Evaluation Teaching Quality Of High School Biology Teacher Based On Value-added Evaluation And Classroom Observation

The quality of biology teachers in senior high schools is closely related to the quality of education,so it is necessary and important to identify high-quality teachers.For a long time,students’ achievements are one of the important references for evaluating teachers’ teaching quality.However,traditional teacher evaluation directly uses students’original scores to evaluate teachers’ teaching quality,ignoring the influence of many factors such as students’ initial level on teachers’ evaluation results,which weakens the fairness of teachers’ evaluation to a certain extent.Value-added evaluation emerging in foreign countries may be a good solution.Taking the value-added situation of students’ achievements in a period of time as the basis for evaluating teachers’ teaching quality is conducive to realizing the fairness of teachers’ evaluation.However,the value-added evaluation is not perfect,and there are still many shortcomings,such as the inability to explain why these teachers are high-quality teachers.Therefore,many scholars at home and abroad have pointed out that value-added evaluation can be organically combined with classroom observation evaluation,which can give effective suggestions for teachers’ professional development while comprehensively and objectively evaluating teachers.At present,there are few empirical studies in this field in China,so this study focuses on how to evaluate teachers’teaching quality by using value-added evaluation and classroom observation,explores the feasibility and necessity of evaluating teachers’ teaching quality by using the two evaluation methods,and summarizes the characteristics of high-value-added and high-performance teachers and the common problems between high-quality teachers and low-quality teachers.Finally,it puts forward feasible suggestions on the application of the two evaluation methods and the improvement of teachers’ teaching quality.Firstly,on the basis of literature research,the core concepts such as "teacher teaching quality evaluation","value-added evaluation" and "classroom observation" are defined,and then the research status of teacher teaching quality,value-added evaluation and classroom observation are combed,which lays a certain theoretical foundation for this research.Secondly,it introduces the research object,research purpose,tools and process.Five high school biology teachers from X middle school are selected as the research objects.Based on the previous literature combing and practical investigation,the simple ladder-type value-added evaluation model proposed by Wang Xudong is selected as the value-added evaluation model to evaluate the teaching quality of teachers.UTOP is selected as a classroom observation tool for classroom observation and evaluation.Then,based on the comprehensive and in-depth analysis of the results of value-added evaluation,classroom observation and teacher interview,the research conclusion is drawn.First of all,it is important and necessary to evaluate teachers’teaching quality in two ways.Secondly,there are differences in the teaching quality of the five teachers,and there are "double high teachers",that is,teachers with high value-added and high performance,and there are also "double low teachers",that is,teachers with low value-added and low performance.Compared with "double-low teachers","double-high teachers" are often better at creating a good classroom atmosphere;they are better at asking questions;they can rationally use a variety of curriculum resources for teaching.The study also found that "double high teachers" and"double low teachers" have common problems,that is,the "student-student interaction"needs to be improved.Finally,based on the above research conclusions,the corresponding research suggestions are put forward.First,as far as evaluation methods are concerned,on the one hand,the combination of value-added evaluation and classroom observation evaluation can be discussed in depth;on the other hand,teachers’ self-evaluation and students’evaluation can be added on the basis of value-added evaluation and classroom observation to make a more comprehensive and objective evaluation of teachers’ teaching quality in a diversified way.Secondly,in terms of improving teachers’ teaching quality,it is suggested that "double-low teachers" should start from the following aspects in future teaching:creating a positive classroom atmosphere and promoting students’ deep participation;Optimize questioning methods and promote the development of thinking;Reasonable selection of teaching resources to improve teaching effect;it is recommended that "double high teachers" and "double low teachers" pay attention to the development of student-student interaction in future teaching,and consciously cultivate students’cooperative learning ability.