Classroom Teaching Evaluation Scale In Elementary And Middle Schools And Its Comparative Study

In the 21st century,especially since the new curriculum reform,the status of classroom teaching evaluation has gradually become evident in the teaching field.As an important tool for classroom teaching evaluation.The classroom teaching evaluation scale has also become one of the important factors that affecting classroom teaching quality.In order to evaluate teachers’ classroom teaching effects,diagnose teaching problems and improve teaching quality.We have formulated a variety of classroom teaching evaluation scales in order to achieve the role of diagnosis,identification and improvement.The evaluation criteria-as the content of the evaluation scale.It can not only show the value orientation of classroom teaching,but also reflect a certain educational philosophy.Then,different evaluation scales present different evaluation criteria.The specific content of the evaluation criteria and the weight of scores matching them are bound to become the focus of researchers.Based on the existing research.Firstly,it gives a basic overview of classroom assessment scales.Including the analysis,main features and value orientation of related concepts of classroom assessment scales.Second,the classification of the evaluation scales collected is presented.And a brief explanation of how they are designed and used.Third,14 evaluations comparing the five dimensions of the two dimensions.The comparison of two schools in China and the United States,domestic developed regions and underdeveloped regions.New curriculum reforms,new curriculum reforms,different teaching situations and special evaluation scales for Chinese subjects table.Through interviews with schoolteachers and leaders,the design philosophy and indicators of different rating scales were analyzed.The results of the analysis show that there are significant differences between the intuitive presentation of rating scales,the distribution of evaluation indicators.And the emphasis of evaluation standards on classroom assessment scales used in high schools in the United States and China.As far as different regions are concerned,due to the impact of economic development.The situation of school development is not the same and different schools will develop classroom assessment scales that are compatible with the situation of the university.In terms of different time periods before and after the new curriculum reform.There are differences from the evaluation index to the assessment focus,which is also related to the change of teaching philosophy.Regarding different evaluation targets,whether it is an open class,a competition class,or an evaluation class,the design of the evaluation scale is different depending on the purpose of the evaluation.The use of the evaluation scale is also different.As far as different disciplines are concerned,the content presented by the evaluation criteria will not be the same.Taking the Chinese language discipline as an example,there is a difference between the Unified Chinese Language Discipline Assessment Form developed by the education department of a certain area and the Chinese Language Discipline Evaluation Form developed by the two local schools.The most significant is that the focus of the evaluation index is related to the ongoing curriculum reform in the school and can show the characteristics of the school.Thirdly,through the comparison of multiple groups of scales and the analysis of the causes of the differences.The statistical analysis of evaluation indicators and evaluation criteria of the 14 evaluation scales was attempted and some indicators that are indispensable in the current classroom teaching evaluation form were scrutinized.Through the analysis of indicators,an attempt is made to construct a table of the elements of the evaluation scale and use this table to evaluate the classroom teaching evaluation tables used daily.