The Theoretical Analysis Of Classroom Teaching Quality

Teaching quality has been a hot subject in the educational field of the world. Since 20th century teaching reform in world countries is surging forward, and its ultimate aim is to improve the quality of teaching on a large scale. For current quality education in China it is necessary to do further study of classroom teaching and the tactic in order to promote teacher and student's development, to reduce teaching waste and to increase teaching effectiveness.On the basis of previous studies, classroom teaching quality has been deeply done by using system-structural method in this paper. It consists of sixparts--problem presentation, explanation of some terms relative toclassroom teaching quality, the structure and generative model of classroom teaching quality, analysis of the factors that influence classroom teaching quality, the effective tactics to improve teaching quality, and prospect for the future. The paper firstly states the definition of the term "classroom teaching" as a activity of interaction between teachers and students, not as a kind of teaching organizational form in some previous studies. Classroom teaching refers to a state in which how much the classroom teaching objectives achieve in classroom activity participated in by both teachers and students; thestructure of classroom teaching quality is composed of teachers' teaching quality, management quality and students' study quality; the factors that influence classroom teaching quality are about people, environment, technology, management, teaching structure and values of multi cultural education. The generative model of classroom teaching quality is made up of teacher generative model, student generative model, technology generative model, management generative model and system generative model. The system generative model is a scientific generative model for classroom teaching quality; and still some effective classroom teaching tactics have been given in the paper,...