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教师教学工作质量的评定可分为行为评定和效果评定。目前教育界研究得较多的是行为评定。它以教师在教学活动中的行为作为评定对象,由不同评价者对其进行评价。以往,一般都以座谈会或观摩听课的形式来收集对教师教学行为的意见,作出定性的分析。近年来,国内外一些学校采用了“评议表”的方式来收集评价者对教师教学行为的意见,较好地保证了评价资料的真实性和代表性,并通过对评价资料的数量化处理,做出定量分析,增强了评价结果的科学性。但是,由于“评议表”项目细,等级多,收集面宽,数据量很大;等级资料的数量化处理和统计学处理过程也很烦琐。因此,要对“评议表”及时做出合理的、科学的统计处理以及综合分析是人工难以完成的。
The assessment of teachers’ teaching quality can be divided into behavioral assessment and effectiveness assessment. At present, more research in education is behavior assessment. It regards teacher’s behavior in teaching activities as the object of assessment, which is evaluated by different evaluators. In the past, we generally collected opinions on teachers’ teaching behaviors through seminars or observation lectures, and made qualitative analysis. In recent years, some schools at home and abroad have adopted the “form of evaluation” to collect the views of the evaluators on the teaching behavior of teachers and better ensure the authenticity and representativeness of the evaluation data. Through the quantitative treatment of evaluation data, Make a quantitative analysis to enhance the scientific evaluation results. However, due to the small size of the “Assessment Form”, the large number of grades and the wide collection of data, the amount of data is large. The quantification and statistical processing of grade data are also cumbersome. Therefore, to make a timely and reasonable statistic process and comprehensive analysis of the “Review Form” is difficult to accomplish by hand.