(A), "non-professional" evaluation methods and contents
Due to the long-term exam-oriented education, Chinese teachers in vocational high schools often can't get rid of the traces of Chinese teaching in ordinary high schools, especially the evaluation of reading. First of all, the evaluation method is outdated and mechanical, lacking flexibility and effectiveness. Teachers often evaluate students' reading ability mainly through a test paper. As we all know, vocational education is not optional education. It is tantamount to casting pearls before swine to evaluate vocational school students with this kind of examination with screening and selection function. Secondly, the evaluation content is single and narrow, lacking professional awareness. Vocational education should be "based on ability, with professional practice as the main line and project courses as the main body". While being influenced by humanities, vocational high school students' Chinese reading should also lay a certain foundation for becoming social and professional people in the future. Therefore, reading evaluation should also start from the root, emphasize the basic ability of reading, let students learn to read, learn to survive, and emphasize the need to adapt to future work, study and life. However, the current evaluation content of Chinese reading teaching is single and narrow, often limited to the content of books, or slightly improved, which obviously cannot meet the future employment needs of students.
(B), dogmatic evaluation criteria
The introduction of standardized test questions is a great progress in teaching evaluation, especially the objective test questions have self-evident advantages. But many people try to standardize subjective questions and force students to think according to certain routines, which undoubtedly greatly limits students' pluralistic thinking and free thinking. In addition, the effectiveness of Chinese reading teaching and students' mastery are quantified by data. The cold figures dampen students' enthusiasm for the humanistic world, but some hidden Chinese reading abilities cannot be reflected. Simple quantitative evaluation cannot comprehensively and accurately measure teachers' teaching level and students' mastery.
(C) the utility of the evaluation results
Compared with ordinary high schools under the pressure of entering higher schools, the discriminatory and utilitarian evaluation results should have little to do with secondary vocational schools. However, there is often a distance between reality and reality. First, the lack of evaluation of Chinese reading learning process leads to "Matthew effect" in learning. There is a great gap in the cultural foundation of students in secondary vocational schools, and it is common for two students in a class to have a difference of one or two hundred points. Chinese teachers in vocational high schools often ignore the evaluation of students' Chinese reading process and only pay attention to the final test data, which leads to the "Matthew effect" in which the strong are stronger and the weak are weaker, and even the reverse reflection between the usual grades and the test scores. This will greatly hurt and obliterate the enthusiasm of students with poor foundation to study hard and behave well. Second, overemphasizing the knowledge of Chinese reading content leads to students' "amnesia" about their own strengths. We should pay more attention to students' bright spots and awaken their good memories and yearning for Chinese reading. Reading is multifaceted, emotional recitation, understanding of words and phrases, personalized interpretation, unique questions and profound analysis, all of which are the potentials we can tap. Therefore, one-sided measurement can not really evaluate a student's Chinese reading ability.
In order to make vocational high school students really enjoy the pleasure of reading, let them understand the true meaning of reading, get the pleasure of reading and realize the value of reading, we must adopt an open evaluation method in vocational high school Chinese reading teaching.
Second, the basic characteristics of open evaluation
Open evaluation requires the creation of questioning situations, the opening of thinking space, the excavation of factors conducive to students' creative thinking in textbooks, and giving students sufficient time to think independently, question each other, imagine boldly or argue with each other. Bernard Shaw once said that you have an apple and I have an apple. If you exchange them, you will get an apple. And if you have an idea, I have an idea, exchange with each other, but you get richer ideas. Most students have herd mentality. They are used to making their ideas consistent with others, and they are used to following the contents of textbooks and teachers' lectures, for fear that their views will conflict with others. This herd mentality tends to inhibit students' creative thinking. In the reading class of open evaluation, students should be encouraged to be suspicious, ask questions boldly, always be curious and curious about new knowledge, and cultivate students' questioning attitude and critical spirit of thinking actively. So what are the basic characteristics of open evaluation in Chinese reading teaching in vocational high schools? The author believes that there are mainly the following three aspects:
(A), the openness of the evaluation content
The evaluation content should be diversified, and the whole person should be evaluated, so as to change the phenomenon that only the basic reading knowledge and basic ability should be evaluated, and the evaluation should be carried out from the aspects of knowledge, emotion, will and action. Knowledge refers to the basic knowledge and ability of Chinese reading. Emotion refers to the cultivation of students' moral sentiment, value orientation and outlook on life through Chinese reading. It means reading attitude, will, perseverance and so on. Lines include Chinese reading practice and reading habits.
(B), the openness of the evaluation form
The evaluation forms should be diversified to achieve comprehensive evaluation, including two aspects: (1) the combination of centralization and decentralization. In addition to two centralized examinations each semester, we should also take into account the usual time and adopt the assessment method of "time-sharing test, sub-item test and comprehensive evaluation" to decompose the basic ability of Chinese reading into several items such as classroom question and answer, group cooperation and communication, reading, speech, oral communication and written test for daily teaching test, so as to comprehensively and dialectically evaluate students' Chinese reading situation. (2) organically combine the students' self-evaluation with the mutual evaluation of classmates and teachers to form a three-dimensional evaluation feedback system among students themselves, students and students, and students and teachers, so as to promote the mutual transformation of subject and object in teaching and arouse the enthusiasm of teaching and learning.
(3) disclosure of bid evaluation criteria
Change the unscientific method of evaluating students' grades in a test paper. On the basis of correct analysis of scores, we should not only consider students' learning motivation, attitude, interest, methods, original foundation, degree of effort and progress, but also consider their intelligence, personality characteristics, health status, family environment and other factors to make a comprehensive and objective evaluation. Change blunt evaluation language into encouraging language, pay attention to evaluating personality, try to show the track of personality existence and development, and provide conditions for this development.
(D), evaluating the openness of time and space
To realize the overall evaluation, we need multi-directional evaluation. In order to catch up with time or pursue high density, traditional teaching often adopts instant evaluation, which does not give students time to think and reflect; Traditional reading teaching often regards students as a "vacuum" state that they know nothing about the newly taught content, and even if they preview, they are regarded as not previewing; Traditional teaching often only pays attention to the evaluation of students' reading in class, but ignores the evaluation of students' reading outside class. Open reading teaching should be evaluated in the whole process. The "whole process" is characterized by radiation, that is, taking the classroom as the center, radiating forward and backward in time, radiating to extracurricular, social and family in space, and opening up in the whole process, all directions and all time and space.
In a word, open evaluation pays attention to students' development and the cultivation of innovative spirit and practical ability, which will surely lay a solid foundation for students' sustainable development.
Third, the principles of open evaluation of Chinese reading teaching in vocational high schools
Vocational high school students' cultural foundation is relatively weak and uneven, and their personal experiences and their own conditions are very different, which determines that reading teaching must follow the following principles.
(1) The evaluation function emphasizes the principles of encouragement and development.
The teaching evaluation of Chinese reading in vocational high schools should be basically free from discrimination and choice, so that the teaching evaluation can better play its role of encouragement and development. The purpose of evaluation is not to check, but to find out the existing problems and deficiencies and adopt appropriate methods to promote real development on the existing basis. In teaching, we should first explain to students that the purpose of teachers using various evaluation methods is not to make things difficult for everyone, but to let everyone find their own problems and shortcomings, so as to promote their progress and development. Secondly, students should be given clear feedback. The process of feedback is mainly based on encouragement, horizontal comparison and vertical comprehensive application, mainly to affirm their progress, let them taste the taste of success, feel the reward, and focus on their studies. Third, we should set different goals according to students' different foundations, so that the goals can be "peaches" that they can touch every jump.