Research On The Evaluation Of Educational Technology Applied By High School Mathematics Teachers

The role of information-based education technology based on multimedia equipment,computer and Internet in promoting teaching has been recognized by the academic community.Therefore,in recent years,all middle schools have equipped teachers and students with information-based teaching equipment to varying degrees.The traditional teaching methods have been affected and changed.How to evaluate the classroom teaching under the application of educational technology and what is the bases of evaluation are worth discussing.This paper mainly focuses on "the evaluation of high school mathematics teachers’ classroom application of educational technology",which is intended to explore two problems: one is "how to evaluate the behavior of mathematics teachers’ application of educational technology",and the other is "what is the basis for evaluating whether a mathematics teacher’s Application of educational technology is qualified".The research is divided into two parts: theoretical research and practical research.The conclusion of the theoretical research is based on the contents related to "the requirements of mathematics teachers’ teaching behavior" and "the requirements of mathematics teachers’ application of educational technology" in mathematics curriculum standards,educational technology,educational teaching theory,educational evaluation and educational ethics in senior high schools.The research method adopted is literature research method;the conclusion of practical research is based on the views of mathematics teachers and students in practice schools on "classroom application of educational technology by mathematics teachers in senior high school",and the research methods are observation,interview and questionnaire.After theoretical and practical research,this paper draws the following conclusions:for question one "how to evaluate",there are eleven evaluation principles,which are summarized as that the evaluation process should have correct guidance,appropriate frequency,feasible plan,scientific indicators,diversified methods and fair methods,pay attention to the timeliness and difference of evaluation,and advocate the evaluated mathematics teachers to participate in the evaluation link,Finally,the evaluation results are objective and true,which can promote the evaluated mathematics teachers and do no harm to their body and mind;For question two "evaluation basis",it is divided into four dimensions of mathematics,technology,teaching and ethics,with a total of sixteen evaluation contents,which are summarized as the goal principle and standard principle of mathematics discipline,the principle of technical improvement,the principle of traditional teaching,the principle of information integration,the principle of instrumentality,the principle of effectiveness,the principle of moderation and the principle of demonstration,the principle of teacher leading and student subject in teaching,the principle of scientific content The principle of intuitive and abstract coordination,the principle of interest,the principle of efficiency and the principle of quality,as well as the ethical principle of teaching democracy and fairness,and expounds its meaning and requirements in the form of tables.Based on the background of mathematics,this paper attempts to explore the evaluation methods and basis from different angles,in order to find new evaluation directions and contents.This is not only a response to the advocacy and requirements of mathematics curriculum standards in senior high schools,but also a reflection on the indicators of teachers’ teaching evaluation.In theory and practice,it is a tentative exploration on the evaluation of mathematics teachers’ application of educational technology.