| Classroom teaching evaluation can help teachers quickly judge,excavate and enhance the value of classroom teaching.With the continuous deepening and reform of educational evaluation,classroom teaching evaluation has become an inevitable requirement to promote the reform of educational methods and deepen curriculum reform.As a subordinate concept of classroom teaching evaluation,classroom evaluation runs through the classroom teaching process,and has the characteristics of "timeliness".It can directly and effectively diagnose,feedback,motivate and guide classroom teaching,and help students develop in an all-round way.Literature review shows that the theoretical research on the instant evaluation of Chinese teachers in class is not deep enough,and the research objects are mostly concentrated in one or a certain type of teachers,lacking the comparative study of two or more types of teachers.Based on this,this study uses interview,observation and comparative analysis to make a comparative study on the current situation of classroom instant evaluation of novice-expert Chinese teachers in primary schools.It is found that there are differences between the two types of teachers in the contents,methods,subjects,functions,cognition and reflection of classroom instant evaluation.The evaluation content of novice teachers is one-sided,focusing on knowledge evaluation;The evaluation method is single,and it prefers to use verbal evaluation;The evaluation subject lacks group evaluation and ignores students’ participation;The evaluation function is mainly diagnosis,but the stimulating and guiding functions are not significant;Poor cognition and lack of reflection after class.Although expert teachers are far superior to novice teachers in these aspects,and the classroom real-time evaluation is relatively mature and systematic,there are still some shortcomings,such as traditional conservative evaluation methods and lack of multimedia technical support;Evaluation language is not trendy,and it lacks contact with new things nowadays.Literature review shows that the theoretical research on the instant evaluation of Chinese teachers in class is not deep enough,and the research objects are mostly concentrated in one or a certain type of teachers,lacking the comparative study of two or more types of teachers.Based on this,this study uses interview,observation and comparative analysis to make a comparative study on the current situation of classroom instant evaluation of novice-expert Chinese teachers in primary schools.It is found that there are differences between the two types of teachers in the contents,methods,subjects,functions,cognition and reflection of classroom instant evaluation.The evaluation content of novice teachers is one-sided,focusing on knowledge evaluation;The evaluation method is single,and it prefers to use verbal evaluation;The evaluation subject lacks group evaluation and ignores students’ participation;The evaluation function is mainly diagnosis,but the stimulating and guiding functions are not significant;Poor cognition and lack of reflection after class.Although expert teachers are far superior to novice teachers in these aspects,and the classroom real-time evaluation is relatively mature and systematic,there are still some shortcomings,such as traditional conservative evaluation methods and lack of multimedia technical support;Evaluation language is not trendy,and it lacks contact with new things nowadays.In order to promote the rapid growth of novice teachers and the continuous improvement of expert teachers,this study deeply analyzes the causes behind the problems of the two types of teachers,and puts forward solutions for the two types of teachers: novice teachers should balance the proportion of three-dimensional goals in evaluation content;Evaluation methods should be integrated into nonverbal evaluation;The evaluation subject pays attention to students’ participation and gives full play to the role of the team;The evaluation function should play an inspiring and guiding role to stimulate students’ potential;Establish a scientific evaluation concept and strengthen reflection after class.Expert teachers should use educational technology to optimize classroom evaluation,keep pace with the times,update evaluation language,and strengthen after-class interaction with students.Finally,with the help of mentoring of "Blue Project",this study puts forward the improvement strategy of mutual help and mutual learning from three aspects: school,expert teacher and novice teacher. |
