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传统的教学督导专门针对课堂教学,以听课、评课为主职对任课教师课堂教学进行督察指导,其目的是促进教学质量的提高。评价学校教学质量的标准主要看教学效果,而实践告诉我们,教学效果是由多方面因素决定的:教师、学生、教材、教学设施条件以及由学校管理和校园文化决定的校风学风都起着重要作用。单就教学来说,备课(教学设计)、课堂教学、作业练习及其检查批改、学业成绩的考核与评定等都决定着教学效果,并非全部决定于课堂教学。因此,高校督导,尤其是高职院校督导必须改变以往单纯课堂督导的旧传统,取而代之以全方位、全过程教学督导模式。
The traditional teaching supervision specifically for classroom teaching, to listen to class, class as the main teaching instructor classroom instruction supervision, and its purpose is to promote the improvement of teaching quality. The criteria for evaluating the quality of school teaching mainly depend on the teaching effect. Practice tells us that the teaching effect is determined by many factors: the conditions of teachers, students, teaching materials, teaching facilities and the school ethos determined by school management and campus culture play an important role effect. On the teaching alone, preparation of teaching (instructional design), classroom teaching, homework practice and examination and approval, assessment and assessment of academic performance and so determine the teaching effectiveness, not all decided in the classroom. Therefore, the supervision of colleges and universities, especially the supervision of higher vocational colleges, must change the old tradition of simple classroom supervision in the past and replace it with the all-round and whole-process teaching supervision mode.