A Case Study On Lesson-evaluating Content Of Teaching And Research Groups In N City

As a qualitative study, the research project studied the lesson-evaluating activities of some teaching research groups in the high schools of N city. The researcher has taken part in their lesson-evaluating activities for 9 times, and recorded the entire process with a voice recorder or a digital camera to collect information. In analysis of the typescripts, the researcher understands how they evaluate lessons. Research results show that the teachers evaluate their teaching work mainly from such aspects as course description, teacher's literacy, students status, teaching process, teaching methods, teaching evaluation, classroom authenticity and so on.The evaluating activities have following features:1,Teachers have formed their own dynamic standards, but did not go beyond the above dimensions.2,Teachers pay great attention to their teaching competence and academic background. In addition, the way of"teaching processing","blackboard writing","multimedia", and"lead-in"are also some key points in lesson-evaluating activities.3,Teachers pay more attention to their "teaching" than students'"learning". Compared with teachers'work, such aspects as students' participation, thinking state and their quality have received little attention from those evaluators.4,There are some problems of classroom authenticity in lesson-evaluating activities.5,Reasoning has always been ignored by the evaluators. They may point out the advantages and deficiencies of the teaching process, but can not explain the reasons of these phenomena.6,Advantages are prior to deficiencies in their evaluating activities. They avoid to critics their collages. So their evaluation lacks critical discourses.7 In the evaluation of classroom teaching, teachers are lack of awareness of mutual discussion. Evaluation of the teachers is more; the discussion between the teachers is relatively small.In view of the above problems, we propose that we need to rebuild a new evaluating culture:1, evaluating activities in order to development; 2, emphasis on reasoning; 3, to learn in teaching; 4, face the problem; 5, dynamic lesson-evaluating ; 6, a kind of generative dialogue, etc.