摘要：With the development of the times, English as the universal language in the world has been highly valued by the society and schools, and English skills have become a basic skill in the society. The school is actively developing, and in the process of reform and development, the monitoring of teaching quality is essential. Teaching quality is a complex and vague concept. The establishment of a teaching quality monitoring system helps to ensure the quality of personnel training and improve the level of education and teaching, and the quality of classroom teaching is the core content of education quality. Teaching quality monitoring is the management process of various measures and actions taken to ensure the continuous improvement of students’ learning quality and to achieve certain quality standards by systematically supervising and controlling various factors affecting the teaching quality in the teaching process. The research results of the article show that (1) under the traditional teaching mode, the average grades of the three groups were 74, 72, 67, 62, and 62, respectively. The score of the oral test module is relatively low, the highest score is only 63 points, the overall score shows a low level, the academic achievement is hovering on the edge of passing, and the students’ English learning situation is poor. Under the new classroom quality monitoring mode, the average scores of the three groups were 96, 92, 90, 86, and 84, respectively. Compared with the ordinary teaching mode, the scores of the five detection modules were greatly improved, and the average score of the listening module was improved. The teaching contents include 22 listening modules, 20 reading modules, 23 cloze modules, 24 translation modules, and 22 speaking modules. Overall, students’ English learning level has been greatly improved. (2) Generally speaking, the overall reliability coefficient of the sample data with full English teaching content is mostly kept in the range of 0.70–0.95, and only a few parts show a low situation, which also shows the overall situation of the diversity of teaching content. The overall reliability coefficient of the sample data of good teaching methods shows a relatively high situation, the reliability coefficient of the improvement of learning interest can reach 0.93, the reliability coefficient of the understanding of the learning content can reach the highest 0.96, the problem analysis ability can reach the highest 0.97, and the innovation ability can reach 0.96. The improved reliability coefficient can reach up to 0.98, which shows the authenticity and validity of the experimental data. (3) The detection result of the new classroom quality monitoring teaching mode is the highest among several models, the accuracy rate can reach 96.42%, the recall rate can reach 97.21%, and the F1 value can reach 97.46%, indicating that the new classroom quality monitoring teaching mode is effective. Teaching performance is the highest. According to the ROC curve values of the four models, we can also conclude that the ROC value of the new classroom quality monitoring teaching has been maintained at 0.98 without major twists and turns. Whether it is in the test set or the training set, the detection results of the new classroom quality monitoring are still the highest, the accuracy rate can reach 94.42%, the recall rate can reach 94.78%, and the F1 value can reach 94.49%. After the training set runs, except the performance of the traditional teaching mode increases, the performance of the other 3 models decreases.
