I. What is classroom teaching evaluation (I) Definition Classroom teaching evaluation is the evaluation of teachers' classroom teaching, mainly the value judgment of teachers' classroom teaching behavior and its effect. Generalized classroom teaching evaluation usually has two dimensions: process and result, teacher and student. Because the previous content mainly involves the evaluation of students and teaching results, our classroom teaching evaluation here is mainly aimed at the evaluation of teachers' classroom teaching process. (Zhang Dajun: Educational Psychology, 665 pages, Beijing, People's Education Press, 2005. There are usually three ways to evaluate teachers' classroom teaching: one is to evaluate the teaching process, mainly evaluating the components of the teaching process, such as teachers, students, teaching methods and teaching environment; The second is to evaluate students' activities, with students' psychological development as the evaluation center, and to evaluate whether students have developed and improved their cognitive, emotional and motor skills in classroom teaching, based on students' behavior in classroom; The third is the evaluation of teaching effect, which is often the evaluation of students' progress after teaching. Different from the second evaluation, the former mainly speculates about their possible gains through students' behavior in class, while the evaluation of teaching effect is often carried out by means of measurement such as exams after classroom teaching. Among these three evaluation methods, the third method is often associated with student evaluation and is the focus of student evaluation, which has been elaborated in the previous chapters; The second evaluation method is still being explored, such as evaluating the overall performance of students or evaluating the classroom behavior of each student. Whether to evaluate in the classroom teaching process or after class needs further exploration; Teaching process evaluation is mainly used at present, and it is also a relatively mature teacher classroom teaching evaluation. Our classroom teaching evaluation here mainly discusses this aspect. The types of teachers' classroom teaching evaluation can be classified from different angles. 1. Reward and punishment evaluation and developmental evaluation According to the evaluation purpose, teachers' classroom teaching evaluation can be divided into reward and punishment evaluation and developmental evaluation. The purpose of reward and punishment evaluation is to reward and punish teachers according to the evaluation results. It combines the results of classroom teaching evaluation with teachers' rewards and punishments as the basis for teachers' promotion, commendation, demotion and dismissal. This kind of evaluation is widely used in the field of education in China at present, and there are some disadvantages such as teachers paying too much attention to the quality of the evaluated class rather than the whole quality of education and teaching, and the evaluation is useless. In addition, it will be difficult to motivate teachers. The purpose of developmental evaluation is to improve teachers' teaching skills and level through comments, discussions and reflections on teachers' classroom teaching. The evaluation results are not linked with rewards and punishments, but provide opportunities for teachers to communicate with each other and discover their own advantages and disadvantages, and provide a basis for formulating teachers' development goals and countermeasures. 2. External evaluation and internal evaluation According to the evaluation subject, teachers' classroom teaching evaluation can be divided into external evaluation and internal evaluation. This classification method is based on whether the evaluator participates in classroom teaching activities or not. External evaluation refers to the evaluation of teachers' classroom teaching by teaching researchers, evaluation experts, school leaders, academics, teachers' peers and other educational administrative departments who do not participate in classroom teaching activities; Internal evaluation is the evaluation made by teachers and students who are directly engaged in classroom teaching activities. Both external evaluators and internal evaluators will follow certain evaluation criteria in the evaluation process, but the evaluation criteria of different evaluators may be different. For example, peers will ask for classroom teaching from the perspective of discipline, school leaders will ask for it from the perspective of school management, teachers will comment on their own teaching style, and students may evaluate the teaching content and emotional response in teaching. 3. On-site observation evaluation, monitoring evaluation, video evaluation and scale evaluation According to the collection method of evaluation data, the evaluation of teachers' classroom teaching can be divided into on-site observation evaluation, monitoring evaluation, video evaluation and scale evaluation. On-site observation and evaluation means that the evaluator enters the classroom, listens to the teacher in real time and evaluates in time. This evaluation method is often shown in the practical application process. This evaluation data collection method has strong timeliness, can evaluate all kinds of temporary situations, and has a deep understanding of teachers' teaching enthusiasm and students' participation enthusiasm. The disadvantage is that it will be limited by the attention distribution and recording speed of the evaluator, and because of the appearance of the evaluator, teachers and students often change their psychology and behavior. Monitoring and monitoring evaluation is a real-time classroom evaluation using one-way glass or camera equipment. The evaluator does not directly enter the classroom, which can largely avoid bringing pressure to teachers and students and make the information obtained more real. The disadvantage is that it may be influenced by the observation angle and so on, and it is impossible to fully understand the situation of the whole classroom. Video teaching evaluation is to record the teacher's teaching process and students' activities with video, and evaluate and analyze them after class. Its advantage is that it can be repeatedly watched and discussed by many people, and the evaluated teachers can also participate in the discussion in the evaluation process, thus making the whole evaluation data more comprehensive, objective and accurate. And you can also compare the teaching videos of different teachers, or compare the teaching videos of the same teacher, and analyze the teacher's teaching progress. In video evaluation, video is often just a means to collect evaluation data. Encoding, analyzing and evaluating video data will lead to different video evaluation and analysis techniques. Scale evaluation is to use a pre-prepared evaluation scale, and teachers and students answer according to their own subjective images of the teaching process and effect. The key of this evaluation method is the compilation of evaluation scale, sometimes called questionnaire evaluation method. Questionnaire evaluation is the most important way to evaluate classroom teaching at present, and it is also the most widely used way in practice. (III) Significance of classroom teaching evaluation The purpose of classroom teaching evaluation is not only to evaluate teachers' classroom teaching, on the contrary, it is a purposeful and targeted process to encourage teachers to keep learning, improving and improving. In short, classroom teaching evaluation has the following important functions. 1. Classroom teaching evaluation has a guiding function, which can promote the establishment and implementation of classroom teaching evaluation system, give full play to the guiding role of evaluation, promote teachers to change their educational concepts as soon as possible, give full play to teachers' awareness of educational innovation in classroom teaching, and achieve the purpose of improving classroom teaching. The establishment of evaluation system means that the choice and emphasis of various factors related to teaching and learning in classroom teaching are different. These differences will prompt teachers to pay more attention to the relevant factors emphasized in the evaluation in future classroom teaching, and take them as the focus of display and play in classroom teaching, and give play to the guiding function of evaluation. 2. Classroom teaching evaluation has an incentive function, which can strengthen the communication between teachers. Classroom teaching evaluation can effectively evaluate the situation, advantages and disadvantages of teachers' classroom teaching. Only by letting teachers know their own strengths, highlights, characteristics and shortcomings in classroom teaching practice can we find the basis and direction for future efforts. Classroom teaching evaluation is an important way for teachers to understand their own teaching situation. At the same time, classroom teaching evaluation can also enable teachers to enhance understanding and learn from each other in class evaluation activities, and stimulate internal needs and motivation in class evaluation exchanges. 3. Classroom teaching evaluation is an important way to promote teachers' professional development. For teachers, the level and ability of classroom teaching is the basic point of teachers' foothold. How to effectively improve teachers' teaching level and ability is one of the important topics in teacher education. Our classroom teaching evaluation can just provide a window for teachers to know their own teaching situation scientifically, let them know their own shortcomings in teaching and the direction of future efforts, and provide a good platform for teachers' professional development. In view of the adaptability of teachers in the implementation of the new curriculum reform, classroom teaching evaluation, especially developmental classroom teaching evaluation, is an important means to ensure the smooth implementation of the new curriculum and promote teachers' professional development. 4. Classroom teaching evaluation has decision-making and evaluation functions and is an important part of school management. Classroom teaching evaluation is an important part of teachers' job evaluation and the core content of school evaluation system. By carrying out scientific and effective classroom teaching evaluation, teachers' teaching attitude, teaching quality, working ability and professional level can be effectively identified, making school management more systematic and decision-making more scientific. Second, the basic principles of classroom teaching evaluation The principles of classroom teaching evaluation are mainly reflected in the following aspects. (1) development principles development principles mainly include two aspects. First, it is conducive to the development of students. One of the basic goals of classroom teaching evaluation is to help teachers construct and apply new teaching strategies actively and independently through practical evaluation and diagnosis, constantly adjust teaching organization methods and processes, and promote students' all-round development in cognition and emotion. Second, it is conducive to the professional development of teachers. The focus of classroom teaching evaluation is to pay attention to teachers' classroom teaching process, and the efficiency of this process and the interaction between teachers and students are directly related to the completion of teaching objectives. Therefore, what needs to be considered in the evaluation is how to further improve the efficiency of classroom teaching through evaluation and find out what should be improved in classroom teaching, rather than just judging the current situation of teachers' teaching process. At the same time, modern teaching evaluation emphasizes that one of the subjects of classroom teaching evaluation is the teacher himself, and classroom teaching evaluation itself should also be a critical reflection on classroom teaching process and behavior, and a process of communication and sharing between teachers and peers and experts. Therefore, classroom teaching evaluation can effectively promote teachers' professional development. (II) Subjectivity Principle Subjectivity principle refers to a principle that should be reflected in the evaluation object and content in classroom teaching evaluation. On the evaluation object, the principle of subjectivity refers to the participation of the evaluated object in evaluation activities and processes, including the establishment of evaluation indicators, the adoption of evaluation methods and the implementation of evaluation processes. In the content of evaluation, the principle of subjectivity refers to evaluating the interaction and development of middle school students, that is, an important content of evaluation is whether students actively participate in the interaction between teachers and students. The interaction in classroom teaching usually shows as follows: (1) Students have emotional input in the process of learning, learning becomes an internal motivation and need, and students gain growth experience in classroom learning; (2) Learn to cooperate and learn to accept, appreciate, argue and help each other through various forms of teaching activities. (III) Benefit Principle Benefit principle refers to the ratio between teaching achievement and material and spiritual cost paid per unit time. This is often an important criterion to evaluate the suitability of teaching activities in classroom teaching. Classroom teaching activity itself is to achieve the corresponding classroom teaching goal, and every teaching link and corresponding teaching activity exists to achieve this teaching goal. Different teaching methods have different effects and efficiencies. Therefore, whether some teaching activities and teaching links are appropriate or not, the principle of efficiency has become a very important standard. This is not only the embodiment of teachers' creativity, but also an important method to improve teaching efficiency through classroom teaching evaluation, and its realization can truly achieve the purpose of developmental evaluation. (4) The teaching of artistic principle is a technology and an art, which is well known, but the teaching art itself is also the most difficult to grasp in classroom teaching evaluation. It should be said that teaching art embodies the vitality of teaching and the comprehensive embodiment of teachers' quality, not only in teachers' various abilities, but also in all aspects of classroom teaching. Among them, teachers' language expression ability and body language expressive force are particularly important. Language expression should not only be accurate, clear and concise, but also be infectious. As far as classroom teaching is concerned, teaching art includes the art of introduction, introduction and questioning, and the organization of each link can reflect teachers' teaching skills. The evaluation of teaching artistry in the evaluation process is mainly reflected in the evaluation of teachers' quality and teaching process. (V) Procedural principles Procedural principles include two aspects. First, the evaluation is aimed at the classroom teaching process, that is, the classroom teaching evaluation itself is directly aimed at the classroom teaching activities and their processes. In this process, the classroom teaching efficiency is evaluated in combination with the classroom teaching objectives. It can be seen that in the mainstream classroom teaching evaluation, it is often evaluated by several basic structures and links of classroom teaching. Second, it is a principle that accompanies the principle of development. Evaluation should reflect the development process of both teachers' teaching experience and students' learning experience. It is not an event to evaluate a result, but to reflect the continuity of individual development. In order to give full play to the teaching function of evaluation, we put the individual growth and progress of teachers and students in the same important position. Teachers should constantly analyze and reflect on their teaching ideas, teaching attitudes and teaching behaviors, and carefully collect, sort out and analyze evaluation materials. Therefore, we should attach importance to the feedback and encouragement of evaluation on teaching and learning, establish an evaluation system with the participation of principals, teachers, students and parents, give teachers appropriate help and guidance, encourage teachers to keep pace with the times, learn from each other, constantly update their knowledge, improve their teaching and educational research capabilities and improve teaching results. (VI) Diversity Principle The diversity principle of classroom teaching evaluation mainly refers to two aspects. First, the diversity of participants. Traditional classroom teaching evaluation is usually completed by educational administrators, mainly by observing the teacher's classroom teaching process and sketching out the pre-made evaluation table. The object of evaluation-teachers are often outside the evaluation activities. In modern classroom teaching evaluation, teachers will be important participants and beneficiaries of evaluation activities, including not only the evaluation of educational administrators, but also the self-evaluation of teachers, the evaluation of students, and even the evaluation of parents and society related to educational activities, thus forming the diversification of evaluation subjects. Second, it refers to the diversity of evaluation angles. When evaluating, we should not only evaluate the basic links and process of teaching, but also evaluate the basic teaching ability elements embodied by teachers in the teaching process, and evaluate the teaching effect, teaching ideas and concepts. Third, the characteristics and development trend of traditional classroom teaching evaluation (I) The characteristics of traditional classroom teaching evaluation are accompanied by the emergence of classroom teaching, which existed before the new curriculum reform in China. It mainly has the following characteristics. 1. Attach importance to classroom teaching objectives and emphasize the completeness and appropriateness of classroom teaching objectives. Traditional classroom teaching is guided by classroom teaching objectives, emphasizing the role of classroom teaching process and activities in achieving classroom teaching objectives, and opposing teachers' excessive teaching activities unrelated to classroom teaching objectives. The goal-oriented characteristics in classroom teaching evaluation are very obvious. 2. The subject of evaluation is the evaluator, and the evaluation activities are mainly other evaluations. Teachers' self-evaluation and participation in evaluation activities are insufficient, and the lack of improvement plans and measures is particularly prominent in traditional classroom teaching evaluation. Evaluation activities are often operated by educational administrators, and the evaluation results are usually rarely fed back to evaluators, or the feedback information is insufficient; In the evaluation process, there is little participation of the evaluated object. 3. High-stakes evaluation In the traditional classroom teaching evaluation, evaluation dominates everything and restricts everything. Teachers also teach for evaluation and change for evaluation. That is, what you evaluate and what I teach; How do you judge, how do I teach. This reflects that the traditional classroom teaching evaluation is used too much in management, mostly for the evaluation of teachers' promotion, and less attention is paid to other functions of classroom teaching evaluation, such as diagnosis, motivation and guidance. 4. The evaluation method mostly adopts a unified scale. The evaluation scale has comprehensive evaluation indicators and more secondary indicators. Many teachers feel that the content of evaluation is empty, detailed and complicated, which increases the workload of teachers. Although the more detailed the evaluation index is, the better the objectivity of evaluation will be, but it will also have a greater restrictive effect on classroom teaching, and even bind teachers' hands and feet and affect their creativity. At the same time, the traditional classroom teaching evaluation method is too simple. When someone mentions evaluation, they immediately think of tools and scales, ignoring many simple and easy methods. 5. Evaluation focuses on teachers' professional level and performance, ignoring the evaluation of students' participation, status and learning level in classroom teaching. Traditional classroom teaching evaluation pays more attention to the process and behavior of teachers in classroom teaching, as well as the professional level and performance of teachers in the whole process and behavior, while ignoring the interaction between teachers and students in classroom teaching, especially the participation and emotional state of students in classroom teaching. (II) The development trend of classroom teaching evaluation With the gradual implementation and promotion of the new curriculum reform, modern classroom teaching evaluation gradually presents the following trends. In the evaluation function, the traditional classroom teaching evaluation pays too much attention to the management orientation of teacher development and advocates the developmental classroom teaching evaluation. The purpose of classroom teaching evaluation is no longer simply to judge the achievement of teachers' teaching goals and the quality of teachers' classroom teaching, but to improve teaching, improve classroom teaching quality and promote teachers' growth through evaluation. Moreover, modern classroom teaching also pays attention to the guiding role of evaluation in classroom teaching. Through classroom teaching evaluation, teachers can give full play to students' autonomy, initiative and creativity in classroom teaching, pay attention to students' personal experience and life experience, and promote the healthy development of students' body and mind. In the evaluation, the emphasis has shifted from the evaluation of results to the evaluation of processes, especially the interaction between teachers and students and students' participation. In addition, various factors, environments and conditions required for the optimization of teaching process have also been brought into the category of classroom teaching evaluation, and the evaluation results have also paid more attention to the feedback and reflection of the evaluation results from the original, thus promoting the development of teachers. On the subject of evaluation, from the past, it was almost completely evaluated by evaluators, and it developed into a diversified subject of evaluation. This diversified subject not only includes external evaluators, but also emphasizes the participation of the evaluated object; The evaluation object has also changed from passive waiting to active participation. At the same time, it also emphasizes students' participation in classroom teaching evaluation, pays attention to the diversity of evaluation information, changes the traditional way of focusing on other evaluation, and attaches importance to self-evaluation and mutual evaluation. In terms of evaluation methods, it has changed the situation that the traditional classroom teaching evaluation is mainly based on scales, showing the characteristics of diversified methods. There are not only objective and quantitative evaluation methods, but also the development trend of combining quantitative evaluation with qualitative evaluation. In the evaluation process, it also changed the previous one-time and summative evaluation methods, and adopted the combination of summative evaluation and formative evaluation to conduct multiple, multi-point and multi-directional evaluations. Classroom teaching evaluation is an important means to improve classroom teaching quality and teaching behavior. Classroom teaching evaluation can be classified according to different objectives, means and methods. Classroom teaching evaluation should follow the principles of development, subjectivity and effectiveness. Traditional classroom teaching evaluation has been widely controversial because it pays too much attention to its identification and screening function, while modern classroom teaching evaluation pays more attention to the diversification of evaluation objectives and its role in teachers' professional development.