Classroom Quantitative Evaluation: A Method of Both Formative and Summative Evaluation

As the most important carrier of education and teaching, quality classroom teaching directly affects formal school education. Traditional evaluation is usually based on expert experience, which can only give sporadic one-sided results, it difficult for teachers to obtain systematic operational improvement schemes, has caused great obstacles teachers’ sustainable development. Based concept development Flanders Interactive Analysis System (FIAS), this study evaluates from two aspects: formative summative evaluation. From perspective evaluation, a quantitative comprehensive analysis framework language constructed aspects matrix dynamic curve analysis. The makes an in-depth five structure, style, atmosphere, variable analysis, question innovation degree. analyzed three teacher talk, student as well silence confusion. paper combines projection pursuit entropy (PPE) model form class grade model. On basis above model, selects 5 + (five novice teachers) lessons that have heterogeneous forms same subject with Chinese high math research objects. framework, verbal information encoded thorough carried assessment, while at time, level given results show use indirect discourse more, they also pay more attention blank space harmonious atmosphere ask innovative questions compared teachers. Under PPE higher scores than This provides scheme not improve their but guarantees specialization, solution teaching.