Classroom Teaching Evaluation Research Articles

ST-TGR: Spatio-Temporal Representation Learning for Skeleton-Based Teaching Gesture Recognition.

Teaching gesture recognition is a technique used to recognize the hand movements of teachers in classroom teaching scenarios. This technology is widely used in education, including for classroom teaching evaluation, enhancing online teaching, and assisting special education. However, current research on gesture recognition in teaching mainly focuses on detecting the static gestures of individual students and analyzing their classroom behavior. To analyze the teacher's gestures and mitigate the difficulty of single-target dynamic gesture recognition in multi-person teaching scenarios, this paper proposes skeleton-based teaching gesture recognition (ST-TGR), which learns through spatio-temporal representation. This method mainly uses the human pose estimation technique RTMPose to extract the coordinates of the keypoints of the teacher's skeleton and then inputs the recognized sequence of the teacher's skeleton into the MoGRU action recognition network for classifying gesture actions. The MoGRU action recognition module mainly learns the spatio-temporal representation of target actions by stacking a multi-scale bidirectional gated recurrent unit (BiGRU) and using improved attention mechanism modules. To validate the generalization of the action recognition network model, we conducted comparative experiments on datasets including NTU RGB+D 60, UT-Kinect Action3D, SBU Kinect Interaction, and Florence 3D. The results indicate that, compared with most existing baseline models, the model proposed in this article exhibits better performance in recognition accuracy and speed.

Methods and key issues of classroom behavior recognition for students based on artificial intelligence

The development of computer vision and artificial intelligence provides technical support for objective evaluation of classroom teaching, and promotes the implementation of personalized teaching by teachers. In traditional classroom teaching, due to limitations, teachers are unable to timely understand and evaluate the effectiveness of classroom teaching through students’ classroom behavior, making it difficult to meet students’ personalized learning needs. Using artificial intelligence, big data and other digital technologies to analyze student classroom learning behavior is helpful to understand and evaluate students’ learning situation, thus improving the quality of classroom teaching. By using the method of literature analysis, the paper sorts out relevant domestic and foreign literature in the past five years, and systematically analyzes the methods of student classroom behavior recognition supported by deep learning. Firstly, the concepts and processes of student classroom behavior recognition are introduced and analyzed. Secondly, it elaborates on the representation methods of features, including image features, bone features, and multimodal fusion. Finally, the development trend of student classroom behavior recognition methods and the problems that need to be further solved are summarized and analyzed, which provides reference for future research on student classroom behavior recognition.

Analysis of English Classroom Teaching Evaluation in Colleges and Universities Based on the Hierarchical Analysis Method

Abstract With the advancement of the new curriculum reform, English teaching in secondary schools has become increasingly important, and it is especially crucial for establishing a scientific evaluation system for English classroom teaching to adapt to the development of social needs and students’ law of language learning. This study aims to construct the evaluation standard of English classroom teaching in colleges and universities and quantitatively analyze English teaching. First, the English classroom teaching evaluation data are preprocessed by text feature analysis and the data feature weights are calculated. Then, the random forest algorithm was applied to categorize the processed data and construct a hierarchical evaluation analysis matrix. The hierarchical evaluation system was then used to English classroom teaching in colleges and universities to investigate its teaching effectiveness. The results of the study show that the difference between teachers’ and students’ evaluations of the evaluation system is tiny, with a difference of only 0.0149, proving the system’s rationality. Three months after the implementation of the English teaching evaluation system, students’ recognition of the system increased in all four classes, with increases of 0.733, 0.5625, 0.5882, and 0.5. This study provides an effective evaluation method for English classroom teaching in colleges and universities, which can help improve teaching quality and effectiveness.

An ExpTODIM-MACONT Based Multiple-Attribute Group Decision-Making Technique for Smart Classroom Teaching Evaluation of Basic English Under Interval-Valued Pythagorean Fuzzy Circumstances

An ExpTODIM-MACONT Based Multiple-Attribute Group Decision-Making Technique for Smart Classroom Teaching Evaluation of Basic English Under Interval-Valued Pythagorean Fuzzy Circumstances

An intelligent decision methodology for triangular Pythagorean fuzzy MADM and applications to college English teaching quality evaluation

Abstract The development of contemporary college English teaching methods and practice should respect the subjective will of college students; fully tap their wisdom and potential; constantly innovate college English teaching methods, teaching practice activities, classroom teaching, and teaching evaluation models; create a good teaching atmosphere; and establish the concept of developmental evaluation. Through the innovation of teaching methods, college students’ actual language communication ability is cultivated, the teaching objectives and teaching methods of college English reading are innovated, and interactive, body language, role play, situational teaching, communicative teaching, and other teaching methods are used. The College English teaching quality evaluation is a classical multiple attribute decision making (MADM). In this article, the triangular Pythagorean fuzzy sets (TPFSs) are introduced, and the MADM problem is investigated under TPFSs. Based on the traditional dual generalized weighted Bonferroni mean operator and power average operator, the triangular Pythagorean fuzzy dual generalized power Bonferroni mean (TPFDGPBM) operator is proposed. Accordingly, the TPFDGPBM operator is employed to construct the triangular Pythagorean fuzzy MADM method. Finally, a numerical example for College English teaching quality evaluation is constructed to verify the TPFDGPBM technique.

Enhanced CoCoSo method for picture 2-tuple linguistic MAGDM and applications to classroom teaching quality evaluation of college physical education

In order to better improve the physical health status of Chinese college students, enrich the knowledge content of university physical education courses, enhance their physical exercise ability, cultivate lifelong physical education awareness and conscious exercise habits, and promote the healthy development of quality education in China, combined with the current reality of university physical education teaching, a quality assurance system for university physical education teaching in China is constructed to promote the continuous improvement of the quality of university physical education teaching. The guarantee system for college physical education teaching consists of three subsystems: the design and quality management system for college physical education teaching objectives, the evaluation system for college physical education teaching quality, and the feedback system for college physical education teaching quality information. The quality evaluation of college physical education classroom teaching is a multiple attribute group decision making (MAGDM) issue. In this paper, depending on the CoCoSo (Combined Compromise Solution) method and picture 2-tuple linguistic sets (P2TLSs), a novel MAGDM issue based on the picture 2-tuple linguistic CoCoSo (P2TL-CoCoSo) method is designed to tackle it. In addition, the weights of criteria are decided objectively by utilizing entropy method. Eventually, a related application for quality evaluation of college physical education classroom teaching and comparative analysis is given to demonstrate the superiority of the designed method. The results illustrate that the designed method is useful for quality evaluation of college physical education classroom teaching.

Exploring T-spherical fuzzy sets for enhanced evaluation of vocal music classroom teaching

Vocal music is a relatively complex skill and skill course, which not only plays an important role in music education in universities, but also cultivates students’ musical level and artistic cultivation. In the process of teaching vocal music in universities, how to improve the quality of teaching has become an important task and goal for teachers. The vocal music classroom teaching quality evaluation is a classical multiple-attribute group decision-making (MAGDM) problem. In this paper, some novel Dice similarity measures (DSM) and some generalized Dice similarity measures (GDSM) are proposed under T-spherical fuzzy sets (T-SFSs). Then, the weighted generalized Dice similarity measures (WGDSM) is used to solve the MAGDM with T-SFSs. Finally, an illustrative example for vocal music classroom teaching quality evaluation is given to demonstrate the efficiency of the GDSMs.

The construction of teaching quality evaluation system of health management majors in universities based on information fusion technology

Abstract This paper begins with the multi-level processing of instructional multi-source data using information fusion techniques, with varying degrees of abstraction of the raw data for each level of processing. The set of all possible outcomes that an instructional framework can recognize for a given instructional problem is identified through D-S evidence theory. Secondly, the m factors that affect the object of teaching evaluation are grouped into the set of factors affecting the evaluation by fuzzy evaluation method, and their factor set weight values are calculated. Finally, the teaching quality evaluation system was constructed based on the factor set weight values. The results show that the experimental obtained Kendall’s harmony coefficient reaches 0.9028, and the evaluation is reliable. The overall score rate in teaching and assessment evaluation is 0.71 to reach the expected value, which indicates that the teaching quality evaluation index system established this time has relatively good internal consistency. The evaluation index system constructed in this paper makes the classroom teaching evaluation highly operable, which can be accepted by students and teachers in the evaluation process and ensures the accuracy of the evaluation results.

Research on Students’ Action Behavior Recognition Method Based on Classroom Time-Series Images

Students’ action behavior performance is an important part of classroom teaching evaluation. To detect the action behavior of students in classroom teaching videos, and based on the detection results, the action behavior sequence of individual students in the teaching time of knowledge points is obtained and analyzed. This paper proposes a method for recognizing students’ action behaviors based on classroom time-series images. First, we propose an improved Asynchronous Interaction Aggregation (AIA) network for student action behavior detection. By adding a Multi-scale Temporal Attention (MsTA) module and a Multi-scale Channel Spatial Attention (MsCSA) module to the fast pathway and slow pathway, respectively, the accuracy of student action behavior recognition is improved in SlowFast, which is the backbone network of the improved AIA network,. Second, the Equalized Focal Loss function is introduced to improve the category imbalance that exists in the student action behavior dataset. Experimental results on the student action behavior dataset show that the method proposed in this paper can detect different action behaviors of students in the classroom and has better detection performance compared to the original AIA network. Finally, based on the results of action behavior recognition, the seat number is used as the index to obtain the action behavior sequence of individual students during the teaching time of knowledge points and the performance of students in this period is analyzed.

Construction and Empirical Research of Teaching Quality Evaluation Index in Application-Oriented Universities Based on OBE Concept

Teaching quality is the development goal of higher education. Classroom teaching is closely related to teaching quality. The evaluation of classroom teaching quality that is suitable for college types and education models can promote and stimulate the improvement of teaching quality. The traditional teaching evaluation in application-oriented universities has problems such as evaluating content rather than ability, evaluation method focusing on results and less on the process, and evaluation indicators focusing on concepts and lack of pertinence. It is necessary to evaluate the teaching quality comprehensively and objectively from the perspective of education and teaching mode and the orientation of talent cultivation. Under the specific outcome-oriented (OBE) education and teaching model, the exploratory factor analysis method is used to construct a student-centered classroom teaching evaluation index system, covering 6 first-level indicators and 15 second-level evaluation indicators. Clarify the index weights at all levels of the index system to evaluate the quality and effect of classroom teaching under the OBE teaching concept. The evaluation index system, based on the OBE teaching concept, is a systematic framework, focusing on ability training, process evaluation, and targeted evaluation issues, enabling not only to improve the depth and breadth of the teaching evaluation but also helping application-oriented universities to promote the OBE education concept and achieve education and teaching high-quality development the goals.

Research on real-time teachers’ facial expression recognition based on YOLOv5 and attention mechanisms

Studying the real-time face expression state of teachers in class was important to build an objective classroom teaching evaluation system based on AI. However, the face-to-face communication in classroom conditions was a real-time process that operated on a millisecond time scale. Therefore, in order to quickly and accurately predict teachers’ facial expressions in real time, this paper proposed an improved YOLOv5 network, which introduced the attention mechanisms into the Backbone model of YOLOv5. In experiments, we investigated the effects of different attention mechanisms on YOLOv5 by adding different attention mechanisms after each CBS module in the CSP1_X structure of the Backbone part, respectively. At the same time, the attention mechanisms were incorporated at different locations of the Focus, CBS, and SPP modules of YOLOv5, respectively, to study the effects of the attention mechanism on different modules. The results showed that the network in which the coordinate attentions were incorporated after each CBS module in the CSP1_X structure obtained the detection time of 25 ms and the accuracy of 77.1% which increased by 3.5% compared with YOLOv5. It outperformed other networks, including Faster-RCNN, R-FCN, ResNext-101, DETR, Swin-Transformer, YOLOv3, and YOLOX. Finally, the real-time teachers’ facial expression recognition system was designed to detect and analyze the teachers’ facial expression distribution with time through camera and the teaching video.

Research on the evaluation system of tourism management classroom teaching based on multimedia big data analysis

Abstract To improve the quality of tourism management classroom teaching and then improve the quality of undergraduate tourism management professionals, this paper analyzes tourism management classroom teaching evaluation based on big multimedia data. The mean and autocovariance matrix are determined by multivariate statistical analysis, and the effective learning behavior evaluation index and survey data are determined by entropy analysis, and then the evaluation index of tourism management classroom teaching quality is established to explore the improvement of teaching quality after big multimedia data is applied to tourism management classroom. According to the statistics related to the basic tourism education and training statistics of the China Tourism Administration, as of 2017, there were 608 general higher education institutions offering tourism management undergraduate majors with a total enrollment of 59,000; 1086 general higher education institutions offering tourism management higher education majors with a total enrollment of 113,000; 947 secondary vocational The total number of enrollment in 947 secondary vocational schools with tourism-related majors is 103,000, and the scale of tourism talent training has expanded, and the education problem of tourism management majors has gradually come to the fore. Therefore, it is timely and necessary to analyze the evaluation of tourism management classroom teaching based on big multimedia data, and to a certain extent, it can promote the improvement of the education level of tourism management majors in colleges and universities.

Building Smart Classrooms to Foster Efficient Research Modes: A Case Study of Zhongliang Xiangyun Branch of Chengdu Longjiang Road Primary School

As technology and education continue to integrate, digitalization has paved the way for a new type of school under smart education that emphasizes efficient classrooms, behavioral data analysis, and the common growth of teachers and students. The smart education model of the new era seeks to enhance classroom management and evaluation efficiency, boost learning and cognitive efficiency, and promote high-quality and efficient learning. This paper proposes the creation of smart classroom scenes that use modern camera and AI research and analysis software and hardware systems to accurately collect behavioral data and form “digital portraits” and educational knowledge maps of teachers and students. By doing so, teachers can improve their professional abilities in education and teaching, and optimize the development and growth path of students. Furthermore, the construction of intelligent scenes is expected to improve teaching methods and transform classroom teaching, leading to innovation in education and teaching and talent training models, and facilitating scientific and personalized evaluation of classroom teaching. The ultimate goal is to achieve education in the new era that caters to individual needs and aptitude.

Analysis of the significance of developmental teaching evaluation of high school ideological and political courses

The teaching evaluation of high school ideological and political courses is a key component of ideological and political course teaching. It is of great significance to implement developmental classroom teaching evaluation in high school ideological and political classrooms, which not only helps to implement the fundamental task of cultivating morality and cultivating people, but also promotes the all-round development of teachers and students. In the context of comprehensively promoting the great rejuvenation of the Chinese nation with Chinese-style modernization, the developmental teaching evaluation of high school ideological and political courses is particularly important, and it is of great significance to understand the importance of developmental teaching evaluation of high school ideological and political courses, which is of great significance for educational theorists and teaching practitioners to better carry out the teaching evaluation of high school ideological and political courses.

An Empirical Study on the English Classroom Teaching Evaluation Combined with the Concept of Key Competency in Chinese Senior High School

With the sweeping of the new curriculum reform, new changes and requirements in English teaching stress the development of students' key competencies and require teachers to carry out teaching activities based on key competencies. As an important part of teaching, however, the evaluation in traditional English classes in senior high school lacks diversity and innovation and ignores the main role of students. Many explorations on classroom teaching evaluation have been conducted, but most of them are theoretical research, focusing on the compulsory education stage. This paper studies the evaluation of high school English classroom teaching combined with key competencies and explores the impact of the evaluation on English teaching and learning. The author selected two classes in a senior high school as the experimental class and the control class to conduct a two-month comparative experiment using classroom observation, testing and other experimental tools. It is found that the English classroom evaluation based on the key competencies can promote teaching effect as well as learning effect. Therefore, in the classroom evaluation, it is important for teachers to implement key competencies in the classroom teaching evaluation, use diversified teaching evaluation to arouse students' enthusiasm for learning, and improve students' comprehensive English learning ability.

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

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

Exploration of the Concept of “Evidence-Based Evaluation” in Classroom Teaching Evaluation —Taking “Literature Reading and Writing” Task Group Practice as an Example

Exploration of the Concept of “Evidence-Based Evaluation” in Classroom Teaching Evaluation —Taking “Literature Reading and Writing” Task Group Practice as an Example

Evaluation and construction research of middle school mathematics classroom teaching based on situational cognition theory

Evaluation and construction research of middle school mathematics classroom teaching based on situational cognition theory

Research on College English Teaching Evaluation Methods

In the higher education system, college English is one of the compulsory courses, and its teaching level will have a great direct impact on the level of students' practical application of English and the effectiveness of cultural literacy training. Teaching evaluation is one of the most important links and contents in the development of college English courses. Therefore, it is extremely necessary to explore the evaluation methods of college English classroom teaching, which can play a significant role in promoting the quality and level of college English teaching. This paper expounds the definition and purpose of teaching evaluation, then analyzes the principles and problems of college English classroom teaching evaluation, and finally explores the specific evaluation optimization strategies.

Research on College English O2O Classroom Teaching Evaluation Model under the Environment of Internet + Education Ecology

The latest College English Teaching Guide (2020) provides corresponding guidance for both teaching methods and teaching evaluation: College English should vigorously promote the deep integration of modern information technology and curriculum teaching, and College English courses should use information technology to establish normal monitoring and feedback mechanism of basic teaching data, and promote course evaluation under new teaching modes such as online and offline blended teaching. Therefore, it is necessary to study the O2O classroom teaching evaluation model of college English under the environment of Internet + Education ecology. The scientific evaluation index system can not only objectively evaluate the current teaching situation, find the advantages and disadvantages in the current situation, but also provide a scientific and systematic reference basis for the new round of teaching practice.