Table 2 Dimensions of Teaching Plan Evaluation

Problem Chain

Q1

Capable of designing and introducing rich, effective, and scientifically contextualized problem scenarios

Q2

Able to design coherent and progressively challenging learning problems and tasks

Q3

Capable of designing appropriate variation exercises to consolidate learned knowledge

Teaching Activities

A1

Capable of designing content that fosters teacher-student and peer interactions

A2

Able to design instructional activities that align with instructional objectives and content

Knowledge Content

C1

Able to accurately and appropriately explain the fundamental theories and concepts of the subject

C2

Capable of distilling and summarizing the subject matter taught in the lesson

C3

Able to present the historical development of important theories and the mathematical culture of the discipline

Teaching Methods and Strategies

M1

Able to choose suitable teaching methods and strategies

M2

Capable of employing a variety of teaching methods and strategies

Teaching Evaluation

E1

Able to recognize individual and learning differences among students

E2

Capable of employing various methods to assess students’ learning

Interdisciplinary

D1

Able to establish relevant connections with other disciplines and design activities that cultivate students’ interdisciplinary skills

Practical Value

V1

This teaching plan offers value for revision and provides a reference for instructional design

Context-based

The designed context-based problem chains offer value for revision and provide a reference for instructional design

Trap-based

The designed trap-based problem chains offer value for revision and provide a reference for instructional design

Summary-based

The designed summary-based problem chains offer value for revision and provide a reference for instructional design

Scope

R1

Able to design content within the scope of the lesson

Overall Score

F

Overall evaluation of the teaching plan