In today's social life, there are more and more occasions where speeches are needed. The format of the speech consists of title, preface, text and ending. There are many precautions in writing a speech. Are you sure you can write it? The following is a sample of my speech at the seminar on evaluation reform, which I compiled for you. I hope it will help you.
The college entrance examination is over, the middle school entrance examination is just around the corner, followed by the primary school graduation examination. In such a "smoke filled" moment, Haimen Education Bureau held an unprecedented "student evaluation reform seminar". All primary schools directly under Haimen City provide venues for activities, and principals, principals in charge, teaching directors, deputy directors and teaching and research leaders of all central primary schools in the city participate in the activities. A total of 12 people from our school participated in the live activities of Yucai Primary School together with teachers from other schools in No.3 Factory. Yucai Primary School provided a total of 1 1 demonstration classes for academic evaluation reform, and then they were discussed in groups. I listened to He Laoshi's demonstration class of Chinese academic evaluation in Class 5 (4). The following is an impromptu speech at the seminar:
I am very grateful to Yucai Primary School-I worked here two years ago and wrote a lot of study notes, which gained a lot; In the past two years, many teachers who train talents often send teachers to the countryside to guide our teaching and research work; Today, I walked into Yucai's campus again and participated in a seminar with the theme of "student evaluation", which made me feel that Yucai really has a lot to learn, and I may never finish it.
Just now, I listened to He Laoshi's class and her lecture, and I also listened to two teachers' speeches. I was deeply impressed by my teaching practice and thinking.
First of all, I think the reform of academic evaluation is very important. We all think it is hard to be a teacher, and it is even harder to be a Chinese teacher. Where is the root of this bitterness? I think that's a question of academic evaluation. "Exam-taking" is a "curse", which forces teachers and students to immerse themselves in the "abyss of pain" and cannot extricate themselves. He Laoshi said that her ongoing reform of students' academic evaluation is "leading a pony across the river". I feel that although I have tried to "cross the river", I must return to the shore. I am teaching the graduating class now, and my task is to lead students to climb the "peak" of the primary school graduation examination. In the general review stage, we also ask students to complete some simulation papers. I feel that the exam is really terrible. We seem to be urging the students to play a "ring" game, and "set" is "score point" and "standard answer". Chinese is a flexible subject. I think it is funny, boring, terrible and sad to use this "ring" game to evaluate students! Obviously, simply evaluating students' Chinese learning by exams completely deviates from the goal of Chinese education-cultivating students' Chinese literacy. Today's seminar on academic evaluation reform can't change the whole system of educational management and evaluation, but I think it is not meaningless-at least it has aroused our in-depth thinking, discussion and exploration. One day in the future, our education evaluation will reach an ideal state, so today's seminar is a "dawn".
From today's class and the introduction of two teachers just now, I feel that Yucai Primary School has done a lot of useful thinking and exploration on the reform of students' academic evaluation.
First, reflect the comprehensiveness of the evaluation.
The evaluation of students' Chinese learning can be carried out from reading aloud, reciting, extracurricular reading, oral communication, study habits and so on.
Second, it reflects the subjectivity of evaluation.
Students are the main body of evaluation. Give the evaluation right to students fully and let students actively participate in the evaluation. In addition to peer evaluation, teachers also create opportunities for students to be "small judges" and guide students to comment on students who participate in on-site evaluation.
Third, reflect the diversity of evaluation.
Combine self-evaluation, parent evaluation, group (peer) evaluation and teacher evaluation. This multi-angle evaluation can make students know themselves more clearly.
Fourth, reflect the flexibility of evaluation.
Some students can be exempted from the test, teachers and students can check at any time, some projects have extra points, some projects use on-site evaluation, and some projects only need to show their results. Flexible evaluation mechanism stimulates students' enthusiasm and initiative to participate in evaluation.
Fifth, reflect the educational nature of evaluation.
In the process of student evaluation, it is a kind of guidance to let students make an evaluation immediately or guide students to make an evaluation. For example, when students endorse, the teacher points out that random drawing can't be lucky, and the work is generally done; Students tend to recite in oral communication. Teachers should not only affirm students' positive attitude towards preparing lessons, but also point out the difference between oral communication and recitation to correct it. In the process of organizing students' evaluation, it is also a kind of value guidance for students to let them know the evaluation standards and procedures.
In short, the evaluation of students' academic performance is a project, which should run through the whole teaching activities. It is obviously impossible to show the evaluation process of all students' Chinese learning only by one class. Of course, as a demonstration of seminar activities, we should evaluate the activities as much as possible. The whole picture is displayed, which is convenient for us to learn and let us gain more.
There is such a trivial detail: at the beginning of the class, the teacher asked the students to applaud the arrival of the "leading teacher" (He Laoshi may have done this out of courtesy. I think we are not leaders, but colleagues or friends, even teachers of students. Even if the "leader" does come, there is no need to instill this "leadership" consciousness in students. You see the general secretary walking among the children on TV, so approachable and amiable. So let students understand that people are equal. In the classroom, in the academic evaluation activities, students are "leaders" and masters. The starting point and destination of all evaluation activities organized by us are students. We should take promoting students' sustainable development as the standard of academic evaluation. If our educational behavior is for "leadership", our educational direction will inevitably deviate. When evaluating students, we should leave tolerance to students, treat students with appreciation and give them applause. Only in this way can our evaluation activities stimulate students' interest in learning and enthusiasm for participation, and add endless motivation to students' learning activities-such academic evaluation is a successful evaluation!
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