Universities Based On Cipp Evaluation Mode Research On Classroom Teaching Of Preschool Education Major

The quality of university education and teaching is the key to the training of talents in universities.The evaluation of classroom teaching is an important way to inspect the quality of education and teaching in a school.The preschool education majors in Tibetan colleges and universities are responsible for the cultivation of excellent teachers for the region.Therefore,studied the classroom teaching of preschool education majors in Tibet colleges and universities,and put forward suggestions for improving classroom teaching through the results of teaching evaluation.That are improvement of the quality of preschool education teachers and the teaching quality of Tibetan universities all great significance.Classroom teaching evaluation is produced along with classroom teaching.It plays an important role in regulating various aspects of classroom teaching and is an important means to improve the quality of classroom teaching.To evaluate the classroom teaching quality need professional evaluation theory as the support,the evaluation can be healthy and effective largely depends on the implementation of the comprehensive,scientific and practical evaluation model.Through the review of relevant literature and actual investigation,it is known that in the current classroom teaching evaluation of colleges and universities,there are have problems such as fuzzy evaluation purpose and singleevaluation subject.By comparing the existing common evaluation models,it is found that the CIPP evaluation is full-process,process-oriented and feedback-oriented,highlighting both results and processes,emphasizing education decision-oriented,suitable for long-term projects and hoping to achieve sustainable improvement.It can provide information and reference for classroom teaching decision-making in Tibetan colleges and universities,and is conducive to improving the teaching level of pre-school education teachers in Tibetan colleges and universities.This paper uses CIPP evaluation model as a guide to design a questionnaire,and uses literature research,interviews and questionnaire survey methods to conduct a comprehensive investigation and analysis of the status teaching quality of classroom teaching of preschool education majors in Tibet colleges and universities.Interviews and questionnaire surveys of preschool education students in colleges and universities in Tibet show that the main problem of classroom teaching in Tibetan colleges and universities is that the public basic courses in the background assessment cannot meet the professional development needs of the students.There are problems with the teaching conditions,weak teaching facilities,and equipment in the professional skills course in input evaluation.There are problems with the teaching content and teaching methods of the professionalbasic course in the process evaluation.In the course of the results evaluation,the professional orientation theory class found that there were problems such as a single classroom evaluation method.To solve these problems,the article puts forward corresponding Tibet university preschool education promotion strategies of classroom teaching,such as teaching goal setting to accord with the actual situation of the students,strengthen the construction of university preschool education specialized teaching staff,strengthening the construction of teaching condition,improve teaching condition of soft,expanding teaching contents,the implementation of difference teaching in order to achieve improved preschool education specialized classroom teaching,the purpose of promoting mutual development between teachers and students.Through the research of this article,I hope to provide some reference and reference for the quality evaluation of classroom teaching of preschool education majors in Tibetan universities.