Evaluation Of Secondary Vocational Schools, The Development Of Classroom Teaching

Vocational education shoulders the historical mission of cultivating hundreds of millions of high - quality laborers and expertise. Teaching is the central task of the school, and classroom is the main ways of implementing school education. The guiding ideology, educational standards and specifications, methods of education are all embodied in the evaluation of classroom teaching in schools. The core program elements of the developmental evaluation of secondary vocational school classroom teaching are as follows. It should improve classroom teaching quality and efficiency; cultivate students' vocational key ability, professional skills and positive attitudes towards life. It should also foster students' life - long learning, life - long development concept, provide teachers with feedback information for self - development in different ways and adopt various kinds of methods to provide opportunities for teachers' development. Apart from that, it should improve teachers'literacy knowledge as well as teaching level, develops teachers' education faith and arouse teachers'enthusiasm of actively improving teaching. What's more, it should melt the direction, standards and requirements of running schools with school's developing evaluation. By the guidance of general evaluation mechanism, with the help of the developments of teachers and students, we will be able to promote the improvement of the school running level and competitiveness. To achieve this, the school teaching and research group must constantly sum up teaching experience of this group in the subject. They should also formulate the evaluation criteria of developmental evaluation this group in accordance with the demands of the school. Teachers should also do the same according to the demands of the school and their own characteristics. The evaluation of developmental evaluation of classroom teaching secondary vocational school are at different levels, involving teaching, teaching aim , teaching model and teaching method as well as students' learning state. The subject of evaluation is diversified, so teachers' self– evaluation should be encouraged, and all subjects such as school administrators, colleagues, students, business and parents should be involved in the evaluation. Meanwhile, we should carry out positive and effective feedback, helping to transform the evaluation of ability and power for development of schools, teachers and student. All elements of the evaluation of classroom teaching are the mutual adaptation, dynamic equilibrium development. It is not only confined to how to teach a lesson, but also includes all components of ductility evaluation on classroom teaching. On the one hand, teachers should be adopted for vocational school students' learning mode and teaching methods. On the other hand, schools should carry out varied and colorful optimizing classroom teaching activities. It should also improve teaching methods to help the classroom teaching to be accepted by students and markets.This paper does research on the developmental evaluation of secondary vocational schools in five major aspects.The first chapter is about outline of developmental evaluation of classroom teaching secondary vocational school. It focuses on the connotation of developmental evaluation and that of the developmental evaluation of secondary vocational school classroom teaching.The second chapter is about the necessity of secondary vocational schools to promote the developmental evaluation of classroom teaching. It contributess to the harmonious development of secondary vocational school, does good to teachers' initiative consciousness development. It also conduces to the efficient evaluation of teacher's work, has a good influence on students' lifelong development and helps to collect comprehensive information. The third chapter is on the existing problems in developmental evaluation of classroom teaching, which include the thinness of the subject in developmental evaluation of classroom teaching, the poverty of the contents in developmental evaluation of classroom teaching, the ignorance of the evaluation results, the lack of adaptability to vocational education in the classroom for classroom teaching, the ignorance of happiness and the professional development of teachers.The fourth chapter focuses on how to formulate developmental evaluation of classroom teaching.Firstly, it focuses on the principles of implement, which include standard principle, suitable principle, dynamic principle, equilibrium principles and developmental principle. Secondly, it states that how to formulate evaluation standards for school, teaching and research group and teachers: the evaluation standards for schools should reflect the requirements of the industry, embody the core competence of the school, reflect the requirements of the course standard and follow the job requirements of their superiors. The teaching and research groups should make their own standards of developmental evaluation of classroom teaching with the guidance of school's evaluation standard. Teachers should also make their own standards according to their own characteristics. It also mentions the adjustment to evaluation standard, putting the adaptability to changes in the education task and fixation of teaching experience as a core. Apart from that, it analyzes the implementing requirements of the various factors of developmental evaluation of classroom teaching secondary vocational school. Thirdly, it also analyses the demands of evaluation. Teachers in secondary vocational school should accept, encourage and cultivate students. Teaching should aim to suit students'employment, encourage students to develop, be suitable for vocational school students'learning. It should also be suitable for students' intelligence and knowledge base. As for students, they should participate enthusiastically and explore actively. Fourthly, it mentions how to evaluate with lots of evaluation measures. Fifthly, it refers to how the different subjects evaluate from their own side. Sixthly, it mentions the evaluation feedback with policy and efficiency, and policies of information application which pay much attention to the development and inspiration. Seventhly, it mentions the application strategy of the information from evaluation which can improve the quality of both teachers and students.The fifth chapter is on teachers'how to correctly treat the contradiction between development and the reality, how to prevent the two extremes in evaluating information in the process of developmental evaluation of classroom teaching secondary vocational school. It is also on how to combine the developmental evaluation of school classroom teaching with the school's and students'evaluation as well as reward and punishment assessment.