Research On The Performance Evaluation Of Novice Junior High School Mathematics Teachers' Teaching Design Ability

The reports of the 18 th and 19 th National Congress of the Communist Party of China emphasized the importance of education,and high-quality teachers are the fundamental guarantee for the quality of education and teaching."Professional Standards for Middle School Teachers(Trial)" places high demands on teachers' teaching ability in China.Teaching design ability is an important part of teaching ability,and the teaching design ability of novice teachers directly affects the development of education.Through collating the domestic and foreign literatures,it is found that most of the researches on teaching design ability have stayed on the status quo,influencing factors and development approaches,and there are few studies on their evaluation standards.The research on expressive evaluation of novice teachers' teaching design ability is even more blank.,but expressive evaluation of novice teachers' teaching design ability is the basis of teacher professional development.Therefore,the author thinks that it is necessary to research it,and this research has certain research value.This article uses the literature analysis method to sort out related literature research.Based on the literature research,two research questions are identified: First,what are the evaluation criteria on which the novice junior middle school mathematics teacher's teaching design ability is expressed? Second,through the performance evaluation analysis,to investigate the level of teaching design ability of novice mathematics teachers in China?Focusing on the research questions,first,a questionnaire survey was used to survey the backbone teachers of the junior middle school mathematics group participating in the 2019 "National Training Program" to collect the recognition of the standard by front-line teachers,and the data was analyzed by the scale method,combined with expert interview opinions Revise and improve evaluation criteria.Then,following the principle of convenience of sampling,the author evaluates the teaching design of 15 novice junior middle school mathematics teachers based on the established standards,analyzes the data using SPSS22.0,and then analyzes the results and draws conclusions.Finally,the author analyzes the reasons based on the research conclusions,and puts forward suggestions from the teachers themselves and the school.XThe following conclusions were reached through research:(1)On the whole,novice junior middle school math teachers' teaching design ability is at a medium level,and the corresponding teachers perform between qualified and good.(2)Specifically,the distribution of teaching design abilities of novice teachers is uneven.Teachers have better ability in teaching process presets,and even reach excellent.They perform well in the design of teaching background,teaching goals,and method strategies.Intermediate level,but ability level is too low in teaching evaluation.And there are typical problems in 5 aspects:In terms of teaching background,teachers can connect students 'old knowledge with new knowledge according to textbooks,but the common problem is that they cannot analyze the advantages and disadvantages of students' learning of new knowledge,and they cannot make a profound analysis of the knowledge before and after in the textbooks.analysis.In terms of teaching goals,the teachers' listed goals are reasonable and reasonable,but they are not comprehensive enough and the content description is not deep enough.On the use of verbs,passive vocabulary occasionally appears.In terms of the teaching process,the typical performance of the teacher is that the entire teaching process is complete,and the teacher will also allow students to communicate and cooperate,but the entire process is mostly based on the teacher's behavior,the students lack the opportunity to explore independently,and the teacher does not generate presets Consciousness,the choice of example exercises is not particularly appropriate.In terms of teaching method strategies,teachers' problems are that there is no basis for the selection of teaching method strategies,there is no close connection with the teaching goals,and the chosen methods are separated from the target content.In terms of teaching evaluation,there is no evaluation-related content in the teacher's teaching design;or there is relevant evaluation content,but it is only a form.It only asks students "What have you learned in this lesson?" The evaluation content is too simple.The main body of the entire evaluation process is the teacher.Without the students' participation,the main body of the evaluation appears to be too single.In summary,teachers need to continuously strengthen their abilities in various aspects and continuously improve their teaching level.Especially in the design of teaching evaluation,teachers should pay attention to continuously improve themselves through evaluation.