Teaching quality assessment implementation plan

Part 1: Implementation Plan for Teaching Quality Assessment

According to the “Implementation Opinions on the Compulsory Education Level Improvement Project of Shanxi Province” forwarded by the General Office of the Provincial Government and the “Opinions on the Implementation of Standardization Construction of Compulsory Education” issued by the Provincial Department of Education, the Office of the People’s Government of Yangquan City commissioned special personnel to organize personnel in 20XX. From November 30th to December 1st, the assessment of the standardization of compulsory education in the suburbs of this city was carried out. During the period, the assessment team listened to the work reports of the main leaders of the party and government and the heads of relevant departments in the district, and inspected the archives of the relevant departments of education, finance, taxation, etc., and went to the 18 small townships in the suburbs to conduct field visits. Basically grasped the implementation of the standardization construction of compulsory education in the district. The assessment is now reported as follows:

First, the basic situation

The suburb of Yangquan City is located in the middle of Taihang Mountain, with an area of ​​616.89 square kilometers. It has jurisdiction over 4 towns, 4 townships and 185 administrative villages with a population of 221,000. In 2003, the region's gross national product was 1.44 billion yuan, the total fiscal revenue was 178.48 million yuan, the local fiscal revenue was 61.61 million yuan, and the per capita net income of farmers was 3,316 yuan. There are 97 small schools in China in the compulsory education stage, including 82 small schools in China, 11 junior high schools, 4 schools with 9 years of continuous education, 2474 faculty members, and 34,493 students.

Second, the main results

The level of compulsory education is constantly improving. All the small and medium-sized students in the district are enrolled at the age of 6 years. The enrollment rate of school-age children aged 6-11 is 100%, the consolidation rate is 100%, and the completion rate of primary compulsory education is 100%. The enrollment rate of juveniles aged 12-15 years old is 99.7%, the consolidation rate of the national middle school is 99%, and the nine-year compulsory education is completed. The rate was 99.4%; the enrollment rate of three types of children with disabilities was 99%. The district has undertaken the “School Management School-based Research” of the 15th Education Project of Shanxi Province. After several years of practice, the “School Management Regulations” have been established in China’s small basics, forming the overall responsibility of the principal, and the supervision of the party branch. The mechanism of democratic management has promoted the rule of law and the management of schools according to the rules, and promoted the continuous improvement of the level of compulsory education.

China's small layout adjustments are strong and the results are remarkable. Since XX, the district has launched a new round of China's small layout adjustment project. After five years of implementation, the region has withdrawn a total of 82 small Chinese. According to China's small layout adjustment plan in the district, by 20XX, the number of small schools in China will be adjusted to 48 in the compulsory education stage, including 5 schools with 9 years of history, 9 schools in the country, and 34 schools. The scale of China's small schools will be further expanded. The size of China's small schools will reach more than 200 students, and the number of schools in the middle and nine years will reach 600 or more. The school layout meets the provincial requirements.

In 20XX, the suburbs combined with the layout adjustment work, and started the small-scale demolition furnace project in China. It is ready to use three years to make clean and safe heating for the schools in the district. In 20XX, the district government took out a special supporting fund of 1.2 million yuan for the demolition furnace project. By the end of the year, the first batch of 28 small Chinese enterprises had realized heating and heating.

Education funding has grown year after year. The district has maintained three growths in education funding for many years. In 20XX, the annual public expenditure for public funds was less than 90 yuan for some countries and nearly 160 yuan for the country. The transfer payment is in place and the use is reasonable. The management and use of funds are in line with the requirements for provincial school standardization construction.

The team of teachers and principals is further optimized. The district has implemented school-based teacher training and established a “four-oriented” mechanism for school-based training, which has promoted the improvement of teachers' quality. The qualification rate of the national primary school teachers is 100%, of which the college education rate is 70.7%; the national middle school teacher qualification rate is 100%, of which the university degree or above is 57.4%. The teacher's morality is in good condition and there is no illegal or criminal activity. In addition, the district has also introduced the teacher health project, established a system of physical examination for teachers and a system of mutual support for teachers, and incorporated the physical components of teachers into the system of teacher team building. The suburbs also opened up positions such as the Principal's Forum, guiding the Chinese principals to constantly think and continue to study and improve the business quality and management standards of the principal team. In addition, the suburbs also carried out reforms on the principal's management mechanism, established the principal's competitive employment system, long-term training system and three-assessment assessment system, which further improved the vitality of the principal team.

Comprehensive education to improve the school's taste. At the end of 20XX, the suburbs issued the "Opinions on Implementing Comprehensive Education Projects", which proposed "focusing on human development, sustainable development of people, paying attention to people's lifelong development" and "not asking everyone to go to school. I hope that everyone The concept of running a school for adults has begun to implement a comprehensive education project. Clearly require all types of schools at all levels to take the development of "people" as the primary goal, adhere to the principle of "the virtue is the first, the virtues of education, education, education, and education", follow the "child growth rules, student perception Laws and rules of education and teaching, strengthen the construction of campus culture, accumulate the cultural heritage of schools, integrate various educational resources of schools, families and communities, gather all aspects of strength, and promote the healthy growth of students.

In September 20XX, the suburbs issued the "Implementation Plan for the Establishment of Characteristic Schools" to further promote the comprehensive education project, guide the school to focus on the cultural connotation, create characteristics on the moral level, create a brand in the quality of education, and promote the division. The overall development of the realm of life, humanistic quality and overall quality.

The investment in education informatization is large and fast. In 2003, the first batch of 17 schools in the suburbs invested nearly 5 million yuan to build a campus network, computer classrooms, electronic preparation rooms, multimedia classrooms, etc., and took the lead in realizing the connection with the city's educational metropolitan area network, which accounted for the city's participation in the metropolitan area that year. 41% of online schools. Up to now, the education informatization construction of the whole district has invested more than 10 million yuan. A total of 82 computer classrooms have been built, 2257 computers have been purchased, and 131 computers and LCD projectors have been used in classrooms. 65 Chinese schools have opened information technology courses. , reaching 67% of the total number of small Chinese in the region.

On January 9, 20XX, the education information website of the suburb of Yangquan City was officially opened, becoming the first platform for education information exchange and interaction in the city, marking the initial formation of the suburban education information network system. At the end of 20XX, 14 schools in the suburbs will officially join the Yangquan Education Metropolitan Area Network.

The quality of education and teaching has been comprehensively improved. The qualified rate of ethical behavior of Chinese students in the district is over 98%, and the graduation rate of the national and middle school is 100%. The school has opened the course according to the national regulations, and has formed a rich and diverse group of interest activities. The students' specialties and personality have been obtained. For better development, 60% of students have certain strengths. The quality of education in the district has remained at the leading position in the city in recent years. In the 20XX year-end exam, 9 candidates from the district entered the top 20 of the province's arts and sciences, and 8 candidates were admitted to Tsinghua University and Peking University. In the 20XX year-end exam, a total of 632 people in the district reached the university's number line. The number of people in the line accounted for more than one-fourth of the total number of people in Yangquan City. The Wenhua and Science-Tech line rates were 42.74% and 48.62%, respectively. Into Tsinghua University, Peking University, plus the counterpart entrance exam, the number of university departments in the district exceeded 800 people. The enrollment rate in the high school stage in the district reached 79.85%. The employment rate of vocational school students in the district is over 95%, and there is a trend of short supply.

The curriculum reform is solid and efficient. In March 20XX, the suburbs were identified as the basic experimental curriculum reform of the provincial-level experimental area in Shanxi Province. The district committee and the district government attached great importance to this work. The district head Wang Yuzhou personally served as the head of the experimental reform team and personally made the class change report. The district government has taken out 300,000 yuan each year for the training of experimental teachers in the curriculum reform. More than 20 experts have been invited to hold more than 20 lectures. 332 people went to the provincial capital to participate in the training, 2500 people attended the general training, and the teachers sacrificed. On the rest day, I participated in the study. The village invested more than 3 million yuan to purchase teaching equipment. The propaganda machines in the area were all started to change the drums and calls. Make the curriculum a big project of big investment, big participation, big momentum, and big movement.

The experience and practice of suburban curriculum reform have been repeatedly affirmed and praised by national and provincial curriculum reform experts, which provides a useful perspective for the city to carry out comprehensive curriculum reform experiments. In the 20XX-20XX year, more than 1,000 people from all counties and districts in the city went to the suburbs to study and change their experience. On November 24, 20XX, the suburbs also accepted the evaluation of the curriculum reform work of the Ministry of Education on behalf of Shanxi Province. The experts of the assessment team believed that: “Suburban district committees and district governments attach great importance to curriculum reform work, and the funds are invested heavily, and the modernization of educational equipment is high. Grasping the core of classroom teaching, the curriculum reform work is solid and effective, and it is at the forefront of the country's rural areas."

Third, there are problems

There are two main problems in the suburban compulsory education standardization construction: First, there are still some gaps in the equipment and standardization of education and teaching facilities, especially the teaching equipment, books and materials, and the number of cultural and sports equipment are not sufficient. high. Second, the disciplinary structure and age structure of the teaching team are unreasonable. The shortage of qualified teachers in foreign languages, music, sports, fine arts and other disciplines is large. In addition, the establishment of boarding schools, the addition of life teachers and other school jobs, the teachers’ The shortage is getting bigger and bigger. However, due to the compilation, in recent years, the suburbs cannot supplement new teachers, which have become one of the main factors restricting the reform and development of suburban education.

The above-mentioned deficiencies and problems, the evaluation team has made feedback to the suburbs, the district leaders made it clear that: in the future, we must continue to increase investment in education to ensure that education and teaching facilities meet or exceed provincial standards within 3-5 years; continue Increase the training and deployment of teachers' resources in the region, and vigorously solve problems in the discipline structure and age structure of teachers. At the same time, we also suggest that the provincial government can provide a certain policy inclination to the rural counties and districts with similar suburbs in terms of teacher establishment and other aspects in order to solve the above problems.

Fourth, the assessment conclusion

In summary, we believe that the leadership of the “Compulsory Education Standardization Construction” in the suburbs of Yangquan City attaches great importance to, recognizes that the measures are effective, the work is solid, and the results are remarkable. The indicators basically meet the provincial standards. To this end, the evaluation team recommended that the Provincial Department of Education conduct acceptance of the standardization construction of compulsory education in the district.


Part 2: Teaching Quality Assessment Implementation Plan

First, the guiding ideology

Teaching work is the core of school work, and teaching quality is the lifeline of school survival and development. The evaluation of teaching quality will effectively promote the overall improvement and improvement of school teaching, strengthen the teaching management mechanism, further establish a comprehensive quality concept and multi-quality view guided by the concept of teaching quality, grasp the new connotation of teaching quality management, and clarify its main The content is the management of all elements of the teaching work, the management of each link and the management of modern teaching technology. It is necessary to "advance with the times, develop and innovate", but also be realistic and scientific. Through evaluation and supervision, it is conducive to comprehensively and in-depth promotion of elementary education, comprehensively improve the quality of education and teaching, is conducive to the training of competition mechanisms, and promotes the coordination of educational administrations, business departments and schools at all levels to form synergies and continuously promote the standardization of schools. The management and the construction of the teaching staff will improve the overall level of teaching and learning in China.

Second, the assessment content

According to the most direct and core related elements and links that affect the quality of teaching in the school teaching work, a total of six levels of "teacher team building, teaching management, teaching and research work, special specialty education, security system, test and performance management" are established. Indicators and 19 secondary indicators, and the secondary indicators are broken down into forty-seven three-level indicators for evaluation. The third-level indicators put forward relevant requirements for school education and teaching, and strive to make the evaluation comprehensive, accurate, complete, fair and reasonable, and easy to operate and compare.

Third, the evaluation method

1. Using the weighted scoring method, the three districts, the cultural and sports bureau, the city's national small, the middle school, the ordinary high school as the evaluation object, the three sections have corresponding evaluation content and scores, the full score is 1000 points.

2. Adopt direct evaluation and spot check evaluation. The direct evaluation of the district administrative department of education, the business department and the municipal directly affiliated schools shall be assessed by the Municipal Education and Sports Bureau. The district schools shall adopt the method of spot check and evaluation, and draw the school by lot. The scores of the schools shall be counted as the districts. The score. The classification of assessment results is reported in the city according to the method of position management.

3. Relevant information of the assessment content is mainly collected by listening to reports, holding symposiums, questionnaires, consulting archives, lectures, verification, statistics, etc. Any statistical information related to the mandatory tasks, teacher-student competitions, and test results shall be subject to the statistics provided by the Municipal Education Bureau or relevant departments. The specific requirements for certain tasks are also subject to the requirements of the Municipal Education Bureau or the relevant departments. The calculation method is calculated by the calculation method determined by the Municipal Education Bureau.

4. Evaluation time: The evaluation will be carried out from November to December every year from 20XX.

5. The district education and education bureaus can evaluate their schools according to this plan.

IV. Evaluation index system and evaluation rules

V. Organizational leadership

Established the "Wuhai City China Small Teaching Quality Assessment" leading group.

Components: Leaders of the Municipal Education and Sports Bureau and relevant department staff.


Part 3: Teaching Quality Assessment Implementation Plan

In order to comprehensively implement the party's educational policy, comprehensively implement the education of elementary schools, and guide and standardize China's small management in accordance with the law. Based on the spirit of the "Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Educational Reform to Promote Comprehensive Education for the Elementary Education" and the "Work Plan for the Supervision and Evaluation of China's Small Implementation Education in Jiangxi Province", combined with the actual situation of our county, the special "Yugan County China Small Educational Teaching Quality Assessment Program.

First, the guiding ideology

Guided by the scientific concept of development, with the aim of educating the people with correctness, order, harmony, fairness and quality, we will further promote the formation of standardized schools through the construction and improvement of a new mechanism for the development of school supervision and evaluation. , democratic school, self-sponsored school, operating mechanism and scientific management system of special education, actively promote the education of vegetarianism, comprehensively improve the quality of education, promote the development of the connotation of the school, and strive to build a boutique school.

Second, the evaluation object

The county's citizens run the country, the national small

Third, the evaluation principle

Normative principle. Taking the relevant national laws, regulations, guidelines and policies, as well as the school education and teaching work and management work arranged by the education administrative departments at all levels as the basic indicators for the development supervision evaluation of the school, promoting the school education and teaching management to institutionalization, standardization and science The direction of development.

The principle of democracy. Adhere to democratic education, on the basis of equality, freedom and respect for rights, let all members of the school participate in the school's overall policy planning, participate in school management, and participate in school evaluation through various forms. Effectively guarantee the right to know, participate, express, and supervise teachers and students in terms of systems and procedures.

The principle of autonomy. Give full play to the main role of the school, the school independently selects and perfects the corresponding supervision and evaluation indicators according to their respective development plans, and builds a school-based evaluation mechanism. Fully mobilize the enthusiasm, initiative and creativity of school-running, activate the internal driving force of school development, and enhance the school's ability of self-reflection, self-regulation, self-improvement and independent development.

Developmental principles. Focusing on the implementation of school development plans, we pay attention to the completion of each work and its increment. Guide the school to establish the characteristics as a starting point, seriously explore the breakthroughs in hotspots, difficulties and key points in the development of the school, and summarize the development experience in a timely manner to effectively rectify existing problems. Through the continuous accumulation of breakthrough points, we will achieve overall development with a point-to-point approach.

Fourth, the assessment content

The content of the "Program" consists of four indicators: basic indicators, warning indicators, process evaluation indicators, and additional indicators. Among them, the additional indicators are public schools and the private schools are the additional indicators. See the details for details.

V. Evaluation method:

1. Adopt a combination of terminal assessment and process supervision, combine random assessment with centralized assessment, combine quantitative assessment with qualitative assessment, and conduct special inspections for key tasks. Implement a full evaluation, what to do when you do what, and highlight the process assessment. The process evaluation takes place in an indefinite period of time, and the small and medium-sized schools focus on the evaluation of the small villages and small villages, paying attention to the evaluation of classroom teaching, and focusing on the implementation of the curriculum reform concept. The process evaluation is performed at least once a year, and the process evaluation deduction points are recorded in the total score. In the re-evaluation, the content of the rectification in the last evaluation is found, and the deduction is accumulated without rectification.

2. The terminal evaluation work is carried out simultaneously in the middle school and the national level. The evaluation time starts in late December of each year. The specific time is determined by lottery, and the school is notified the day before the evaluation. The assessment is to listen to the principal's report and check the file. Information, classroom lectures, questionnaires, teacher-student talks, field inspections, spot checks and other methods. The evaluation time per school is half a day.

Sixth, the implementation of the 5A system level standard

Evaluation level division.

Seven, the results of the use

1. Reward

For the “4A” or above schools, the county’s education and education quality 4-5A school medals will be awarded;

For the school's vice-principals who have scored the top 10 and 11th and have improved by more than 3, under the same conditions, the evaluation, evaluation, promotion and other aspects are preferred. The evaluation rankings of the nine-year consistent school are calculated and retired according to the combination of the middle school and the small country.

Excellent principals at or above the county level, and advanced schools are selected from schools that have achieved greater progress than "4A" and above "3A";

Appraising and hiring senior professional title indicators to schools with “4A” or above;

A school that has rated 5A for three consecutive years. Reward the school and the principal.

2, punishment

In the school that evaluated the total score of 10-14 down, the headmaster was reduced to a deputy presiding job. In the following year, the school's assessment score must be improved by more than 3, otherwise it will not be reinstated; the vice-school leader will conduct a pardon talk, and the next year will be in charge of the work. Behind the implementation of dismissal.

In the same year, schools with a total score of more than 15 were evaluated, and schools that were not “A” schools and three consecutive three-year evaluations were dismissed from the school team.

In the same year, the private schools that did not have “A” were notified by the county, and the rectification opinions were submitted to the county education bureau. In the following year, the “A” school was closed for business and the enrollment was stopped.


Part 4: Teaching Quality Assessment Implementation Plan

Teaching work is the center of school work, and the quality of teaching is the lifeline of school survival and development. In order to implement the "Implementation Opinions on the Implementation of the Monitoring and Evaluation System for the Teaching Quality of Compulsory Education in Handan City", the "Quality Assessment Plan for the Teaching Quality of Handan City" was formulated.

First, the purpose of the evaluation

We will comprehensively improve the quality of teaching and learning in small and medium-sized schools, establish and improve the evaluation mechanism, improve the overall level of running schools in the city, and strive to run every school. Through evaluation and supervision, it is conducive to comprehensively promoting the education of vegetarianism, which is conducive to comprehensively improving the quality of education and teaching, is conducive to the establishment and improvement of the competition mechanism, and promotes the coordination of educational administrations, business departments and schools at all levels to form a synergy and continuously promote the school. Standardized management and the construction of the teaching staff, the overall improvement of the school level of the city, and efforts to do the education of the people's satisfaction.

Second, the evaluation principle

1. Directional principle

The evaluation of teaching quality is aimed at comprehensively implementing quality education and promoting students' all-round development, and implementing the whole process evaluation of teaching as the principle, with students, parents and social satisfaction as the standard.

2. Scientific principle

The assessment of the quality of teaching must be based on science, with sufficient scientific evidence, scientific attitudes and scientific methods. Adhere to developmental assessment, combine evaluation with teaching management, combine evaluation with teaching research, combine evaluation with teacher development, and combine evaluation with continuous improvement in teaching quality.

3. Feasibility principle

The evaluation of teaching quality should be based on actual conditions, propose different quality requirements for different degrees of educational development, and implement different evaluations for different types of schools. Through evaluation, a comprehensive concept of teaching quality is further formed.

Third, accounting methods

This evaluation program has a maximum score of 500 points. It consists of two parts: process evaluation and teaching quality assessment.

The school's final points: process evaluation points + teaching quality assessment points.

Fourth, the assessment content

The first part: the process evaluation content is divided into five levels of indicators: school management, curriculum reform, daily teaching, teaching research, teaching results, 16 secondary indicators, out of 400 points.

This item will be reported to the Municipal Education Bureau by the end of June each year after being assessed and accounted by the Education Bureaus of each district. The specific evaluation time is arranged by each district according to the work plan.

The procedural assessment details can be found in the attached file.

The second part: The teaching quality assessment consists of three indicators: basic grade teaching quality, teaching quality sampling and national primary graduation level test.

1. Basic grade teaching quality points

Calculation method:

Average score = 10 ×;

Excellent rate score = 5 ×;

Pass rate integration = 5 ×;

Basic grade teaching quality evaluation points = average points + excellent rate points + pass rate points.

2. Teaching quality test scores

Calculation method:

Average score = 10 ×;

Excellent rate score = 5 ×;

Pass rate integration = 5 ×;

Basic grade teaching quality evaluation points = average points + excellent rate points + pass rate points.

3. National Primary Graduation Level Test Points

Calculation method:

Average score = 30 ×;

Excellent rate score = 15×;

Pass rate score = 15 ×;

National Primary Graduation Level Test Points = Average Points + Excellent Rate Points + Pass Rate Points.

The school's accumulated assessment points = basic grade teaching quality points + teaching quality sampling points + national graduation level test points.

For the above calculations, one digit after the decimal point is reserved.

Average score: refers to the total score of the three subjects of language, mathematics, and English.

Excellent rate: Excellent scores account for 85% of the total score.

Pass rate: Pass scores account for 60% of the total score.

The quality of the basic grade teaching refers to: the results of the fourth-grade teaching quality monitoring at the end of the last semester. The grades of the teaching quality test are notified to the districts one month before the city's teaching department.

The basic grade teaching quality points and teaching quality sampling points are completed by the district education bureaus, and are reported to the municipal education institutes half a month after the exam.

The National Primary School Graduation Test Points are calculated by the district education bureaus and then reported to the municipal education institutes by the average score, excellent rate, and pass rate of each school, and finally calculated by the Municipal Education Institute.

The accumulative assessment points of each school are accounted for by the Municipal Education Institute.

V. Safeguard measures

1. The Municipal Education Institute should strengthen the study and training of relevant professionals and continuously improve the level of teaching evaluation;

2. The Municipal Education Institute and the teaching and research sections of each district must attach importance to the confidentiality of the monitoring grades and test questions. All schools must conscientiously implement the "Implementation Opinions on the Monitoring and Evaluation System of Teaching Quality in the Compulsory Education Stage of Handan City", do a good job in the examination management of each teaching quality monitoring, and exchange the invigilation of teachers to ensure that the test results are accurate, true and effective;

3. After each evaluation, the school and students shall not be ranked, and the rankings shall not be announced.

Sixth, the use of results

1. The education bureaus of all districts must strengthen the management of the teaching process and strive to improve the standard of running schools and the quality of teaching;

2. The education bureaus of all districts should conscientiously summarize after the monitoring, promote good practices and advanced teaching experience, and continuously improve the quality of teaching;

3. For schools with lower average scores and lower pass rates, the municipal education institutes and the district teaching and research sections should help analyze the causes and urge rectification;

According to the spirit of this program, the counties can formulate specific implementation measures based on the actual situation in the local area.


Part V: Teaching Quality Assessment Implementation Plan

The central work of the school is to teach and educate people. Improving the quality of teaching is the eternal theme of school teaching management. Carrying out teaching quality evaluation is an important part of improving teaching quality. In order to ensure the improvement of the quality of teaching in our school, we have laid a solid foundation from the beginning, so that our school can quickly form a teaching management system that meets the characteristics of higher vocational education, and specially develop the following teaching quality evaluation plan.

General

1. Purpose of teaching quality evaluation: Through the evaluation of teaching quality, the quality of teachers' business is further improved, various feedback information in the teaching process is obtained, teaching skills are improved, advance with the times, and development with Huali Vocational College.

2, teaching quality evaluation principles: objective, fair, transparent, seeking truth from facts, while ensuring the dignity of teachers.

3. Teaching quality evaluation is linked to performance salary: the teaching quality evaluation results are excellent, good, qualified, and unqualified. The total score of the teacher's teaching quality evaluation is stored in the teacher's business file, which is linked to the teacher's performance salary and bonus.

4, teaching quality evaluation must be comprehensive: in addition to the teaching business standards, according to the College "teaching accident identification and treatment methods", the implementation of the teacher morality and style one vote veto system. Because we train high-skilled talents, teachers' hands-on skills are included as a reference factor.

Teacher teaching quality evaluation program

1. The teacher's teaching quality evaluation program is divided into five stages: teacher personal summary, peer evaluation, supervision evaluation, academic evaluation, and student evaluation.

2. In the teacher's personal summary stage, the teacher fills in the “Teacher's Semester Teaching Registration Form”, and this registration form finally enters the teacher's business file.

3. In the peer evaluation stage, the faculty organizes peers to fill out the “Teacher's Teaching Quality Peer Evaluation Form” and conduct mutual evaluation.

4. The evaluation of the Ministry of Education is the deputy director and department head of the Department of Education of the Minister of the Ministry of Education and the two teachers of the same department. The comprehensive evaluation of the teachers of the department is completed, and the Evaluation Form of the Teacher Teaching Quality Department is filled out.

5. The supervision and evaluation method is more flexible. The members of the teaching supervision team of the college adopt the methods of listening to the lectures, listening to peers' opinions, visiting students, etc., and filling out the “Classroom Teaching Supervision Evaluation Form”.

6. In the student evaluation stage, the Academic Affairs Office organizes students to fill out the “Student Evaluation and Evaluation Form” to evaluate the quality of classroom teaching, and hold a student forum to evaluate the quality of teachers' teaching.

7. The Academic Affairs Office fills in the “Comprehensive Assessment Form for Teachers' Teaching Quality”. After the evaluation of the evaluation results, the faculty will report it to the teachers in an appropriate manner. Each academic year will select the outstanding teachers of the college on the basis of this evaluation.

Third, the attached

1. The evaluation of the teacher's teaching quality is carried out once every semester, in principle, in parallel with the mid-term teaching inspection.

2. These Measures shall take effect from the date of promulgation.

3. The right to interpret these Measures shall be vested in the Academic Affairs Office.