CN113643164A - Three-dimensional evaluation system for teaching quality of teachers in middle and primary schools - Google Patents
Three-dimensional evaluation system for teaching quality of teachers in middle and primary schools Download PDFInfo
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Abstract
The invention discloses a three-dimensional evaluation system for teaching quality of teachers in primary and middle schools. The method comprises the following steps: the system comprises a class information input module, a target achievement degree evaluation module, an intension development degree evaluation module, a process load degree evaluation module and a teaching quality three-dimensional evaluation module; the class information input module is used for inputting the total score, the reference number, the basic score and the workload number of each class, as well as the class-bound teachers, the school years, the school dates, the evaluation weights, the subject satisfaction and the like; the target achievement degree is embodied by the ratio of the average class score to the average annual score; the content development degree is represented by a comparison value of the average number of class improvement rates and grade improvement rates; the process load degree is represented by a comparison value of the average values of the class workload and the year workload. The system of the invention measures and evaluates the teaching effect of a certain school section through three parts of target achievement degree evaluation, content development degree evaluation and process load degree evaluation.
Description
Technical Field
The invention relates to the technical field of education management, in particular to a three-dimensional evaluation system for teaching quality of teachers in primary and middle schools.
Background
More and more modernization and multimedia of school management work, the quality of learning results of students in the basic education stage has great influence on the literacy of the cultural scientific knowledge of students, and the quality of the learning results has close relation with the teaching quality of teachers, however, the evaluation of the teaching quality at present relies on data of a test paper, an examination and an evaluation dimension for evaluation, so that the real teaching quality and teaching level of teachers cannot be disclosed and reflected faithfully, particularly, the increase (decrease) value condition of the teaching quality cannot be evaluated scientifically and effectively, and the method has great comprehensiveness, thunderness and subjectivity, and the scientific rationality, the fairness and the evaluation effect of the method are improved and improved. Therefore, a more scientific and reasonable teaching quality evaluation system is urgently needed by all primary and secondary schools to more objectively, fairly and fairly assess the teaching quality of primary and secondary teachers.
Disclosure of Invention
In view of the technical deficiencies, the invention aims to provide a three-dimensional evaluation system for the teaching quality of teachers in primary and secondary schools, which measures and evaluates the teaching effect of a certain school section through three parts, namely target achievement degree evaluation, content development degree evaluation and process load degree evaluation.
In order to solve the technical problems, the invention adopts the following technical scheme:
the utility model provides a three-dimensional evaluation system of middle and primary school teacher's teaching quality which characterized in that includes: the system comprises a class information input module, a target achievement degree evaluation module, an intension development degree evaluation module, a process load degree evaluation module and a teaching quality three-dimensional evaluation module;
the class information input module is used for inputting teaching information of each class;
the target achievement degree evaluation module is used for receiving class teaching information sent by the class information input module and evaluating the target achievement degree of each class, and the target achievement degree is embodied by the ratio of the average class score to the average annual grade score;
the content development degree evaluation module receives class teaching information sent by the class information input module and evaluates the content development degree of each class, wherein the content development degree is represented by a comparison value of the class improvement rate vector and the grade improvement rate vector average;
the process load degree evaluation module receives the class teaching information sent by the class information input module and evaluates the process load degree of each class, and the process is embodied according to the comparison value of the average value of the class workload and the grade workload;
the teaching quality three-dimensional evaluation module is used for receiving score information of the target achievement degree, the content development degree and the process load degree of each class sent by the target achievement degree evaluation module, the content development degree evaluation module and the process load degree evaluation module, and obtaining a teaching quality three-dimensional evaluation total score of each class by adding the target achievement degree, the content development degree and the process load degree evaluation scores of each class.
Preferably, the class teaching information includes a class total score, a reference number, a base score, a workload number, and properties of any class teacher, school year, school period, evaluation weight, subject full score, and class of the same type.
The invention has the beneficial effects that: 1. the evaluation result always floats in an interval, the difference of three-dimensional evaluation scores between classes can be large or small, infinite excellence can be encouraged, and insufficient people can find problems in time to consciously find a solution.
2. Under the unified qualified line, the product can be partially qualified or completely qualified. The method overcomes the disadvantage that the achievement is good again in one-dimensional (traditional) evaluation and is always the last to last, reduces the psychological burden of teachers, enables each teacher to have the hope of getting qualified and excellent, and is beneficial to comprehensively mobilizing the enthusiasm of teachers.
3. The weights of the three-dimensional evaluation items can be set by themselves. If the terminal result is inclined, the average score evaluation coefficient is a little higher, if the cultivation is performed after the emphasis is placed, the improvement rate evaluation coefficient is a little higher, and if the workload is placed, the workload evaluation coefficient is a little higher, which is beneficial to further development of school teaching work.
4. The evaluation process and result are not affected by human factors, test paper difficulty and the like.
5. The teaching quality improvement rate evaluation can be used independently in the teaching quality evaluation.
6. The teaching quality is always in a constantly changing motion state, so that each teacher feels hopeful that the stressed poor class of the good class can be taught if the backwater boat can not advance or retreat.
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In order to more clearly illustrate the embodiments of the present invention or the technical solutions in the prior art, the drawings used in the description of the embodiments or the prior art will be briefly described below, it is obvious that the drawings in the following description are only some embodiments of the present invention, and for those skilled in the art, other drawings can be obtained according to the drawings without creative efforts.
FIG. 1 is a schematic block diagram of a three-dimensional evaluation system for teaching quality of teachers in primary and middle schools according to the present invention;
Detailed Description
The technical solutions in the embodiments of the present invention will be clearly and completely described below with reference to the drawings in the embodiments of the present invention, and it is obvious that the described embodiments are only a part of the embodiments of the present invention, and not all of the embodiments. All other embodiments, which can be derived by a person skilled in the art from the embodiments given herein without making any creative effort, shall fall within the protection scope of the present invention.
Example 1
As shown in fig. 1, a three-dimensional evaluation system for teaching quality of teachers in primary and middle schools includes: the system comprises a class information input module, a target achievement degree evaluation module, an intension development degree evaluation module, a process load degree evaluation module and a teaching quality three-dimensional evaluation module;
the class information input module is used for inputting teaching information of each class, wherein the class teaching information comprises class total scores, reference number of people, basic scores, workload number of people, class teachers, school years, school dates, evaluation weights, subject full scores, class properties of the same class and the like;
the target achievement degree evaluation module is used for receiving class teaching information sent by the class information input module and evaluating the target achievement degree of each class, and the target achievement degree is embodied by the ratio of the average class score to the average annual grade score;
the content development degree evaluation module receives class teaching information sent by the class information input module and evaluates the content development degree of each class, wherein the content development degree is represented by a comparison value of the class improvement rate vector and the grade improvement rate vector average;
the process load degree evaluation module receives the class teaching information sent by the class information input module and evaluates the process load degree of each class, and the process is embodied according to the comparison value of the average value of the class workload and the grade workload;
the teaching quality three-dimensional evaluation module is used for receiving score information of the target achievement degree, the content development degree and the process load degree of each class sent by the target achievement degree evaluation module, the content development degree evaluation module and the process load degree evaluation module, and obtaining a teaching quality three-dimensional evaluation total score of each class by adding the target achievement degree, the content development degree and the process load degree evaluation scores of each class.
Example 2
The evaluation process of the three-dimensional evaluation is explained in detail by taking three shifts of table 1 below as an example.
1999-2000 school year first school period five grade mathematics teaching quality terminal evaluation table (Table 1)
1. Evaluation of target achievement degree (average score)
(1) Calculating the formula:
the method comprises the following steps of: the average grade at the end of the school period is the total grade and the reference number of the grade is divided
(ii) the average score evaluation score is equal to the average score of the last class (end point score) of the current period, the average score of the same class (or year) of the current period, the weight of the average score, the weight is multiplied by 100 (multiplied by 100) is the comparison value (percentage) is converted into decimal number, the same is shown below)
(2) Example of calculation
The target achievement degree evaluation inherits the positive factors of terminal evaluation in the traditional evaluation, and is mainly embodied by the ratio of the class average score to the year average score during evaluation, such as:
calculating average score
② average score evaluation score
Five 1 shifts ÷ 81 ÷ [ (81+87+82) ÷ 3] × 100% × 0.65 × 100 ═ 63.18
Five 2 ═ 67.86 (supra); five 3 ═ 63.96 (supra)
(81, 87, 82 are the endpoint averages of five 1, five 2, five 3 shifts, respectively, ". times.100" is for conversion of percentages to decimal values, weight 0.65)
2. Evaluation of content development degree (improvement rate)
The evaluation of the content development degree (improvement rate) is embodied by the comparison value of the average of the class teaching quality improvement rate and the grade improvement rate.
(1) Calculating the formula:
increasing rate calculation formula
Positive improvement rate: t is tIs just＝(xFinal (a Chinese character of 'gan')—xBase of) Division (full division-x)Base of)×100％
The positive improvement rate is [ end point division-last class average division (base division) ] divided by (full division-base division) × 100%
Negative rate of increase: t is tIs just＝(xFinal (a Chinese character of 'gan')—xBase of)÷xBase of×100％
Negative increase rate [ end point division-last class average division (base division) ] divided by base division × 100%
0 increase rate is 0 (slightly, both the above two formulas can be calculated)
Second, a calculation formula of the evaluation score of the content development degree (improvement rate):
plifting device＝(1+tClass)÷(1+tStage)×100％×mLifting device×100
Evaluation of intension development degree (increase rate) ═ increase rate per class- (-100) ÷ increase rate average value per class- (-100) × increase rate weight × 100
(2) Example of calculation
Calculating the improvement rate:
the five 1 shift improvement rate (n) — (81-62) ÷ (100-62) × 100% — 50%
Five 2 shift improvement rate (positive) 27.78% (same as above)
Five 3 shift improvement rate (minus) — (82-83.5) ÷ 83.5 × 100% — 1.8%
Improvement rate evaluation score calculation example:
five 1 shifts ═ 50% — (-1) ] ÷ [ (50% + 27.78% -1.8%) ÷ 3 — (-1) ] × 100% × 0.3 × 100 ═ 35.9 ÷ 100 ÷ 2.8%
Or:
five 1 shifts ═ 50- (-100) ]/[ (50+ 27.78-1.8)/[ 3- (-100) ] × 0.3 × 100 ═ 35.9 five 2 shifts ═ 30.59; five 3 shift 23.51
From the results of the rate of increase, five 1 shifts were the highest, exceeding five 2 shifts. From the evaluation point of view, five 1 shifts exceeded five 2 shifts, and more specifically, five 3 shifts declined. The problem that the five shifts 1 are improved from 62 minutes to 81 minutes, the five shifts 2 are improved from 82 minutes to 87 minutes, and the five shifts 3 are reduced from 83.5 to 82 minutes to the bottom, so that the improvement or reduction is solved, the problem is solved by traditional evaluation, and reasonable expectation and concern of a teacher are responded scientifically.
Here, the evaluation of the teaching quality improvement rate is actually what we often say as teaching quality developmental evaluation (also called value-added evaluation or incremental evaluation), and from the conventional evaluation system of teaching quality at present, the developmental evaluation is not formally incorporated into the evaluation system.
3. Evaluation of Process load (workload)
(1) Formula for calculation
Work quantity calculation formula
The work load is divided into the number of people in the class, the average value of the work load of the class of the year and the class is multiplied by 100 percent
The workload evaluation score calculation formula is as follows:
pworker's tool＝gWorker's tool×mWorker's tool×100
Workload evaluation score-workload score × weight × 100
The process load evaluation is mainly embodied by a comparison value of the average values of class workload and annual workload, and as the teacher has wide workload meaning and cannot quantify the workload completely, the number of the class people is only used as a specific carrier of the workload of each class for fairness.
(2) Working volume calculation example
Work fraction
Five 1 shift ÷ 49 ÷ [ (49+46+48) ÷ 3] ═ 1.028
Five 2 shifts-0.96.6 (supra); five 3 shift 1.008 (same as above)
Workload evaluation score
Five 1 shift-1.028 × 0.05 × 100 shift-5.14
Five 2 shifts-4.83 (supra); five 3 shift as 5.04 (same as above)
4. Summary statistics of evaluation results for three-dimensional evaluation
Based on the above analysis and calculations, we tabulate the three-dimensional evaluation results for these three shifts as follows:
1999-2000 school year first school period five-grade Chinese teaching quality three-dimensional evaluation table (Table 2)
As can be seen from the above table, different evaluation modes yield different evaluation results. The one-dimensional evaluation result was the worst of five 1 shifts, the best of five 2 shifts, the second of five 3 shifts, and the three-dimensional evaluation result was the highest of five 1 shifts, the second of five 2 shifts, and the lowest of five 3 shifts, and reversion occurred.
Teaching quality three-dimensional evaluation rationality analysis
(one) three-dimensional evaluation of the rationality of evaluation of each dimension
1. Rationality of target achievement level evaluation
In the target achievement degree evaluation, each class is compared with the average value of the terminal average score and the grade average score of the same class, the overall average value is used as the grade achievement degree of the similar subject teaching target, the exceeding evaluation score is high, the insufficient evaluation score is low, and the level of the teaching effect terminal of each class is reasonably disclosed. As in table 3 below:
2. rationality of content development degree evaluation (value-added evaluation)
The improvement rate is the percentage of improvement or reduction in the current performance over the past. The improvement is a contrast phenomenon, and standard quantity and comparative quantity are determined when the contrast exists. The base score is a standard amount and the average score in this school is a comparative amount.
The fact of the increase and decrease is well known in the past, but cannot be quantified.
(1) The positive and negative increasing rates have the same limit value and are both 100 percent or-100 percent
Such as:
the base is divided into 80 parts,
the space for improvement is 100-80-20 minutes, the positive improvement rate is (100-80) ÷ (100-80) × 100% — 100% and the space for 100% decrease is 80 minutes; the negative rate of increase is (0-80) ÷ 80 × 100% — 100%; the basic score is 50 points, and the basic score is 50 points,
the space for improvement is 100-50 minutes, the space for decrease is 50 minutes with a positive improvement rate of (100-50) ÷ (100-50) × 100% and 100%, and the space for decrease is 50 minutes with a negative improvement rate of (0-50) ÷ 50 × 100% and-100%; the base score was 99 points,
the limit value of the positive and negative increasing rate is 100 percent or-100 percent
(of course, if the average score is full or 0, it is an extreme value phenomenon and needs to be treated separately)
(2) The increasing rate of the same increasing or decreasing score is of different connotation
Such as: the increase from 80 minutes to 90 minutes is 10 minutes, and the increase rate is (90-80) ÷ (100-80) × 100%: 50%
The rate of increase is 20% from 50 min to 60 min, which is 10 min, i.e. (60-50) ÷ (100-50) × 100%,
the improvement rate is different from that of the former by more than 2 times.
This is a positive increase, the opposite being true for a negative increase:
such as: the increase from 90 minutes to 80 minutes is reduced by 10 minutes, and the negative increase rate is (80-90) ÷ 90 multiplied by 100% ≈ 11.11%
The rate of increase from 60 minutes to 50 minutes is reduced by 10 minutes, the negative rate of increase is (50-60) ÷ 60 × 100% ≈ 16.67%, and the rate of decrease of the former is 5.56 percentage points less than that of the latter.
If the ratio of the gold content is increased from 99 points to 1 point to 100 points, the improvement rate is 100%, the improvement rate is also 100% from 0 points to 100 points, and the gold content of the 1 point from 99 points to 100 points is the same as the gold content of the 100 points from 0 points to 100 points, and the method is also fair.
In the actual teaching, the class with higher basic score has relatively small space and high difficulty, and the class with lower starting point in the teaching organization and teaching process is easy and relaxed; the space for class improvement with a low starting point is relatively large, but the teaching organization and the teaching process are more difficult and complicated; good class and good education, difficult maintenance and improvement, poor class and difficult education, difficult catch up, difficult improvement, difficulty and fair to anyone.
For the evaluation effect, the basic score is low, the improvement space is large, the gold content of positive improvement rate per minute is low, and the gold content of negative improvement rate is high; the foundation score is high, the improved space is small, the positive improvement rate per minute has high gold content, the negative improvement rate has low gold content, and the foundation score is equally fair.
(3) Computational formula for evaluation of content development degree is reasonable in fitting
This is the demonstration analysis we use vector graphs. In general, the class teaching performance is always in three states of decline, level and increase, and the three states can be represented by three intervals on the coordinate axis:
the interval of negative rate of increase is-1-0;
the leveling is 0 interval and is 0;
the interval of positive improvement rate is 0-1.
Thus, in either case, the activity interval for each increase is always within-100% - + 100%, which interval is (-1, +1) as represented by the coordinates on the straight line.
Whether the class improvement rate is positive or negative with the average improvement rate of the same class, a corresponding point can be found in the coordinate interval of (-1, 1), a distance is reserved from the starting point of-1 to the point corresponding to each improvement rate, the distance is called an improvement rate vector, and during calculation, the improvement rate vector of each class is compared with the average improvement rate vector of the same class, so that the improvement rate evaluation score of each class can be accurately obtained. Such as: positive improvement evaluation score evaluation vector graph (Table 4)
| Class of class | End point | Base component | Increase score | Rate of increase | Mean annual rate of increase | Comparison value | Evaluation score |
| One class | 90 | 80 | 10 | 50 | 45 | 103.45 | 46.55 |
| Two classes | 85 | 75 | 10 | 40 | 45 | 96.55 | 43.45 |
Negative improvement evaluation score calculation vector diagram (Table 5)
| Class of class | End point | Base component | Increase score | Rate of increase | Mean annual rate of increase | Comparison value | Evaluation score |
| One class | 80 | 90 | -10 | -11.11％ | —11.44％ | 100.37 | 45.17 |
| Two classes | 75 | 85 | -10 | -11.76％ | —11.44％ | 99.63 | 44.83 |
3. Rationality of process load evaluation
The class number of the process load degree seems to be simple is compared with the average number of the class number, but actually contains thought and moral education, learning habit formation education, necessary learning task education, responsibility education, team mental education, mutual assistance and mutual education, frustration education, willingness education and other contents of a teacher in the work of students, the contents are not main teaching contents in a classroom, but are closely related to the improvement of teaching quality, the process embodiment of the emotion value observation of the students in a three-dimensional target of a new class sign is realized, and the work is integrated to be the work load of people in common words.
The calculation of the workload is complex, and a unified calculation mode is not available at present, but the more people, the more things and the higher the workload are known to be no matter which group and department. The same class is also adopted, the number of students is large, the workload of the class with good results is relatively small, and the workload of the class with poor results is larger, so a fuzzy, simplest and most intuitive calculation method is adopted, namely the number of the students is used for measuring the teaching workload of the teacher. The calculation mode of the workload is communicated with the mode of configuring teachers according to the number of students by the country, for example, a teacher-student ratio (about) 1:20 configured by teachers in primary schools is basically one class for two teachers, and a teacher in middle schools is basically one class for 3 teachers. It can also be said that the workload evaluation method is a more detailed embodiment of the way that the country measures the workload of teachers. As in table 6 below:
| class of class | Number of working persons | Mean value of | Comparison value | Evaluation score |
| One class | 50 | 51 | 0.98 | 4.9 |
| Two classes | 52 | 51 | 1.02 | 5.1 |
Therefore, the problem that the workload cannot be evaluated is reasonably solved, and the class problem that teachers are unwilling to teach more people is solved.
(II) rationality of three-dimensional evaluation function
1. Three-dimensional evaluation example
Three-dimensional evaluation table for teaching quality of primary and middle schools (watch 7)
2. Evaluation of the rationality of the effects
(1) The teaching effect of the good class can be scientifically and reasonably disclosed.
One, two or three of the starting point, the end point average score and the workload are higher than those of other shifts, and the final three-dimensional evaluation result may be higher. In table 7, the number of people in the first shift, the starting point, the end point and the workload were all higher than those in the second, third, fourth, fifth and sixth shifts, and the final evaluation was 111.5 points, which was the first highest. Although the space for improving the class with the high starting point is small, the class with the high starting point also has the possibility of improving the class with the high starting point and obtaining the high grade, and the class can still obtain the highest grade after being improved to a certain degree and is not stressed.
(2) The teaching effect of the poor class can be scientifically and reasonably disclosed
One, two or three of the starting point, the end point average score and the workload are lower than those of other shifts, and the final three-dimensional evaluation result may be lower. In table 7, the number of people in the five classes, starting points, finishing points and workload, is lower than that of other classes, the three-dimensional evaluation score (88.5 scores) of teaching quality is also lower than that of other classes, and the three-dimensional evaluation score of the class with the lower three items does not exceed that of other classes and is not artificially raised.
(3) The class with poor foundation is improved to a certain extent and possibly exceeds the class with good foundation, and vice versa
The evaluation effect is possibly better than that of the class with good foundation after the class teaching score with poor foundation is improved to a certain degree. In table 7, the end point score 85 of the second shift is one more than 84 of the fourth shift and is all increasing, but because the increasing range is different, the second shift is increased from 80 to 85, is increased by 5, is increased from 75 to 84, is increased by 9, and the three-dimensional evaluation score 105.1 of the second shift is less than the three-dimensional evaluation score 108.9 by 3.8, which indicates that the end point score is lower, and if the increasing range reaches a certain height, the evaluation effect of the shift whose final evaluation score is likely to exceed the end point score is scientifically and reasonably reflected in the three-dimensional evaluation, and conversely, if the increasing range of the basic shift is smaller than the shift whose basic score is poor, the evaluation effect is likely to be lower than that of the other shifts, as shown in table 7.
(4) The evaluation effect of extremely high or extremely low individual limit scores does not influence the teaching effect of most of the groups and can be scientifically and reasonably disclosed.
Normally, the end-of-class score is much higher than all other classes, creating a situation of being immediately or uniquely elegant, and the three-dimensional evaluation can also be given sufficient certainty without stressing other classes. Similarly, if the individual class is particularly bad, the objective disclosure is also carried out.
(5) The teaching effects of different types of the same subject in the same grade can be scientifically and reasonably disclosed
In the same subject of the same grade, whether the teaching effect is wholly improved, wholly reduced or wholly maintained or partly improved, partly reduced or partly maintained, the teaching effect of each class can be scientifically and reasonably disclosed in the three-dimensional evaluation. In table 7, the first, second, fourth and seventh shifts are all positive increases, the third, fifth and sixth shifts are negative increases, and each shift can obtain an objective result, either good or not, regardless of the state.
(6) The different teaching effects of different subjects can also be objectively, uniformly, scientifically and reasonably disclosed
Due to different difficulty and easiness of test paper, sometimes, all subjects are in negative improvement, all subjects are in positive improvement, and the three-dimensional evaluation can also carry out scientific and reasonable evaluation on all subjects in positive and negative improvement (see table 8):
all three shifts of the first Chinese language are positive and all three shifts of the first mathematics are negative (Table 8)
Theoretical and practical significance of teaching quality three-dimensional evaluation
Theoretical significance of three-dimensional evaluation
1. An evaluation method for teaching quality increasing (decreasing) value evaluation is found, the defect of only increasing learning rate in one-dimensional evaluation is overcome, and teaching quality evaluation is led to pay attention to a starting point and a process from an attention terminal and to pay attention to the whole from an attention part.
The teaching quality value-added evaluation is also called development evaluation, and the value-added evaluation is how to calculate, so that a plurality of methods are thought, and the method found by people is the rate increase. The improvement is a contrast phenomenon, and standard quantity and comparative quantity are determined when the contrast exists. Here, the base score is the original average score and is a standard amount, and the current score is the average score of the present school and is a comparative amount. The improvement rate is the percentage of improvement or reduction in the current performance over the past. For example, the three classes mentioned above, during the same teaching time,
the five 1 shifts are improved by 81 from 62, the improvement rate is 50 percent, namely the inherent value of the five 1 shifts is increased by 50 percent, namely the value is increased by 50 percent;
the five 2 shifts are improved from 82 minutes to 87 minutes, the improvement rate is 27.78 percent, the internal value is increased by 27.78 percent, namely the value is increased by 27.78 percent;
the five 3 shifts are reduced from 83.5 to 82, the improvement rate is-1.8 percent, namely the internal value of the five 3 shifts is reduced by 1.8 percent, namely the reduction value is 1.8 percent;
therefore, the problems that the five 1 shifts are improved from 62 minutes to 81 minutes, the five 2 shifts are improved from 82 minutes to 87 minutes, and the five 3 shifts are reduced from 83.5 to 82 minutes to the bottom and are improved or reduced are solved scientifically, and the increase and decrease of the teaching quality connotation of the three shifts are disclosed scientifically. From the development point of view, five 1 shifts develop fastest, five 2 shifts develop slowest, and five 3 shifts develop slowest without ascending and descending, and scientifically respond to reasonable expectation and concern of a first-line teacher.
In actual teaching, some teachers may worry about the class with high basic score because the improvement space is small, the improvement rate is not equal to other classes, and we consider the worry to be normal and redundant because the gold content of different score segment improvement rates is different, such as:
the rate of increase is 10% from 90 minutes to 91 minutes,
the rate of increase is 2.5 percent from 60 minutes to 61 minutes,
similarly, a score of 1 is increased, and a score of 1 for the high segment corresponds to a score of 4 for the low segment.
When descending:
the rate of increase is reduced from 91 to 90 minutes, the rate of increase is-1 percent,
the rate of increase is reduced from 61 minutes to 60 minutes, the rate of increase is-1.6 percent,
the same is a 1 point reduction, the high segment is only equivalent to 62.5% of the low segment.
The same is true for a class, a student, a school, and a place.
Classes with high starting points, which we should acknowledge to be really difficult to increase, however, the class teaching organization and teaching process with high starting points is easier and easier than the class with low starting points; the space for class improvement with a low starting point is relatively large, but the teaching organization and the teaching process are more difficult, more complex and more difficult to improve. Because the improvement rate evaluation can objectively and fairly embody the positive and negative improvement rates of different gold contents of each score section, and the increase and decrease changes of the connotation of each score section can be reasonably revealed, the improvement rate is utilized to evaluate the value-added condition of the teaching quality, and the evaluation is fair to all people.
In addition, as the increase and decrease of the connotation between the starting point result and the end point result is focused on for the increase rate evaluation, and the increase rate evaluation effect of each student is the same, in order to obtain a better increase rate evaluation effect, a teacher needs to take a way to improve the end point results of all students, and needs to focus on all students in the teaching process, rather than only a few students with excellent results (capable of promoting learning), so that the defect that the only increase rate in a one-dimensional evaluation system is the basis is overcome, the problem that the evaluation result cannot reflect the teaching effect faithfully due to repeated and same evaluations is overcome, the teaching quality evaluation is focused on the starting point and the process from the focusing end point, and the whole is focused on from part.
2. The conversion of the teaching quality evaluation from unitary evaluation to multivariate evaluation is realized, and the stubborn disease of one-dimensional evaluation unique score is eliminated.
The three-dimensional evaluation inherits the positive component of target achievement degree evaluation (average score evaluation + passing rate evaluation + excellent rate evaluation + high score evaluation-low score evaluation) in the one-dimensional evaluation, avoids the defects of repeated calculation of passing rate, excellent rate and high score, increases two new contents of development degree (value-added evaluation) and process load degree evaluation of teaching quality connotation, and forms a pattern for evaluating the teaching quality from three different dimensions, such as: the three-dimensional evaluation score of the five 1-class 104.22 scores comprises the target achievement degree (score) evaluation of 63.18 scores, the content development degree (improvement rate) evaluation of 35.9 scores and the 5.14 score and workload evaluation, so that the evaluation effect of each student can be kept consistent with the calculation method of the eugenics all the time, the teaching quality of each teacher can be evaluated more scientifically and reasonably, the labor of each teacher on each student can be fully determined and respected, the defect that the teaching quality is always measured by taking the end point score as the only standard in the prior art is overcome, the teaching quality evaluation is diversified, and the institutional obstacle avoidance is really and comprehensively implemented for quality education.
3. The method changes the score assessment method of 'deciding everything by one examination and one test paper', solves the problem that the original score can not be converted into the evaluation score, and leads the teaching quality evaluation to be continuous and dynamic from isolation and stillness.
The three-dimensional evaluation of the teaching quality reasonably reveals the fluctuation of the scores on two continuous examinations and two test papers, converts the original score on the test paper into an evaluation score, overcomes the defect that the original data on the test paper is directly used as evaluation data in one-dimensional evaluation, changes the method of determining the quality of the score of a section in the previous examination and test paper, enables the teaching quality evaluation to be continuous and dynamic from isolation and stillness, and enables the evaluation to be more standard and scientific.
4. Provides possibility for unmanned invigilation.
After three-dimensional evaluation is carried out, unmanned invigilation can be carried out on internal examinations (except graduation class examinations and national examinations), manpower and material resources are saved, and good habits of students on conscious learning and conscious examinations are developed. Because if the cheating score of a person is high in one examination, a higher evaluation effect is obtained, but the basic score of the next schooling period is necessarily manually increased, the difficulty is increased for obtaining a better evaluation effect of the next schooling period, the method is not a good method for improving the teaching quality evaluation score and is not necessarily cost-effective, and therefore, after the three-dimensional evaluation is applied to the middle and primary schools, no supervision can be carried out in a place where teachers and students are stable basically.
5. The problems that the teaching quality is improved positively, negatively and positively, and the 0 are not calculated and cannot be evaluated are solved, and a new technical means is provided for teaching quality evaluation.
The calculation formulas of positive, 0, negative improvement rate and improvement rate evaluation scores are the most difficult problems in the system and the most core problems in the teaching quality evaluation, the problem is not solved, and all teaching quality evaluation modes based on class teaching can not be fully described by a teacher. The improvement rate evaluation calculation formula in the three-dimensional evaluation can make accurate dynamic diagnosis and description on the rise and fall conditions of the teaching quality of teachers like average score evaluation and workload evaluation, solves the problem that the improvement and fall of the teaching quality cannot be quantified in the prior art, is a core technology and a method for implementing value-added evaluation of the teaching quality, and provides a new technical means for the teaching quality evaluation.
Practical significance of (II) teaching quality three-dimensional evaluation
1. Successfully changes the teaching quality evaluation from the outstanding excellence into the attention of the whole body, ensures that all students can read true books and read good books, and improves the scientific culture quality of the whole future citizens.
Since the college entrance examination system is recovered, the learning-raising rate is always the most important index for measuring the high and low teaching quality of a school and a local place, is the core and the guide of the education work of the school, and directly influences the teaching mode and the development direction of the education of primary and secondary schools. In order to improve the learning rate, education departments, schools and teachers have to shift the teaching gravity center to the side of the learning rate (more important in junior high school and high school), so that students who cannot learn to go up are abandoned in a system, and the results of paying no attention to the learning process of the students, tamping no to the quality of the academic industry and improving the learning quality of the students are caused.
In the context of one-dimensional evaluation, because the evaluation effect of the students is very little, the labor of the teacher spent on the students cannot be determined and respected in evaluation, after the three-dimensional evaluation is carried out, every effort and labor spent on the students by the teacher can be faithfully embodied in the evaluation result, the evaluation effect of each student is the same as that of the eugenic student, in order to obtain the optimal evaluation result, the teacher can more actively want to teach each student, the teacher can actively want to go to all the methods from the grade of primary school, and the method cannot be changed; first year does not keep up with second year; the teacher does not follow the next catcher teacher; the elementary school does not keep up with the junior middle school and the junior middle school does not keep up with the higher middle school; therefore, in one year, from small school to middle school to high school, each student can get the attention of the teacher, each student cannot be given up 'subjectively' by the teacher, so that students with poor scores are fewer and more, excellent students are more and more (the point is just opposite to one-dimensional evaluation), finally, the teaching quality of the whole class, the grade, the school and the whole area is continuously improved, the raising rate of middle school and high school is also the same as the water-rising ship height, so that each student is willing to teach each student, each student can get the attention of each teacher, each student can read books and read virtuous cycles of real books, the body and mind of the student can grow healthier in the cycles, and the literacy of cultural science and knowledge can be tamped and improved.
2. The system is beneficial to controlling the students to flow, the students to move orderly, change the shifts to work and select the shifts, solves various problems caused by unscientific and incomplete teaching quality evaluation in the past evaluation, promotion and job title assessment, and solves the problems of management and difficulty in school.
As the teaching quality is evaluated in a three-dimensional manner, the foundation is good and bad, the number of people can be leveled on the evaluation, the education and teaching work can be done as much as possible, the safety accidents of the school can be reduced, and the work of the school such as the conservation and the flow control, the shift change of students, the shift selection and the like can be smoothly carried out.
Firstly, the three-dimensional evaluation enables every teacher to have a qualified and excellent hope, and overcomes the defect that the achievement of the one-dimensional evaluation is better and has the last to last, so that the psychological pressure of the teacher can be relieved, the enthusiasm of the teacher can be comprehensively mobilized, and the teaching potential can be excited.
Secondly, after the three-dimensional evaluation is used, the quality of the foundation is good, the number of people can be more or less even in the evaluation, all the payments of teachers can be fully confirmed and respected in the evaluation, and the work of school conservation and flow control, student shift, class selection and the like can be more smoothly carried out.
And thirdly, each teacher has the hope of being qualified and excellent, the defect that the performance is better than the performance in the traditional evaluation is always the first to last is overcome, so that the psychological pressure of the teacher can be relieved, the enthusiasm of the teacher can be comprehensively mobilized, the teaching potential can be excited, various problems caused by unscientific and incomplete teaching quality evaluation in evaluation, advance evaluation, promotion and job title evaluation are solved, and the practical difficulty is solved for school management.
3. The problem that the teaching quality of teaching units (key and non-key classes, key and non-key schools, towns, cities and counties and the like) with different origins cannot be evaluated uniformly is solved, and the education balance and high-quality development are promoted.
As is known to all, due to the influence of biogenic factors, the teaching quality can not be uniformly evaluated between the important class and the common class and between the important school and the common school all the time, so that an irrelevant pattern between the important class and the non-important class is formed, and the pattern can lead the income of bonus money, welfare and the like of teachers not to be in the same grade, so that the evaluation result loses the incentive effect on most teachers, unnecessary internal consumption is generated inside a teacher team, and the teaching quality is seriously damaged finally. The improvement rate evaluation in the three-dimensional evaluation can automatically break through the pattern, so that key points and non-key points are evaluated in a unified mode under a unified standard, the phenomena that the evaluation effect of classes with poor foundation exceeds the class with good foundation, schools with good source of birth have poor source of birth than schools without poor source of birth can occur, the distribution basis of bonus and welfare tends to be reasonable, the positive catfish effect can be generated in the whole area teaching activity, all teachers are enabled to move, all schools are enabled to live, the teaching quality and the improvement rate of the whole area are high, and the high-quality balanced development of local education is promoted continuously.
4. Can check the difficulty of the test paper
The test paper is a ruler for testing the teaching effect, a test paper with higher quality can not only accurately test the learning effect of students, but also test the holding ability of teachers on teaching materials and the level of making the test paper, and is an important component of the basic work of the teachers. After a test, if the improvement rates are all positive, the test paper is determined to be easier than the previous test paper, if the improvement rates are all negative, the test paper is determined to be harder than the previous test paper, and only if the positive and the negative are both present, the difficulty degree of the test paper is equivalent to that of the previous test paper. The quality of the test paper is not good, the quality is not high, and the three-dimensional evaluation can be accurately reflected.
5. The evaluation defect that all is decided by one examination and one test paper is overcome, and another effective path is provided for teaching quality evaluation diversification.
For a long time, the teaching quality evaluation mode is 'all things are decided by one examination and one test paper', the evaluation only focuses on the good and bad end point performance, and the teaching quality evaluation method has the characteristics of transverse direction, stillness and single and has a clear screening and selecting function. The teaching quality three-dimensional evaluation scientifically and reasonably measures and evaluates the teaching quality through the fluctuation change of scores on two continuous examinations and two test papers, avoids the defect that one examination and one test paper determine all the ways, enables the teaching quality evaluation to finish the direction change from transverse direction, static direction, single direction to longitudinal and transverse direction combination, static and dynamic balance and element multiple direction, and enables the teaching quality evaluation to be more fair, fair and scientific.
Three-dimensional evaluation application range and characteristics
(one) application scope
1. The three-dimensional evaluation is suitable for the evaluation of teaching results among classes of the same subject in all schools of middle and primary schools.
2. The method is suitable for horizontal and longitudinal evaluation of teaching achievements of all education units in the district by all levels of education governing departments.
(II) characteristics
1. The evaluation result always floats in an interval, the difference of three-dimensional evaluation scores between classes can be large or small, infinite excellence can be encouraged, and insufficient people can find problems in time to consciously find a solution.
2. Under the unified qualified line, the product can be partially qualified or completely qualified. The disadvantage that the achievement is good again in one-dimensional evaluation is always the first to last is overcome, the psychological burden of teachers is relieved, each teacher has the hope of getting qualified and excellent, and the enthusiasm of the teachers is favorably and comprehensively mobilized.
3. The weights of the three-dimensional evaluation items can be set by themselves. If the terminal result is inclined, the average score evaluation coefficient is a little higher, if the cultivation is performed after the emphasis is placed, the improvement rate evaluation coefficient is a little higher, and if the workload is placed, the workload evaluation coefficient is a little higher, which is beneficial to further development of school teaching work.
4. The evaluation process and result are not affected by human factors, test paper difficulty and the like.
5. The teaching quality improvement rate evaluation can be used independently in the teaching quality evaluation.
6. The teaching quality is always in a constantly changing motion state, so that each teacher feels hopeful that the stressed poor class of the good class can be taught if the backwater boat can not advance or retreat.
Practical application and effects
Social benefits (I) are generated
Since the application of three-dimensional evaluation and self-learning, the total coverage and the number of beneficiaries are estimated to be more than 15 thousands in 15 years roughly.
(II) school management and teaching quality change
(1) A new powerful hand grip is found for the ideological and political theory and the formation education work of the students in the school. Teachers, whether the class owner or the science owner, are willing to spend great effort to catch the thought work and the habit of students to form education. Because good results are related to good habits and good class style, especially the improvement rate is related to evaluation, after the three-dimensional evaluation is applied by the school, the first class of the school and the class of the team in each period are in class, the ordinary sanitation, discipline and the like mean that the school is not arranged, and teachers can feel good.
(2) The teaching enthusiasm of teachers is higher, and teachers can face the situation whether the teachers are in good shifts or in bad shifts. The satisfaction of parents and society is also increasing year by year.
(3) The optimization, evaluation, job title evaluation and performance wage distribution of the school are more scientific and reasonable, and the attitudes of teachers are greatly changed. After the three-dimensional evaluation is used, after the work of optimizing, assessing priority, job title evaluating and performance wage issuing and the like is finished every time, teachers can not select insufficient evaluation schemes and defects, but can consciously find problems existing in the work of the teachers, particularly differences in teaching quality, and prepare for obtaining higher evaluation effects in the future.
(4) The original teaching quality evaluation is an unfair problem caused by the difficulty of examination questions. Generally, three indexes of average score, passing rate and excellence rate are adopted to evaluate teaching quality, if test questions are difficult or easy, the three indexes are greatly influenced, an artificial unfairness phenomenon is caused, and the fact that teaching levels of office workers are irregular and do not wish to cooperate is also provided.
(5) The labor of the teacher is comprehensively determined and respected, and the teaching quality of the applied school is improved to different degrees.
It will be apparent to those skilled in the art that various changes and modifications may be made in the present invention without departing from the spirit and scope of the invention. Thus, if such modifications and variations of the present invention fall within the scope of the claims of the present invention and their equivalents, the present invention is also intended to include such modifications and variations.
Claims (2)
1. The utility model provides a three-dimensional evaluation system of middle and primary school teacher's teaching quality which characterized in that includes: the system comprises a class information input module, a target achievement degree evaluation module, an intension development degree evaluation module, a process load degree evaluation module and a teaching quality three-dimensional evaluation module;
the class information input module is used for inputting teaching information of each class;
the target achievement degree evaluation module is used for receiving class teaching information sent by the class information input module and evaluating the target achievement degree of each class, and the target achievement degree is embodied by the ratio of the average class score to the average annual grade score;
the content development degree evaluation module receives class teaching information sent by the class information input module and evaluates the content development degree of each class, wherein the content development degree is represented by a comparison value of the class improvement rate vector and the grade improvement rate vector average;
the process load degree evaluation module receives the class teaching information sent by the class information input module and evaluates the process load degree of each class, and the process is embodied according to the comparison value of the average value of the class workload and the grade workload;
the teaching quality three-dimensional evaluation module is used for receiving score information of the target achievement degree, the content development degree and the process load degree of each class sent by the target achievement degree evaluation module, the content development degree evaluation module and the process load degree evaluation module, and obtaining a teaching quality three-dimensional evaluation total score of each class by adding the target achievement degree, the content development degree and the process load degree evaluation scores of each class.
2. The three-dimensional evaluation system for the teaching quality of teachers in middle and primary schools according to claim 1, wherein the class teaching information comprises general class scores, reference number of people, basic scores, workload number of people, class teachers, school years, school dates, evaluation weights, subject full scores and class properties of the same class.
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