教學(xué)方式英文自我評價篇1：教學(xué)方式英文自我評價篇10：教學(xué)的英文自我評價篇11：教學(xué)的英文自我評價

Theancientphilosopherwarnedmethatifwewanttoteachgoodpeople,wemustfirstdoagoodjob,“asateacher,Houdezaiwu”,Ialwaysadmonishedhismotto,people'sabilitymayhavesize,talentmaybedifferent,butIalwaysIbelievethatthepaywillbemorethanreturn,soIlovethecauseofeducation,loveeverystudent,alwayspayattentiontoaknowledge,thequalityoftheimageofteacherstoshowstudents.

Intheusualteaching,carefullessonpreparation,diligenceandreflection,dedicatedtothestudents,butalsotowinthestudentslove.Althoughthecomputerclassisadeputyclass,butcanaffectthefutureofstudents,studentsoftenlikethegame,howtocorrectlyguide,becomethedirectionofmyefforts,lettheknowledgeandjoytosharetheself-evaluationofteachersteachingandresearch.

Whendealingwithpeople,Isincerelytreateverycolleague,whenmycolleagueshavedifficulties,timelyhelp,especiallyforchangeofcourse,whilelisteningtotheleadershiparrangements,conscientiouslycompletethetask,anopenmindtocolleaguestotheirrecommendations.Attendance,notlate,classdoesnothitthephone,notinschoolandteachinghasnothingtodoteachers

Teachingandresearch,seriousandopen-mindedtoaskotherteacherstopayattentiontolectures,especiallythemasterteacherOuyangclasses,weeklylecturesofnotlessthanthree,carefullywritelectures,analysisofthislesson'steachinghighlights.Taosaid,educationtheoryandpracticeonly,istherealknowledge,sothatteachingandresearchtogethertogrow,sothattheoryandpracticewiththeinternalization.

Ithink,findajobwithasenseofaccomplishment,isnoteasy,theyshouldcherish,totellthetruth,hestillhasalotofdeficiencies,IrememberanoldChinesesaying,“afraidofslow,afraidofthestation”Evenifthegapfromagoodteacherstillexists,asmallprogresseverydaymaybeabigprogressintheteachingofteachingandresearchself-evaluationofself-identification.

Theroadislong,Iwillbeupanddownandsearch,aslongastheircontinuouseffortstostrengthenbusinesslearning,improvetheirteachinglevel,improvetheirworkefficiency,improvetheircultivation,dogoodpeople,domoregooddeeds,willbesuccessful.

Finally,Iwouldliketothankalltheschoolleadersfortheirsupportandaffirmationofmyeducationworkinthepastyear.PleasebelievethatIwillredoubleoureffortsinthefuturetobecomeanoutstandingsoulengineer,andstriveforGuangzhouXSchoolhonor!

篇12：教學(xué)的英文自我評價

Intheactualoperation,wepayspecialattentiontotheimplementationofprocessevaluation.Processevaluationistheformativeevaluation,whichreferstotheevaluationofstudents'dailyEnglishlearninginthelearningprocessbasedonteacherevaluation,parentalevaluationandmutualevaluationamongstudentgroups.Itemphasizespeople-oriented,inthelearningprocess,attachimportancetothestudentsemotionalattitudes,languageknowledge,learningstrategies,teamspiritandtheoverallqualityofthetraining,withincentive,synchronizationandsoon.AccordingtotherequirementsofEnglishcurriculumevaluation,weencouragestudentstoparticipateandexperiencethesuccessoflearningthroughtheself-evaluationofteammembers,groupleaderevaluation,peerevaluation,teacherevaluationandformativeevaluationandfinalevaluation.Specificimplementationhasthefollowingthreelevels:

First,thegroupwithintheassessmentofindividuals

Usethe“groupmemberevaluationrecordform”,toevaluatethestudentswithinthegroup,eachclassbythegroup'srecorderisresponsibleforrecordingtheteammembersoftheawardsituation.Evaluationoftheprojectcanbeadjustedinstageswiththeactualsituationoftheclassroom,iftheteamevaluationisdoingbetter,butalsofromfourmajoraspectsand20smallobservationpointsfordetailedevaluation,suchasforms:

Second,thegroupofinter-group

Usethe“groupevaluationrecordform”,recordthegroupawardsituation.Throughtheunityandcooperationoftheteammembers,worktogether,inthepre-classshow,classcooperationintheexchangeofreportsdisplay,feedbackdisplaypartoftheaward-winning.Notethatthenumberofstudentswithpoorlearningtoberelativelyincreased,sothatstudentscanmobilizetheenthusiasmandinitiative.Evaluationoftheprojectwiththeexistenceofstudentsintheclassroomtoadjusttheactualsituationinstages.

Evaluationofstudentgroupcooperationinaclass,wecanalsofromthefollowingfouraspectsofthecomprehensiveevaluationofthegroup:First,thestateofstudentactivity.Studentshaveastronginterestinself-learninginitiative;learningatmosphere,democraticequalityandinteraction;mutuallearningacleardivisionoflabor,studentswithhighenthusiasmandeffectiveness.Thesecondistheformofstudentactivities.Students'activitiesaredividedintoindividual,group,group,andsoon,inavarietyofforms,observation,thinking,cooperationandorganiccombination.Itcanalsobeusedtolearnanddisplaythesamecontentindifferentforms,suchastheuseoflistening,speaking,reading,writing,acting,singing,andcommunicationinavarietyofformsofactivity.Typecanbeusedtolearnanddemonstratetheformofdialogue,butalsocanbecompiledintosongs,withactionorexpansionoftheformofthesentencethanthesentence,sothattherichformsoflearningandcultivatethespiritofstudentinnovation.Third,theparticipationofstudents.Studentsparticipateinawiderangeofclassroomactivities,toparticipateinallthedifferentcontentoftheshow.Fourth,thelearningeffectofstudents.Studentshavethecouragetoshow,

Emotions,attitudes,valueshavebeendevelopedaccordingly.Thinkingdepth,toreflecttheknowledgeoftheinternalization,reorganizationandapplication,andtheexpliciteffectisgood.

Ofcourse,inordertomobilizestudentstocompeteintheclassroom,theclassroominadditiontotheuseoftheabovetwoevaluationmethods,teacherscanalsocreateablackboardontheblackboardevaluationcolumn.Theevaluationcolumndesignsvariousevaluationitemsandevaluationdimensionswhicharebeneficialtostudents'learninganddisplay,andreal-timerecordsshowthewinningsituationofeachgroup.Teacherssecretlyinaccordancewithacertainordersothatthegroupshavetheopportunitytoshowcase,sothatequalopportunitytoshowwinning,ifthegapbetweenthelargergroup,teacherstimelyadjustment,thebasicguaranteeofthegroup'saward-winningsituationnottoomuchdifference,Theaward-lessgrouplosesthechaseofconfidence.Theevaluationitemsanddimensionsoftheevaluationboardoftheblackboardshouldbeadjustedcontinuouslyaccordingtothedifferentstages,differentperformanceordifferentproblemsofthestudents,andguidethestudentstoimprovetheirlearningmethods,strategiesandcontentssothatstudentscanmakeprogress.

Third,thedevelopmentofevaluation(ie,evaluationsystem)

“BasicEducationCurriculumReform(Trial)”thattheestablishmentofanall-rounddevelopmentofstudentstoevaluatethesystem.Evaluationnotonlyconcernedabouttheacademicperformanceofstudents,butalsotodiscoveranddevelopstudents'potential,tounderstandtheneedsofstudentsinthedevelopmen