Research On Junior High School Students' Evaluation Of Teacher'classroom Teaching

Students'evaluation of classroom teaching as an important method of teachers'evaluation plays a significant role in promoting the teacher professional development and improving the professional quality of teachers. Similarly, the effective implementation of student evaluation of teachers' classroom teaching also has its educational role for students. Currently, a large number of junior high school start to implement the students'evaluation of teachers'classroom teaching but lacking of scientific theory guidance and effective practical experience to draw on . Therefore, the purpose of carrying out this study is to provide effective reference strategies and give directs for the practice of classroom teaching evaluation, through revealing the problems in it and understand the teachers'attitude towards teaching evaluation.The main methods used in the research are literature method, questionnaire survey, interviews and statistical analysis method, combing qualitative and quantitative research .Through the result of the relevant research and interviews we found that junior high school students'evaluation of classroom teaching is feasible and necessary. Junior high school students not only have the right but also have a certain ability to evaluate teachers'classroom teaching. Students' evaluation of teachers' classroom teaching can help them get more opportunities to participate in classroom teaching; promote teachers to change their ideas and to build a harmonious teacher-student relationship; it can also provide teachers with classroom feedback information ,and promote teachers to improve their teaching behavior; and it can change schools' management philosophy from management to humanity. The survey also found that, in the process of students'evaluation of classroom teaching, such as paying more attention to distinguish and prove; insufficient attention to teachers' development; ignore the junior high school students developed characteristics, the dominant position of the students have not really achieved; the process of evaluation is lack of democracy, and teachers have no right to participate. Students'evaluation of classroom teaching is only being used as a management tool so the educational value is hard to reflect. Junior high school teachers' attitudes towards the students' evaluation of classroom teaching have the tendency of utilitarian etc. The main reasons for these problems are the managers' management philosophy and their values, the influence of the entrance examination system with traditional"test-oriented"education; the"formalism"in evaluating implementation and the lack of evaluation of personnel qualifications.The results of the survey questionnaires and interviews shows that teachers and managers generally hold a more positive attitude towards the students'evaluation of teacher'classroom teaching but they don't recognize the feedback on the students'evaluation completely. Specifically: as to aim ,teachers generally agree with the purpose of evaluation that promotes teachers' development; in the main evaluator, teachers support that junior high school students act as one of the main evaluator; as to the content, teachers think that junior high school students are able make more accurate judgments to teachers'explicit and concrete instructional activities, but they can't evaluate teachers in the teaching philosophy and goals of teaching the new curriculum 3D content; in the aspect of approach ,teachers identify the multiple assessment methods which characteristics of Junior high school students;in outcome feedback ,teachers think that teaching evaluation feedback on the outcome of all assessments should be open to teachers,and they opposes to give the feedback on results of evaluation to the students; in the evaluation of pros and cons ,teachers generally agree that the positive roles of students' evaluation of teaching effect are more than the negative effects of it. Correlation analysis results show that title of teachers, working years, whether works as a class teacher, whether as an administrator, school location, school type are all the factors have significant correlation with teacher's attitudes. Using T test and variance analysis of the factors to differences in testing, and it is find that titles and working years assumed the negative correlation with the teachers'attitude. The differences between class teachers and the other teachers who teach the class embody in the evaluation content. Teacher as a manager hold a more positive attitude than as a non-management personnel .The recognition of the several dimensions such as the purpose, subject, content, assessment methods, advantages and disadvantages of the students' evaluation of classroom teaching are higher for teachers in model schools than those in ordinary schools. Urban secondary school teachers approve the ideas of new curriculum evaluation even more than those in towns and rural areas; they hold a more positive attitude towards the purpose, subject, content, advantage and disadvantage of the students' evaluation of classroom teachingBased on theoretical research and practical investigation found that carrying out the students'evaluation of teachers' classroom teaching effectively should stick to: adhere to the developing evaluation conception and to establishing a people-centered core values. The main purpose of the evaluation is to promote teachers'development, to highlight the educational valuation and to play down its instrumental rationality. We should strengthen the organization of evaluation activities and effective monitoring; combine the summative evaluation with the formative one in the process of evaluation. We should support the students' evaluation of teaching effect that organized by teachers themselves, and self-reflect and self-monitor on their teaching at any time. We should staff with professional evaluators, and carry on the training of the evaluation knowledge to teachers and students , so as to make them understand it first before participating in , and make evaluation content and evaluation indexes suit the middle school students and to select various evaluation methods. We should treat the evaluation result correctly and use them rationally. The result of teaching evaluation should be an important reference to the evaluation of teachers and the proportion of the result in teachers'evaluation should not be too heavy. Meanwhile we should use the evaluation result actively and provide professional support for teachers so as to guide teachers' professional development...