The Classroom Teaching Evaluation Of Culture Courses In Guangxi’s Secondary Vocational Schools

In ordinary education, the “classroom teaching evaluation” is an important research content, but it is also a cliche topic in the field of the professional curriculum and teaching theory, the novelty is not enough. In this paper, the reason to study the classroom teaching evaluation of culture courses in secondary vocational schools is mainly because of the current secondary vocational school’s professional course is more affected by the attention of the schools, parents and the students, the culture courses in secondary vocational school have been under disfavor, the classroom teaching evaluation has also been corresponding under disfavor. The country is vigorously advocate the development of vocational education at present. The training objectives of vocational education and other relevant documents have a higher request and value of the secondary vocational student’s cultural base. In order to ensure the comprehensive development of secondary vocational students, we need to focus on culture courses of secondary vocational school, focus on the classroom teaching evaluation of culture courses in secondary vocational schools.Evaluation and teaching is not separation, teaching and the classroom teaching evaluation are closely linked, inseparable, both are interdependent, teaching needs to be guided by the classroom teaching evaluation, evaluation of classroom teaching is the "baton" of teaching,evaluation needs the teaching and teaching quality to reflect its value and function, the classroom teaching is the "stages" of classroom teaching evaluation. This study would took the classroom teaching evaluation as the research point, I did some relevant investigation of the current situation of the classroom teaching evaluation of culture courses in secondary vocational schools in Guangxi, that I realized the present situation of evaluation is not very good, there are some issues such as the classroom teaching evaluation of culture courses cannot ensure normalized, teachers and students in secondary vocational schools are lack of correct understanding of the evaluation’s significance, the imperfect evaluation standard, ignore the evaluation of teaching effect in evaluation process, etc, such classroom teaching evaluation can not guarantee the quality of culture courses teaching in secondary vocational schools in Guangxi. This paper tries to put forward some feasible solution strategies to improve the classroom teaching evaluation of culture courses in secondary vocational schools in Guangxi, hoping to improve the evaluation of the current situation, giving play to the role of evaluation, and constantly improve the quality of culture courses teaching in secondary vocational schools.