How to improve the ability of faculty members to evaluate their own courses

We would like to thank the faculty and researchers for their opinions, and we will strive to improve the deficiencies.

The principles of course evaluation: 1. Do not mix emotional factors, use a ruler and a standard measurement, whether it is an old teacher or a young teacher, whether it is an old advanced or a grassroots teacher without prestige. 2. Be frank and sincere, not ambiguous, and blindly good.

3. Take into account the overall analysis of the link course, and combine the point and surface with the whole. 4. The principle of differentiation should have different emphasis on teacher evaluation at different levels.

The so-called course evaluation, as the name suggests, is to evaluate classroom teaching. It is an extension of the teaching after the lecture activity. It is an important means to strengthen the management of teaching routines, carry out educational and scientific research activities, deepen the reform of classroom teaching, promote the development of students, and promote the improvement of teachers' professional level.

The so-called course evaluation refers to the pertinent analysis and evaluation of the successes and failures of classroom teaching and the reasons for them, and to be able to make correct explanations of educational behaviors in the classroom from the perspective of educational theory. Specifically, it refers to the evaluator's value judgment of the activities of teachers and students in classroom teaching and the changes caused by them according to the classroom teaching objectives.

Course evaluation is a frequent activity in the process of teaching, teaching and research. There are many types of course evaluation, including colleagues learning from each other and discussing and evaluating courses together; There is a school leader to diagnose and inspect the course evaluation; There are evaluations or evaluations by superior experts, etc.

In China's education, listening to the evaluation of the class is an important work of many teaching and research staff, teaching and research staff through listening to the evaluation of the class to guide the teacher's teaching, but also through the organization of teachers with rich teaching experience to carry out course evaluation activities, so that they can observe and learn from each other, to achieve the purpose of jointly improving the teaching level, it can be said that the teaching and research staff for the teacher to improve their teaching ability plays a very huge role, but in reality, many teaching and research staff will only evaluate the course, but will not smile at the lecture, this is mainly because the teaching staff and the teacher's professional division of labor is still differentTeaching and research staff are only responsible for evaluating the instructor's lectures as an audience, and are not responsible for the specific arrangement of the lecture content. <>

For teaching and researchers, course evaluation is their strength, they will pay special attention to what skills the teacher will use when teaching the class, what strategies to use to help students understand the content they have learned, but they have a specialization, they often do not pay attention to teaching, because they are not like teachers, they only care about the students' acceptance of the course and the teaching effect of the teacher. This difference in the division of labor in the profession leads to a difference in the professional skills of the teaching staff and the teacher, so that the teaching staff and the instructor do not stand on the same position. For the evaluators, they focus on the service object of teaching, they will stand in the perspective of the students to listen to the lecture, carefully think about whether the activity can attract students' extensive participation, can it stimulate students' thinking?

But there is often not much attention paid to how to achieve this effect. <>

In addition, for teaching and researchers, they are different from teachers in terms of work content, they do work to improve the teacher's teaching ability, but in their own work content, they are engaged in the content of building the course outline, determining the teaching objectives and test methods, or designing lesson plans, designing teaching tools needed in teaching, courseware used in the classroom, animations and homework topics, as well as training for the teacher team. Organize teachers with excellent teaching ability or stupidity to learn from each other. Their contribution to education is to better understand the learning path of students and how to achieve good educational results. In other words, they are concerned with the outcome of education, not with the process of helping to educate.

The professionalism of teaching and research staff is not reflected in the teaching process, they are more based on the teaching effect, and make professional judgments on the teacher's teaching process to escort their teaching effect.

As a teaching and research personnel, they should have a good understanding of the five lessons of "preparation", "up", "listening", "speaking", and "commenting", especially "listening, speaking", and "commenting" should be quite proficient.

Because many people nowadays still lack their ability to express themselves, they can take more classes and lectures because of the lack of development of language arts.

Because they don't have special training and contact, they are only able to identify deficiencies in other teachers' lectures.

There is little teaching practice, and lectures cannot be taught. Practice is a good strategy, if you don't believe it, just give it a try.

1. Consolidate the foundation and create an atmosphere.

1) Based on school-based training, enrich the ideological connotation of teachers.

School-based training is not only a concept, but also a process. Schools should set up school-based training courses from the perspective of "culture". It can arrange the study and research of literature, carry out lectures on education and teaching theories, and seminars on famous schools, etc., so as to form a strong research atmosphere, so as to open up teachers' ideas, so that they can stand taller, see farther, have a brighter vision, and have richer connotations and connotations.

2) Stimulate the internal demand of teachers and broaden the teaching theory of teachers.

Teachers' teaching theories and teaching practices should grow together. In order to get out of the low-level repetition level, teaching practice must have certain theoretical support. Teachers have the need for self-development and growth in their hearts, the key is to stimulate this internal drive through activities and competitions, through the establishment of teachers' "blog groups", essay exchanges, brainstorming, academic salons and other forms, so that teachers in the exchange and interaction, learning as a way of survival, to achieve work learning, learning work, and constantly surpass themselves.

3) Advocate reflective practice and develop teachers' thinking habits.

Guide teachers to reflect on themselves after class, summarize the gains and losses, find new ideas in seemingly ordinary teaching problems, understand the true meaning of teaching, and improve teaching ability. Guiding teachers to reflect on the teaching materials and teaching staff can improve their ability to control the teaching materials and give them the space to create. Taking reflection as a way of thinking and a habit of life, and tempering a new, forward-looking, and open way of thinking, can enable teachers to develop the habit of thinking and have fun in reflection.

2. Properly guide and teach methods.

1) Know what to evaluate.

It is necessary for teachers to stand on a relatively high starting point and platform to understand the course evaluation. Through the series of lectures on "The Art of Lesson Evaluation", teachers can have a more comprehensive understanding of course evaluation, know the significance of course evaluation, and what content to evaluate. During the series of lectures, the camera can also be used to allow the teacher to read a typical lesson evaluation.

The combination of theoretical lectures and case studies can make teachers feel confident and enlightened.

2) Understand how to evaluate.

After a series of lectures and reading lesson evaluation cases, teachers have a rational understanding of lesson evaluation. But how do you elaborate on it when evaluating a course? How do you resonate or think about it through appropriate expressions?

How to grasp the choice of wording when evaluating the course? The demonstration and evaluation of key teachers give teachers vivid examples and can give them the most direct and intuitive feelings.

Watch more related films, television, and materials. Then, try to do it yourself.