The Study Of Classroom Teaching Skills’ Evaluation And Progression Of Physics Normal Students

In our country, we mainly adopts microteaching to train pre-teachers’teaching skills, and seldom take evaluation. The question is if there is no sufficient evaluation, our normal students will lack training motivation. And the microteaching can’t achieve the goal which we expected. The main reason of this phenomenon is the student’s goal is not clear, and the standard doesn’t have a quantitative evaluation. So the normal students lack of initiative training motivation. Therefore this study is based on target theory, motivation theory, performance management theory to design a set of target management evaluation advanced system, in order to effectively stimulate students’ active training classroom teaching skills of motivation, to enhance the level of students in the classroom teaching skills.We take physics normal students in our school as research objects. Firstly we take literature research method to summarize the related theory and concepts. Then using the interdisciplinary study method analyzes the target theory, motivation theory and performance management theory in both pedagogy and management. Based on the theory we create the progression model and practical model. Secondly, we adopt the experience summary method to pick up the evaluation index of physics normal students’ teaching skills and design evaluation standard and progression evaluation system. In the process of actual operation, we apply the progression system to the course of physics normal students’ teaching skills with exploratory study method. And take the standard as a goal to incentive motivation. In order to achieve the goal, layering the standard into different hierarchy, building a layer net of physics normal students’ classroom teaching skills, making promoting program leading physics normal student make progress. Ultimately achieve the goal which aims at promote the physics normal students’ classroom teaching skills.Throughout the research process we test the progression program more than once, finding problems in time, and revised at once. Then we continued the test, and finally collected the test data, analyzed the effectiveness and feasibility, and picked up the main factor in influencing the progression results. Finally we draw the following conclusion:(1) The advanced model which is basis on the theories of" motivational theory", " goal theory" and " performance evaluation" can stimulate normal students’ learning motivation and motivate their advanced;(2) Taking the method of advanced to train physics normal students’ classroom teaching skills can effectively enhance the their blackboard writing skills and explaining skill;(3) In the process of advanced, the process progression evaluation and evaluation has the greatest influence on the result of advanced.