《教学的英文自我评价 》

1、教学的英文自我评价 仅仅由别人的评价来断定自己是不全面的，下面是我们带来教学的英文评价范文，欢送阅读! 教学的英文自我评价篇一 the ancient philosopher warned me that if we want to teach good people, we must first do a good job, as a teacher, houdezaiwu , i always admonished his motto, people s ability may have size, talent may be different, but i alwaysi believ

2、e that the pay will be more than return, so i love the cause of education, love every student, always pay attention to a knowledge, the quality of the image of teachers to show students. in the usual teaching, careful lesson preparation, diligence and reflection, dedicated to the students, but also

3、to win the students love. although the computer class is a deputy class, but can affect the future of students, students often like the game, how to correctly guide, become the direction of my efforts, let the knowledge and joy to share the self-evaluation of teachers teaching and research. when dea

4、ling with people, i sincerely treat every colleague, when my colleagues have difficulties, timely help, especially for change of course, while listening to the leadership arrangements, conscientiously complete the task, an open mind to colleagues to their recommendations. attendance, not late, class

5、 does not hit the phone, not in school and teaching has nothing to do teachers teaching and research, serious and open-minded to ask other teachers to pay attention to lectures, especially the master teacher ouyang classes, weekly lectures of not less than three, carefully write lectures, analysis o

6、f this lesson s teaching highlights. tao said, education theory and practice only, is the real knowledge, so that teaching and research together to grow, so that theory and practice with the internalization. i think, find a job with a sense of accomplishment, is not easy, they should cherish, to tel

7、l the truth, he still has a lot of deficiencies, i remember an old chinese saying, afraid of slow, afraid of the station even if the gap from a good teacher still exists, a small progress every day may be a big progress in the teaching of teaching and research self-evaluation of self-identification.

8、 the road is long, i will be up and down and search, as long as their continuous efforts to strengthen business learning, improve their teaching level, improve their work efficiency, improve their cultivation, do good people, do more good deeds, will be successful. finally, i would like to thank all

9、 the school leaders for their support and affirmation of my education work in the past year. please believe that i will redouble our efforts in the future to become an outstanding soul engineer, and strive for guangzhou x school honor! 教学的英文自我评价篇二 in the actual operation, we pay special attention to

10、 the implementation of process evaluation. process evaluation is the formative evaluation, which refers to the evaluation of students daily english learning in the learning process based on teacher evaluation, parental evaluation and mutual evaluation among student groups. it emphasizes people-orien

11、ted, in the learning process, attach importance to the students emotional attitudes, language knowledge, learning strategies, team spirit and the overall quality of the training, with incentive, synchronization and so on. according to the requirements of english curriculum evaluation, we encourage s

12、tudents to participate and experience the success of learning through the self-evaluation of team members, group leader evaluation, peer evaluation, teacher evaluation and formative evaluation and final evaluation. specific implementation has the following three levels: first, the group within the a

13、ssessment of individuals use the group member evaluation record form , to evaluate the students within the group, each class by the group s recorder is responsible for recording the team members of the award situation. evaluation of the project can be adjusted in stages with the actual situation of

14、the classroom, if the team evaluation is doing better, but also from four major aspects and 20 small observation points for detailed evaluation, such as forms: second, the group of inter-group use the group evaluation record form , record the group award situation.through the unity and cooperation o

15、f the team members, work together, in the pre-class show, class cooperation in the exchange of reports display, feedback display part of the award-winning. note that the number of students with poor learning to be relatively increased, so that students can mobilize the enthusiasm and initiative. eva

16、luation of the project with the existence of students in the classroom to adjust the actual situation in stages. evaluation of student group cooperation in a class, we can also from the following four aspects of the comprehensive evaluation of the group: first, the state of student activity. student

17、s have a strong interest in self-learning initiative; learning atmosphere, democratic equality and interaction; mutual learning a clear division of labor, students with high enthusiasm and effectiveness. the second is the form of student activities. students activities are divided into individual, g

18、roup, group, and so on, in a variety of forms, observation, thinking, cooperation and organic combination. it can also be used to learn and display the same content in different forms, such as the use of listening, speaking, reading, writing, acting, singing, and communication in a variety of forms

19、of activity. type can be used to learn and demonstrate the form of dialogue, but also can be compiled into songs, with action or expansion of the form of the sentence than the sentence, so that the rich forms of learning and cultivate the spirit of student innovation. third, the participation of stu

20、dents. students participate in a wide range of classroom activities, to participate in all the different content of the show. fourth, the learning effect of students. students have the courage to show, emotions, attitudes, values have been developed accordingly. thinking depth, to reflect the knowle

21、dge of the internalization, reorganization and application, and the explicit effect is good. of course, in order to mobilize students to compete in the classroom, the classroom in addition to the use of the above two evaluation methods, teachers can also create a blackboard on the blackboard evaluat

22、ion column.the evaluation column designs various evaluation items and evaluation dimensions which are beneficial to students learning and display, and real-time records show the winning situation of each group. teachers secretly in accordance with a certain order so that the groups have the opportun

23、ity to showcase, so that equal opportunity to show winning, if the gap between the larger group, teachers timely adjustment, the basic guarantee of the group s award-winning situation not too much difference, the award-less group loses the chase of confidence. the evaluation items and dimensions of

24、the evaluation board of the blackboard should be adjusted continuously according to the different stages, different performance or different problems of the students, and guide the students to improve their learning methods, strategies and contents so that students can make progress. third, the deve

25、lopment of evaluation (ie, evaluation system) basic education curriculum reform (trial) that the establishment of an all-round development of students to evaluate the system. evaluation not only concerned about the academic performance of students, but also to discover and develop students potential, to understand the needs of students in the development, help s