. Guiding ideology of primary school mathematics classroom teaching evaluation
Under the guidance of the new curriculum standard concept, it is an arduous and meaningful work to construct a set of evaluation scheme of primary school mathematics classroom teaching which is helpful to promote the improvement of students' mathematics literacy and teachers' mathematics teaching ability. With a perfect and operable evaluation scheme, it will play a guiding, stimulating and promoting role for the majority of front-line mathematics teachers, and at the same time provide more accurate evaluation data for teaching management. In the Outline of Basic Education Curriculum Reform, it is pointed out: "Establish an evaluation system to promote the continuous improvement of teachers. Emphasize teachers' analysis and reflection on their own teaching behavior, and establish an evaluation system based on teachers' self-evaluation, with the participation of principals, teachers, students and parents, so that teachers can obtain information from multiple channels and continuously improve their teaching level. " The Outline also points out: "Establish an evaluation system to promote students' all-round development.
Evaluation should not only pay attention to students' academic achievements, but also discover and develop students' potential in many aspects, understand students' needs in development, help students know themselves and build their self-confidence. Give play to the educational function of evaluation and promote the development of students at the original level. " That is to say, scientific evaluation needs to build a new evaluation system from two aspects: teachers' "teaching" and students' "learning". On the one hand, it evaluates the process, performance, emotion and methods of teachers' teaching activities, on the other hand, it evaluates the attitude, process, methods and investment of students' participation in activities.
second, the principle of setting the evaluation index of primary school mathematics classroom teaching
researching and implementing classroom teaching evaluation is an important part of teaching research and teaching guidance, and also an important content of deepening teaching reform. In order to make teaching evaluation play a guiding and promoting role in teaching, the following principles should be followed in determining the evaluation index of mathematics classroom teaching in primary schools:
1. Directional principle
Analyze the target system of classroom teaching from the connotation of quality education, so as to highlight students' dominant position, establish the overall idea of "student-oriented" classroom teaching evaluation and formulate the evaluation standard of classroom teaching.
2, the principle of comprehensiveness
To evaluate the overall benefits of classroom teaching, we should observe the whole process of classroom teaching, including the design, implementation and benefits of each link in teaching, as well as the overall effect achieved by the interconnection of each link. Comprehensive observation of classroom teaching, including the leading role of teachers, students' initiative and the atmosphere of mutual communication between teachers and students. In short, classroom teaching should be evaluated comprehensively, objectively and fairly.
3, the principle of subjectivity
To build a classroom teaching evaluation system that gives full play to students' subjective role, respects students' subjective status and pays attention to the degree of students' participation, so that students can have the opportunity to participate under the guidance of teachers and learn to ask questions, analyze problems and solve problems themselves; There are arguments, discoveries and innovations. Classroom teaching evaluation should focus on "learning", so as to promote teachers to change their ideas and improve teaching.
4. The principle of openness
Classroom teaching has rich connotations, and the differences in students, teachers and teaching conditions will make classroom teaching ever-changing. Determining the evaluation index system of classroom teaching should not only reflect the general characteristics of classroom teaching, but also leave room for flexibility for classroom teaching with different teachers and students and different conditions. Advocate innovation and encourage personalized teaching. It is necessary to promote teachers' continuous improvement of teaching level with developmental evaluation, and not to make a conclusion on teachers' teaching ability in one class.
5. principle of feasibility
feasibility is the premise of implementing evaluation. The evaluation index system of classroom teaching should conform to the reality of the current classroom teaching reform, and the evaluation standard is the expected goal, but it must be achievable under the current conditions, so as to give full play to the incentive function of evaluation; The evaluation points must be observable, sensible and measurable, which is convenient for the evaluator to judge; The evaluation method should be simple and easy to operate.
III. Description of the characteristics of the evaluation criteria for primary school mathematics classroom teaching
In this scheme, there are two evaluation items and eight evaluation points for classroom teaching evaluation indicators. The main points of the evaluation are described as follows:
1. Students' learning
(1) Participation status
Whether all students participate in the whole process of learning, whether they can learn independently and actively.
(2) communication state
Whether there is friendly and effective cooperative learning between students, whether they can give each other guidance or boldly express their different opinions, and whether the communication between students and teachers is sufficient.
(3) state of mind
Whether the students' thinking is smooth and organized, whether they are good at explaining, explaining and expressing what they have learned, whether they can think independently, actively explore, be good at questioning, ask valuable questions, and have a heated debate, and whether the students' opinions have their own ideas or creativity.
(4) Generative state
Whether the students are accompanied by experiences such as satisfaction, success and joy, and have more confidence in the follow-up study, whether they can sum up what they have learned and whether they can develop accordingly.
2. Teachers' teaching
(1) Teaching ideas
The teaching objectives are clear, specific, comprehensive and appropriate. Pay attention to the cultivation of students' subjective consciousness, innovative consciousness and practical ability. Can face all, taking into account individual differences. Use group discussion, cooperation and other learning methods. Provide sufficient learning materials and explore time and space, provide students with the opportunity to "do mathematics" and let students experience mathematics and experience mathematics in their studies. Be good at creating a relaxed and happy classroom atmosphere.
(2) Teaching design
Connecting with students' experience, creatively using teaching materials and optimizing content. Actively develop and utilize various teaching resources. Fully estimate the starting point of teaching, grasp the key points and break through the difficulties. Create problem scenarios that help students learn independently. Attach importance to the process of students acquiring knowledge and expose the thinking process. Have a certain amount of practice time and practice.
(3) Teaching technology
Pay attention to feedback, grasp the teaching opportunity, adjust the teaching process in time, and have strong adaptability. Reasonably guide students to find and ask questions, and guide students to experience the process of research and exploration. Reasonably organize students to fully communicate, cooperate and interact. Appropriate use of modern teaching techniques.
(4) Personal qualities
Good basic skills, such as writing on the blackboard and oral expression. Have a rich knowledge of mathematics, standardized and scientific classroom language. Can fully tap the mathematical thinking methods contained in the teaching materials. Strong ability to master modern teaching technology. The language is vivid and accurate, and the teaching attitude is kind and natural. School teaching quality evaluation scheme (Part 3)
In order to ensure the central position of school teaching work, continuously improve teachers' teaching level and quality, and standardize and improve the teaching quality evaluation system, according to _ _ Provincial Department of Education's Guiding Opinions on Doing a Good Job in Teaching Quality Evaluation of Provincial University Teachers (_ _ Teachers [2 _] No.4) and _ _ Engineering University Teachers' Teaching Quality Evaluation Method (Provisional).
1. purpose and object of assessment
1. through the assessment of teachers' teaching quality, we can form a correct orientation and incentive function, mobilize the enthusiasm of teachers' teaching work, increase teaching investment, improve teaching methods, strengthen the construction of teaching style, improve teaching quality, and enhance teachers' sense of responsibility and quality in teaching and educating people.
2. All teachers who undertake undergraduate teaching tasks (theoretical courses, comprehensive experiments, practical training courses, curriculum design, graduation design, graduation thesis and other teaching links stipulated in the teaching plan) must take part in the assessment, and external teachers should refer to it.
Second, the assessment principles
1. Follow the laws of education and teaching, and strive to be simple and easy, which is suitable for the school situation and hospital situation at this stage.
2. Adhere to the scientific and objective principles, emphasize the objective facts as the basis in the assessment process, and adopt a comprehensive assessment method combining process assessment with result assessment and combining quantitative and qualitative assessment.
3. Adhere to the principles of openness, fairness and impartiality, and implement "three publicity" in the assessment process, that is, open assessment standards, open assessment methods and open assessment results.
4. Adhere to positive encouragement and guidance to promote the continuous improvement of teachers' teaching level.
5. Adhere to the principle of classified assessment, and formulate corresponding assessment standards for different types of teachers such as ideological and political theory courses, basic courses, professional courses, experimental practice courses and physical education class.
III. Contents and methods of assessment
1. The assessment of teaching quality mainly includes three aspects: teachers' classroom teaching effect and teaching level (hereinafter referred to as "teaching effect", out of 1 points), undergraduate teaching quality improvement plan (including "quality project", the same below) and daily teaching norms.
2. The assessment of teaching effect focuses on the evaluation of teachers' classroom teaching effect and teaching level, mainly by means of student evaluation (student evaluation, the same below) and teaching unit evaluation (hereinafter referred to as "unit evaluation"). Among them, student evaluation and unit evaluation account for 5% respectively, namely:
teaching effect score = student evaluation score ×5%+ unit evaluation score ×5%
(1) student evaluation. Student evaluation is organized and implemented by the college where the student belongs at the end of each semester, mainly from the aspects of teachers' morality, teaching content, teaching level and teaching effect (the total score is 1 points, see Annex 1 for specific evaluation contents). If there are students' evaluation scores in both semesters, the evaluation results shall be calculated by the average of the two semesters, and if there are only students' evaluation scores in one semester, it shall be based on the evaluation of that semester. Student evaluation results are provided by the Academic Affairs Office.
(2) unit evaluation. Unit evaluation mainly includes peer evaluation (out of 1, accounting for 5%) and leadership evaluation (out of 1, accounting for 5%). Peer evaluation is conducted by teachers of the department and teaching and research section according to peer lectures, focusing on the evaluation of teachers' teaching level and practical ability, teaching organization and completion, classroom teaching and teaching effect, etc. Leadership evaluation is made by unit leaders, members of the teaching committee, heads of supervision teams, teaching secretaries, departments, teaching and research sections, directors of experimental centers, etc., based on leaders' attendance and supervision, focusing on teachers' teaching attitude, teaching construction, teaching and educating people, their role in teaching curriculum groups and teaching teams, and teaching effects (see Annex 1 for specific evaluation contents). Unit evaluation is organized by each teaching unit once every academic year.
3. The project of undergraduate teaching quality improvement plan is mainly to evaluate the commitment and completion of teachers' projects (including guiding students to participate in discipline and skill competitions, etc.) (see Annex 2 for specific bonus items).
4. Daily teaching norms are mainly evaluated by the school, the secondary management department of the college and the teaching supervision team according to the results of daily teaching inspection (the true situation reflected by the daily inspection and lectures, the mailbox of the principal, the mailbox of the director, the teaching information officer and the teaching supervisor), and those who fail to meet the requirements of the school norms (including teaching accidents) are deducted accordingly (see Annex 2 for specific sub-items). The reduction of daily teaching norms is summarized by each teaching unit.
5, according to the teacher's teaching effect, undergraduate teaching quality improvement plan.