Mathematics Teaching Quality Assessment of the operational-毕业论文翻译.docVIP

Mathematics Teaching Quality Assessment of the operational According to some teachers in the forefront of teaching, and they will in the implementation process, how to operate also feel there are certain difficulties, accurate assessment is difficult to grasp. To this end, to the Mathematics Classroom Teaching Quality Assessment of the operational issue to be devoted to some research in order to reference. First, in the Mathematics Classroom Teaching Quality Assessment should follow the principle of operation No rules no standards. Classroom Teaching of operation as well. In order to enable us to consciously follow the teaching quality evaluation of the general rules and accurate implementation of the evaluation criteria, we must follow a few basic principles: 1. Objective principles. Classroom Teaching the fundamental purpose is to promote the deepening of reform of mathematics teaching, improve teaching quality, and reduce the burden of students, the intellectual development of students, to develop their ability to remove the sea tactical. During the operation must be this target, can not deviate from the direction in order to avoid misleading phenomenon. 2. Fair. On teaching quality evaluation should be objective, fair and rational manner, not subjective speculation or doping personal feelings. Because the evaluation of a direct impact on the fairness of evaluation results 3. Comparable principles. Operational plan must be comparable nature. Whether the evaluation of individual or comprehensive evaluation, must be compared, including the vertical and horizontal comparison comparison, otherwise you will lose the basis of evaluation is difficult to distinguish between classroom teachers work merits. 4. Incentive principle. Classroom teaching evaluation is intended to mobilize the enthusiasm of the object being evaluated, to improve the teaching quality. 5. Lean principles. Teaching Quality Evaluation of operational elements, to s