A Study On The Problems And The Countermeasures Of The Class-Teaching Evaluation

This paper discussed the problems and the countermeasures of theclassroom-teaching evaluation with three parts. The first part illustratedthe reasons why we chose this project and reviewed the studies of theclassroom-teaching evaluation. The second part studied the main problemand the reasons of the current classroom-teaching evaluation. One of theproblems is "whom is the evaluation for?", and this is a prOblem abouttendency. The main purpose of the traditional evaluation is to distinguishlevels and then to execute relevant rewards and punishment respectively.The current education theory mostly consent that, the main purpose of theevaluation is not for the distinguishing but for theimprovement—improving the teaching quality. However, in the practice, itstill executes the level system, and still provides the rewards andpunishment. Another problem is, "who has the qualification to evaluateteachers?" This is a problem about the estimator. Do we use a rule ormore to evaluating the quality of class-teaching? And the relativeproblems include "what are the standards for the evaluating?", "how toevaluating?", and so on. For improving the level of the classroomteaching evaluation and seeking the countermeasures, the third part ofthis paper made some suggestions:1.establishing the diverse estimatorsystem which the main body is student.2.designing the evaluating systemof developmental classroom teaching.3.mastering the methods andskills of evaluating and, 4.emphasizing the feedback and interpretation ofthe evaluating results.