As a teacher, how to evaluate the teaching effectiveness of teachers

The following are the main contents of the current classroom teaching evaluation.

1. Teaching tasks: the clarity and specificity of the teaching purpose, as well as the syllabus.

Responsiveness of requirements, etc.

2. Teaching content: the ideological and scientific nature of the content elaboration, the logical and systematic nature of the knowledge structure; The implementation of double bases, highlighting key points and breakthroughs in difficulties; the depth of processing, analysis and excavation of teaching materials; The practicability and applicability of the content reflect the latest research results of the discipline.

3. Teaching organization; teaching tact; For all students, teaching is based on the village; the atmosphere of bilateral events; focus students' attention; stimulate students' interest, etc.

4. Basic skills of teaching; The language is standardized and clear; The board book is concise and neat, and the organization is clear; The teaching attitude is kind and kind; The instrument is dignified and generous, etc.

5. Teaching methods.

heuristic teaching; coordination of teacher-student cooperation; the organic combination of lectures and exercises; use feedback to adjust instruction; Intuitive and visual measures (e.g. use of audio-visual aids, use of visual diagrams, models, etc.); The lectures are in-depth and simple, etc.

6. Teaching efficiency: knowledge capacity and training saturation.

the effectiveness of the use of teaching time; the reasonableness of the student's burden; Moderate difficulty and pace of the course.

7. Teaching effect: the appropriateness of the overall design of teaching; the correct formation and consolidation of concepts; the student's comprehension of the learning process; the accuracy of students' answers; the correct rate of students completing the variant deformation; The development of students' intellect (e.g. independent thinking.

Ability formation, learning methods.

mastery, self-learning ability development).

Let students use the least amount of time to get the best results.

It can be written as follows:

1. Through the unique and in-depth explanation of the textbook, the teacher has achieved a good teaching effect, and can combine a variety of teaching methods to make the students' grasp of knowledge more profound. The teaching content is focused and the teaching purpose is very clear.

2. In the teaching, the teacher has deep and wide content, covering a wide range, which can connect the ancient and modern, and combine the background of the times.

The teaching effect of the teacher is excellent, which can enable students to appreciate the charm of knowledge and improve their practical skills at the same time. The teaching content of the teachers is broad, scattered, broad and profound, high quality and high efficiency. The teaching content is novel, unique and personal.

The teaching effect is evaluated as follows:

1.Teaching Objectives:

For example, there are "three-dimensional goals" that are clear, in line with students' reality, operable, and can integrate and unify knowledge goals, skill goals, and emotional goals. Achieving the goal is the motivation to teach, but how to achieve the goal? How do you prove that you have reached your goals?

The current standards do not elaborate, let alone specifically describe and judge what is "in line with the actual situation of students", "organic integration of three-dimensional goals" and other similar major issues, with few objective factors and many subjective factors.

2. Teaching content.

One of the most important aspects of teaching content evaluation is whether teachers can accurately grasp the key points and difficulties of the subject content they teach. Actually, this is not a difficulty for teachers, especially in the case of long-term prescribed textbooks. The real difficulty is how to guide students to grasp the key points and break through the difficulties, and students at different levels will have different difficulties.

In the face of this difficulty, it is a testament to the teacher's teaching ability, rather than whether the teacher himself can accurately grasp the key points and difficulties of the subject he or she teaches, and the whole teaching process should focus on the student's learning rather than evaluating the teacher's performance.

3.Teacher behavior evaluation.

It mainly depends on the teacher's organization, language, teaching style, board book, multi-** application, teaching method processing, questions and answers, etc. In the current evaluation of the score is higher, its defect is that the teacher's teaching some basic skills are equivalent to the teaching effect, its wrong logical way is that the teaching skill is high, the teaching effect must be good, and the teaching skill is only one of the reasons for the formation of the teaching effect, and the teaching skill is easy to stay on the surface of the high bottom judgment, the need to judge has a fairly high teaching experience and teaching accomplishment.

This also leads to many teaching open classes, some teachers repeatedly take the same class in the same class, Zao Feng uses fixed personnel to fix the problem, and many directors rehearse the lesson repeatedly. Although it can reflect a better teaching link and demonstrate teaching skills, its substantive teaching effect is basically zero, and it is not effective teaching, because the knowledge points described in the classroom have already been mastered by students. It is even more regrettable that students may even have a negative impact on this behavior, so that the teaching effect of a "high-quality" open class is actually negative.

4.Evaluation of student behavior.

The current assessment method is to see if the student's initiative is aroused and whether he or she is actively involved. In real teaching, it is of course an excellent phenomenon to arouse students' interest and actively participate, but it is not uncommon for the class to be lively and lively, and the phenomenon of being cold and deserted after class. Students' participation is not necessarily reflected in language, and the exchange of ideas between teachers and students is sometimes more in-depth, more insightful, and more effective in silence.

It is inaccurate to evaluate the effectiveness of teaching based solely on the appearance of students' behavior.

5.There is often a score of "teaching effect" in the current teaching effect evaluation criteria. This is mainly due to the unclear concept of teaching effectiveness.

It is a practice and a check to check the pass rate. In real teaching, especially in test-oriented education, doesn't the high pass rate of the test explain everything? Of course, its starting point, i.e., students on the same starting line, is comparable.