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实行教学评估量化是调动教师积极性,增强学校内部活力的一种手段,也是进行科学管理的基础。传统的评估办法,重印象,轻数据,在评估过程中不可避免地会掺杂进个人的情感因素,准确性比较差。其次是单纯把学科成绩和升学率作为评估的主要依据,评估结果较为片面。近年来,有关部门设计、推荐了一些新的量化评估模式。这些经过专家论证的模式,从确定评估指标到具体的评估程序,都比较科学。然而,这些量化模式在实施过程中计算繁杂。很多农村学校尚不具备推广的条件。老办法不科学,新办法一时又难以推广。在这种情况下,我们根据量化评估的一些基本原则和学校的实际情况,设计了“曲师附一小教学、教研量化评估表” (以下简称《评估表》),组织逐步实施.在设计和实施过程中,我们考虑了以下几个方面: 一、评估指标简明,重点突出。我们在设置评
The implementation of teaching evaluation quantification is a means to mobilize the enthusiasm of teachers, enhance the internal vitality of the school, and is also the basis for scientific management. Traditional assessment methods, re-impression, and light data, inevitably lead to personal emotional factors in the assessment process, and the accuracy is poor. The second is to simply take the academic achievement and the rate of progression as the main basis for the assessment, and the assessment results are more one-sided. In recent years, relevant departments have designed and recommended some new quantitative assessment models. These expertly-argued models are more scientific from determining the evaluation indicators to the specific evaluation procedures. However, these quantitative models are computationally complex during implementation. Many rural schools still do not have the conditions for promotion. The old method is not scientific and the new method is difficult to promote for a while. Under such circumstances, we designed a “Quality Assessment Form for Teaching and Research of Qufu with a small teaching” (hereinafter referred to as “evaluation form”) based on some basic principles of quantitative assessment and the actual situation of the school. The organization gradually implemented it. In the implementation process, we considered the following aspects: First, the assessment indicators are concise and focused. We are setting reviews