我们在评价教师课堂教学工作时,通常用一些“效果好”、“较好”、与“一般”之类的词定性地、笼统地描述。这种模糊的、不定量的、难以比较的描述给教学管理带来了诸多不便。近年来系统工程、模糊数学等新学科的出现,给管理工作带来了新的突破,一些定性分析的工作正向着定量化迈 When we evaluate teachers’ classroom teaching, we generally describe them in a qualitative and general way with terms such as “good effect”, “better”, and “normal”. This vague, non-quantitative, difficult to describe the teaching management has brought a lot of inconvenience. In recent years, the emergence of new disciplines such as system engineering and fuzzy mathematics has brought new breakthroughs in management. Some qualitative analysis work is moving towards quantitative