"Reading teaching is a dialogue process among students, teachers and texts. Reading is students' personalized behavior. Teachers' analysis should not replace students' reading practice, but should cherish students' unique feelings, experiences and understanding. Gradually cultivate students' inquiry reading and creative reading ability, advocate multi-angle and creative reading, use reading period, reading reflection and reading criticism to expand thinking space and improve reading quality. " To evaluate students' reading literacy, we must have a rational understanding of this complex activity. Constructivist learning theory holds that: "Learning is a process in which students actively construct knowledge in their minds. The learning process is not a simple information input, storage and extraction, but a two-way interactive process between old and new experiences. Therefore, the evaluation of students' reading literacy should be based on their mastery of reading strategies, not objective quantitative evaluation, but qualitative evaluation. Reading aloud is an important part of reading teaching, which can increase students' accumulation, cultivate their sense of language and deepen their experience and understanding in practice. How to evaluate and guide students' basic reading skills such as pause, stress, speech speed and intonation in reading is extremely important. German, French, British, American, * * and China all pay more attention to training students to master basic reading skills and techniques in reading teaching, and reading aloud and silently is one of them. Combination of others' evaluation and self-evaluation: others' evaluation mainly includes expert evaluation, teacher evaluation and students' mutual evaluation. From the psychological point of view, students are eager to get other people's evaluation after they have gathered up their courage and tried their best to read, and other people's evaluation should tell students where their reading advantages are and how to develop further according to the specific situation of reading and the quality of readers. Where are the shortcomings and how to make up for them; Let the students know how to read well. This can not only meet the psychological needs of readers and listeners, but also point out the direction of students' efforts and improve their reading ability. With the "finishing touch", you can "show the way". However, the author believes that self-evaluation can not be ignored, and the psychological process of reading aloud includes several stages: perception, understanding, imagination, appreciation and expression. Specifically, with the help of written language and imagery thinking, we can arouse our inner visual image, turn people, things, scenes and things in the text into various things that can be seen, heard, smelled, tried and touched in the objective world, and generate emotional experience in imagination, so as to achieve emotional resonance between readers and authors, realize readers' emotional development to the authors, and then vividly express their emotional experience through oral English. Reading aloud is such a complicated psychological process that only the reader is active, and others can't participate, understand and comment. Therefore, in teaching, let the reader evaluate his reading as much as possible. When he wants to be speechless or unpunctual, he will use other people's evaluation, so as to better understand himself, improve himself and improve himself. The combination of direct evaluation and heuristic evaluation. Many teachers like to evaluate students' reading directly in class, so that students can know their own gains and losses and improve, but sometimes heuristic evaluation is needed in teaching. The emotion expressed in the article is very complicated, so different evaluation methods should be adopted according to different reading requirements in teaching. If students are required to "read through" the text, direct evaluation can be adopted; If students are required to "read" the text, heuristic evaluation should be adopted, that is, enlightening questions should be used to guide readers to think, understand, feel, experience and express. This not only guides readers, but also inspires listeners. Not only evaluate reading aloud, but also guide reading aloud; I have trained both reading and thinking. As for the speed of silent reading, it can be used as a unit of a certain time limit. The students set out at the same time, bind at the same time, and then calculate the different speeds of different students. You can also calculate the reading time of different students in paragraphs, so as to determine the reading speed of each student per minute. The silent reading comprehension test tests the effect of students' silent reading by grasping the main points, keywords, words, sentences and paragraphs according to the reading purpose and materials in a unit time, to see if students can grasp the main idea of the reading materials and capture important information from the reading materials. For example, the text of the Great Tragedy by Zweig, the second volume of the seventh grade Chinese in People's Education Edition, has ten pages. I ask students to capture typical characters and typical environments for reading, and let them complete a 15-minute preview assignment on grasping the content of the article as a whole to test the speed and understanding effect of students' silent reading. How to Evaluate Writing and Exercise Teaching Yuan Guifeng's writing is an important way to express and communicate with language, and it is a process of understanding the world, self and creative expression. Writing ability is a comprehensive embodiment of Chinese literacy. The difficulty of primary school students' composition has become a top priority for teachers, students and parents in Chinese education, so that many newspapers have launched this discussion. It can be said that this issue has become a topic of concern to the whole society. Everyone vividly regards the phenomenon of "difficult composition" in primary schools as "a clever woman can't cook without rice", and even many of our teachers who are engaged in primary school Chinese teaching lament for primary school students: primary school students have too little experience and too little writing materials, so it is really difficult for these young and naive dolls to write meaningful things, even educational things. However, what influence does our evaluation view of Chinese teachers have on students' writing level, and is it conducive to the improvement of primary school students' writing level? This article will analyze from the following aspects. First, the influence of standard evaluation scale on primary school students' writing level. As Chinese teachers, we often inadvertently encounter such a phenomenon: a student in the third grade was asked to write a composition. I suddenly found that most primary school students can't write, so it's very dangerous. I have to find a way to do it quickly, emphasize in class, talk to my parents after class, and ask them to cooperate. Parents are scared when they see the teacher in a hurry. The most common way is to go to the composition cram school quickly, so the composition cram school market is booming. The improper use of teachers' evaluation criteria for students' writing level is the main reason for this phenomenon. 1, the teacher artificially sets the slope, which causes the students' writing level to be "stuck". "Chinese Curriculum Standard" sets different requirements for the level of homework in primary schools at all stages 1-6: 1-2 is called writing, and grades 3-6 are called writing. Take the writing of grade 1-2 as an example. The requirements of the curriculum standard are: (1) Be interested in writing, write what you want to say, write what you imagine, and write your own understanding and feelings about the surrounding things. (2) Willing to use words learned from reading and life in writing. (3) According to the needs of expression, learn to use commas, periods, question marks and exclamation points. On the contrary, the writing of pupils in grade 1-2 did not attract the attention of teachers. At best, they just give lectures to let students understand new words and make sentences. Train students' reading and writing ability in order to take the exam. This single evaluation standard and scale hinders the improvement of students' writing ability, and it is impossible to cultivate their writing interest and self-confidence. This kind of teaching mode will inevitably lead to the phenomenon that students can't write when they enter the third grade, because the evaluation view held by teachers suddenly rises at this time, which makes it difficult for students to accept and invisibly sets a huge obstacle to the development of students' writing level. Students will naturally be afraid of writing and find it difficult. What should we do? Give the student an acceptable slope, let him work hard, and he can touch the height he wants. For example, some junior middle school Chinese teachers have designed "writing on slopes" and "writing" exercises related to students' study life, and guided the newly enrolled children to write their own new schools, new friends, new teachers, new textbooks, new schoolbags, new subjects and new learning methods. And guide the students to write what they want to say and their understanding and feelings about the things around them. Guide junior two students to observe and understand the phenomenon of describing nature, write about their own happy things, troubles, helping others, crying and crying, what they can do, entertaining guests, writing about their hometown Xiangfan Bridge, their dormitory and so on. With such down-to-earth writing ability training, when you really write in grade three, you won't suddenly get stuck as mentioned above. 2. Lower the evaluation criteria and cultivate students' writing interest and self-confidence. For the content of primary school students' compositions, teachers have too high opinions on evaluation, requiring students to write "meaningful things" or even "educational things" with a wave of their fingers, which forces them to find model essays. As a result, the phenomenon of "empty talk" generally appears in primary school students' compositions, which naturally leads to the problem that primary school students' compositions have no personality characteristics, and primary school students' compositions lose their childlike interest and innocence. To write about doing good deeds, we must write the old three things: helping the blind cross the road, giving seats to the elderly on the bus, forgetting to close the windows when on duty, and closing the doors and windows when going back to the classroom in rainy days. I don't think such a good thing should be done, but this kind of good thing has been written for decades, and the teacher is tired of listening and changed! Mr. Zhang Tianruo, a famous contemporary educator, believes that the goal of composition teaching for primary school students is practice, a kind of training and a kind of homework for students. Primary school students' composition is not creation, so we can't demand the social function of primary school students' composition. Some primary school students have written literary works for people to appreciate, which is of course good, and we should cherish and cultivate them. But this is not the goal of composition teaching for primary school students. The majority of primary school students can't write literary works, and they can't be asked to write. As Liang Qichao said: "Whether the article is done well or not is a matter of ingenuity, which is related to genius and cannot be learned by teaching. "Students practice writing step by step according to the teacher's requirements, and learn various styles of writing, which is the so-called rules. This kind of practice is also the basic skill of language use that is usually emphasized. In my opinion, teachers teach students some basic writing skills at every stage. As long as students master it, they can give full marks. From beginning to end, from diction to sentence formation to thinking to literary talent, there is no need for criticism. Too demanding, students are afraid of difficulties, unwilling and dislike writing. If the evaluation standard is low, students will not only master the writing method, but also have confidence and will be more interested in writing. It goes without saying. (Note: The difficulty is that our teacher can't put down too high evaluation standards! (2) Ignoring the evaluation of the preparation process of writing materials leads to students having nothing to say when writing, not writing in detail, or having nothing to say when writing, or being finished in a few words, which makes our Chinese teacher feel very headache and hate iron to produce. Curriculum standards require that all students in different periods should have real and rich materials in their writing, and teachers should pay attention to the preparation process of students' writing materials in evaluation. Not only what materials students have, but also how they have all kinds of materials. We should use positive evaluation to guide and urge students to collect materials in life through observation, investigation, interview, reading and thinking. In view of the problem of "cooking without rice" in primary school students' composition materials, the majority of Chinese teachers have also actively explored and developed, and some teachers even helped students "find rice to cook". The practice of organizing activities to let students write compositions. On second thought, this is really helpless! Mr. Ye Shengtao said: "The root of writing lies in our own life." He also said: "Life is like a source, and articles are like a stream. Springs are abundant and inexhaustible, and streams naturally flow lively. "Children have their own children's lives, their joys and sorrows, their joys and sorrows. Some things seem that writing is not the way, but it is also life! Children's "fountains" are abundant, but why do "streams" dry up? The survey shows that the compositions that students are most interested in or good at are fairy tales, science fiction, dreams and so on. Many students don't like "taking notes" because they can't remember the details clearly. The category of "science fiction fairy tales" is different. It can write whatever it wants, so it's easy to write! Therefore, the form of writing a composition immediately after the activity came into being! But after a long time and more activities, it means that the teacher helped the students "find" a lot of meters. Teachers also found that many students cooked delicious meals, but many cooked uncooked rice. Although students are interested in writing people's notes, those who write better are those who have a good foundation in general composition and strong observation and writing skills. Many other students just record the process of activities, like a "running account", which is tasteless. Later, everyone was only interested in the activity itself and began to get tired of writing. What's going on here? Facts have proved that this practice of helping students "find food" is a temporary solution, not a permanent cure. Cultivating students' writing ability is a superficial behavior. What shall we do? For some fierce sports events, the referee can't judge with his eyes, so he has to play them back in slow motion with electronic imaging equipment. Only by playing back in slow motion can we see the slight gap between the athlete's movements and his body. The same is true for eating cakes. A big cake is in front of you. How to eat? It's simple. Cut it open and eat it! There are many similar examples in life. Let's look at the activities we guide students to carry out: the process of the activities is to slow down the camera. Usually only students are allowed to observe as a whole, which can only give students an overall impression. You can't write a good composition without cutting it, that is, teaching students observation methods and skills. Remind students to observe the appearance, expressions and movements of the characters in the activity, and tell them to remember their own ideas, and then interview them in time afterwards to guess what others will think of them in the activity. 6? 7? 6? Teachers remind and ask questions to help students remember and observe, so that students can form the habit of observation. After such a long training, I believe that students can not only write games between teachers and students, but also write other types of notes, that is to say, only by mastering the skills and ability of "finding rice" can they "find rice". Let's take a look at Ye Lao's words: "Life is like a source, and articles are like a stream. The source is abundant and inexhaustible, and the stream is naturally lively and flowing. " This statement is naturally correct, but it can be added: in order to make "streams endless", we as teachers need to do a good job of dredging "channels"! Third, pay attention to the evaluation of composition revision 1 and the significance of revision. Good articles are changed. Wang Anshi phrased his words and made a famous sentence "Spring Breeze and Green Jiang Nanan". Jia Dao repeatedly "scrutinized" it, leaving a story that never goes out of date. Ye Shengtao, Zhu and other China education veterans attach great importance to students' composition correction, which can be seen from the book Ye Shengtao's Example of Composition Correction for Primary and Secondary School Students published by the publishing house. There is a middle school student's exercise in the book, the title is "A Portrait". Elymus changed his address from "Zhang" to "Zhang", thinking it was more solemn. In some places, the article has been revised by Ye Lao, with accurate words, clean and standardized sentences and smooth reading. He also added a short encouraging comment at the end of his composition. An ordinary middle school student's composition was actually guided and encouraged by a great writer, which made the young writer establish his confidence in writing and later became a famous writer. His name is Xiao Fuxing. This is an example in the primary school text "Green Parthenocissus". From this perspective, being good at revision is an ability and a good habit for yourself, but it is a great virtue and an extraordinary personality charm for others. "Chinese Curriculum Standard" also clearly puts forward that "it is important to guide students to improve their writing ability in the process of self-revision", and its significance is self-evident. 2. The current situation of primary school composition revision. How is our Chinese teacher making progress in revising his composition? It's just a few condescending comments, and the teacher circles a few typos found when browsing the students' compositions. As for the revision of ill sentences and careful scrutiny, it is a rare act. The requirement of "guiding students to correct themselves and each other, learn from each other's strong points, promote mutual understanding and cooperation, and jointly improve their writing level" advocated by the new curriculum standard only stays at the level of occasional practice, and has not really been widely promoted, studied and applied. 3. Exploring the method of correcting primary school composition. It should be noted that "correcting" refers to modifying articles, homework, etc. And adding comments. Generally speaking, "correction" = "batch+change". In composition teaching, revisers are mostly instructors, and for primary school students, they mainly revise independently. How to change is the most effective? Let's take a look at the following methods: introduction to the "mutual revision method" Some people say that a big composition and a small composition are two mountains in front of a Chinese teacher. Yugong moved mountains, moved gods, and sent immortals to move two mountains. Our God is a student! Can students also participate in correcting compositions? The answer is yes. "Chinese Curriculum Standard" also includes "learn to correct words and expressions with obvious mistakes in exercises" and "revise your own exercises and actively communicate with others to make the sentences fluent and the lines correct? 6? 7? 6? The goal of 7 "is to seek. Wei Shusheng, a famous educational reformer and special-grade teacher in China, once advocated the method of mutual revision of compositions, which is also worth learning from. This paper briefly introduces the actual situation of composition teaching in primary schools. (1) Modify the project division. Primary school students' independent review focuses on the following five aspects and scores them item by item. ① Whether the format is correct. (2) Whether the roll surface is neat. There are several typos. (4) There are several ill sentences. ⑤ There are several obvious mistakes in punctuation. As for how to arrange the composition structure, whether the content is specific and whether the feelings are true, it is mainly the teacher's correction. (2) Examples of operation methods. Some materials can be revised by assembly line method. For example, to correct a typo, Party A, Party B and Party C can revise the same composition in turn. If Party A finds six typos, and if Party B thinks it is seven, Party A shall write down the reasons for missing 1. If Party C corrects Article 8, Party A and Party B shall write down the reasons for missing the correction. (3) The feasibility of mutual modification method. ① Students are willing to read other people's compositions and are more willing to find fault with others. (2) Each revision, one article at a time, the burden is not heavy. For those who modify it, the object of each modification is different, which makes it fresh; For those who have been changed, every time you change your composition, you can see that different students have changed their composition, which is also fresh. (4) The benefits of mutual recognition. Because my composition needs to be corrected by other students, I will be very careful when writing and try to avoid "making a fool of myself". Repeated revision exercises can keep in mind several routine requirements of composition and revise other people's compositions, which not only improves the ability to find mistakes, but also cultivates the habit of conscious revision. Everyone has the opportunity to read many students' compositions, from which they can discover and learn their strengths and their weaknesses. In the final analysis, the above three points are all helpful to improve students' writing ability. (4) Teachers only look at some students' corrections, which saves a lot of time and is used to study teaching materials and teaching methods, which is conducive to the improvement of teaching quality. Of course, the method of correcting each other's compositions is not suitable for every grade, class and composition. Even in the class engaged in this special experiment, there is still a journey from helping to letting go. At the beginning, you can choose one or two representative exercises to write on the blackboard, or copy them with a brush, or show them by projection. Under the guidance of the teacher, the whole class collectively evaluates and corrects, so that students can find problems and correct omissions. The rest of the students' compositions can be slightly revised, and some comments can be sent to everyone for correction. On this basis, we can mobilize everyone to correct each other. For some students with poor composition foundation, teachers should also be used to revise and criticize them face to face; Students above the intermediate level can change more batches with less, and face-to-face interviews appropriately to motivate themselves to change. There are many ways to change the composition. No matter how you change it, you should consider all the students and benefit the whole class. Teachers should familiarize students with the truth of this reform; Slight changes will vary from text to text and from person to person; Teachers should pay attention to the feedback of information and the analysis of results. The above focuses on "reform". As for how to comment on writing style, in content, we should explain the reasons for revision, inspire self-enlightenment thinking and point out the methods of self-transformation; In terms of wording, we should pay attention to euphemistic and serious tone and give more praise and encouragement. We can't expect to completely solve all kinds of problems in composition by changing a method and a composition, but as long as our Chinese teachers can focus on the development of students, keep the string of "correcting" tight in their minds and flexibly use various effective methods, their achievements will become more and more remarkable. How to evaluate the Chinese curriculum standard of oral communication teaching points out: "Through oral communication teaching and training, students can have the basic ability of daily oral communication, learn to listen, express and communicate in various communication activities, initially learn to conduct interpersonal and social communication in a civilized way, and develop the spirit of cooperation." This is the requirement of the curriculum standard for oral communication class, and in oral communication class, how to arouse students' enthusiasm and make them happy to talk, so as to achieve the teaching goal? This is a key and difficult point in teaching. In order to achieve this goal, in teaching, I pay attention to the following three points: First, situational creation-creating a specific context for oral communication "Chinese Curriculum Standards" points out: "(Oral communication) teaching activities should be mainly carried out in specific communication situations." Teacher Li Jilin once said: "The speech place of speech is a specific situation, which produces language motivation and provides language materials in a certain situation, thus promoting the development of speech". Specific situations can give students a more intuitive and real emotional experience, and can effectively stimulate students' desire for communication. Without specific situations, it is impossible for students to undertake meaningful communication tasks. Therefore, teachers should be good at exploring the topics of daily life, make use of resources in various ways in teaching and learning, and create situations with the flavor of the times and interest in life, so that students can observe and express themselves in a colorful and broad space. Therefore, in a class, presenting a familiar dialogue situation is the basis to stimulate students' desire to speak. In this class, I asked the students to introduce the campus. Everything on the campus is very familiar to the students, which quickly awakened the students' life experience and made them actively participate in "Where can I introduce the campus?" In the conversation, the students' interest in speaking was stimulated. The second is role orientation. When key students participate in oral communication activities, they actually participate in a dual capacity. First, their social role, that is, students; The second is his communicative role, that is, the role he plays in a specific communicative situation. To develop students' oral communication ability, we must guide students into corresponding situations and confirm their different roles. This lesson "How to introduce these places on campus?" In this link, students learn the lead-in method and keep practicing, which improves their learning consciousness; "What should be the attitude when introducing?" Let the students know the etiquette. In the next link, "Show the guests around the campus", the role of students has changed and they have become small hosts and tour guides. In the process of introducing the campus to the guests, the knowledge and methods learned in the classroom are subtly transformed into new skills. In this way, with the change of character identity and place situation, the speech situation also changes, and the sense of role becomes more and more distinct. Third, "coming and going"-interaction "interaction theory" was originally an important theory of sociology. Introducing the "interaction" paradigm of sociology into the field of oral communication teaching is helpful to analyze the communication relationship between teachers and students. Oral communication emphasizes the interactive process of listening and speaking. Teacher-student interaction is an interactive way for teachers and students to exchange ideas, communicate feelings and transmit information in spoken English, and it is one of the main ways for teachers to effectively teach and students to effectively learn. Student-student interaction is an interactive process of exchanging ideas and communication between students. Listening, expressing and coping in oral communication should be realized through the interaction between the two sides. In the classroom teaching of oral communication, only by giving full play to the leading position of teachers, fully ensuring the dominant position of students and mobilizing the communication enthusiasm of students, teachers and students can the purpose of oral communication course be truly realized. For example, in the course of "introducing campus", students not only learned the knowledge of "how to introduce a place", but more importantly, they fully played the interaction among students, teachers and students in the three activities of learning to introduce a place. In the process of oral communication again and again, the opportunities for communication among students, teachers and students are greatly enhanced, and the interactivity of oral communication is effectively implemented. It can also be imagined that in this warm and relaxed atmosphere, the training of oral communication will definitely get twice the result with half the effort.