Guiding ideology
Guided by the evaluation concept and requirements of the Outline of Basic Education Curriculum Reform, we adhere to the principle of "based on the process and promoting development", pay attention to the actual experience and development degree of students in the process of comprehensive practical activities, and promote students' development through evaluation.
Purpose of evaluation
1. Pay attention to the acquisition of students' knowledge and skills, understand their development, and understand their needs in development. Establish an evaluation system to promote students' all-round development.
2. Discover and develop students' potential in many aspects, help students to know themselves, build self-confidence, promote students' development at the original level and improve their comprehensive quality.
3. Establish an evaluation system to promote teachers' continuous improvement, and establish an evaluation system based on teachers' self-evaluation and involving principals, teachers, students and parents.
4. Change teachers' roles, attach importance to teachers' personality development, personal value, ethical value and professional development, and improve teachers' quality.
Evaluation principle
1, process principle. Comprehensive practical activity is a course for students to experience personally. Therefore, we should pay attention to the evaluation of students' performance in the process of activities. As long as students go through the activity process, form a certain understanding of nature, society and self, and gain practical experience and experience, they should affirm the value of their activities and give positive comments.
2. The principle of diversity. Comprehensive practical activities emphasize the diversification of evaluation criteria and evaluation subjects. Therefore, we should encourage and respect students' individual self-expression, such as speech, performance, writing, painting and production. The evaluation should not only be decided by teachers, but also through discussion, consultation, communication and other forms, combined with students' self-evaluation, peer evaluation and the evaluation of guiding teachers or social and family stakeholders.
3. The principle of reflection. Give full play to the education, improvement and promotion functions of evaluation, and guide students to reflect on their own practical activities. It is necessary to cultivate students' habit of recording activities (especially details), and let students learn to discuss problems, exchange methods and share thinking results through activities, exchanges and activity reports, so as to achieve the purpose of self-reflection and self-improvement.
4. Incentive principle. Adhere to positive evaluation, use praise, encouragement, commendation and other methods to motivate students, and run through the whole course implementation process. Whether students encounter difficulties or fail, whether qualitative evaluation or quantitative evaluation, we should motivate students and let incentive evaluation become the driving force for students to succeed.
First, the evaluation of students' curriculum learning
(A) the evaluation content
Through the establishment of students' learning process files and the collection of students' learning achievements, this paper evaluates students' learning attitude, cooperative spirit, exploration spirit, learning ability, harvest and reflection in the process of participating in comprehensive practical activities by means of qualitative analysis, quantitative evaluation and the combination of self-evaluation and other evaluation.
1, participation attitude. The time, frequency and seriousness of students' participation in activities, as well as whether they seriously think about problems, actively use their hands and brains, actively put forward ideas or suggestions for activities, carefully search for information, and finish planning and learning tasks on time, are the basis for evaluation.
2. The spirit of cooperation. Including actively participating in group activities, actively helping others and seeking help from others, listening carefully to students' opinions and being willing to share the results with others.
3. Explore the spirit and learning ability. Through the evaluation of students' inquiry spirit and practical ability in the process of asking questions, analyzing problems and solving problems, and the expression of inquiry results.
4. Harvest and reflection. It can be reflected by students' self-statement, group activity records, student diaries, activity essays, theme class meetings, etc. It can also be evaluated by students' behavior and activity results.
(2) Evaluation method
There are various evaluation methods, and the following evaluation methods should be used in combination.
1, "Portfolio Evaluation". The activity team is required to establish an activity portfolio, including activity plans, activity records, questionnaires, attendance registration forms, experimental records or investigation records, original materials, learning experiences, diaries and other activities-related words, pictures, audio-visual materials, as the main basis for the performance evaluation of the group.
2. Daily observation and immediate assessment. Daily observation and immediate evaluation should run through the whole process of activities. On the one hand, it can motivate students anytime and anywhere and adjust the implementation of the curriculum; On the other hand, daily observation can effectively improve the accuracy and efficiency of formative assessment.
3. The results show that. The results display includes small papers, investigation reports, research notes, performances, models, design schemes, etc. The school holds an exhibition and evaluation activity of research learning achievements every semester and an exhibition and evaluation activity of manual and model design works every year.
4. Project evaluation and stage comprehensive evaluation. After each activity, organize students to evaluate, so that students can summarize and reflect in time after the activity, guide the follow-up activities, and provide the basis for the phased comprehensive evaluation of each semester. Stage evaluation is the main basis for students' performance in comprehensive practical activities every semester.
(3) Precautions
1, pay attention to the process of project implementation. Teachers in charge of the project should attach importance to the evaluation of students' activity process. As long as students go through the activity process, form a certain understanding of nature, society and self, and gain practical experience and experience, they should give positive comments. We should attach importance to the development value of valuable experience gained by students in the process, and create a successful experience situation by affirming the value of their activities.
2. Respect the diversity of project implementation. The evaluation of comprehensive practical activities should encourage and respect the highly personalized self-expression of primary school students: speech, painting, writing, performance, production and so on. At the same time, teachers should guide primary school students to evaluate themselves and each other through discussion, consultation and communication. In the evaluation, teachers should affirm the diverse ways of students interacting with the world, not only let students have different methods to solve problems, but also explain that the forms they have learned can be rich and diverse.
3. Pay attention to students' learning attitude. Mainly in emotion, attitude and values, that is, students' participation attitude. It can be manifested in many explicit behaviors of students in the process of activities, such as whether they seriously participate in the activities of the research group, strive to complete their own tasks, do a good job in accumulating and analyzing information, actively put forward ideas and suggestions for activities, and are not afraid of difficulties and hardships in learning; Are you willing to help your classmates, actively cooperate with them, and listen carefully to their views and opinions?
4. Pay attention to students' cooperative spirit. It mainly evaluates the cooperative attitude and behavior of students participating in group and class activities. For example, whether students can actively participate in group activities, actively help others and seek help from others, listen carefully to the opinions of classmates, be willing to share their achievements with others, and actively play their role in the group.
5. Pay attention to students' inquiry spirit and learning ability. Teachers can evaluate students' performance in the process of asking and solving problems and express the results of inquiry. If you dare to ask questions, solve problems in a unique and novel way and express your learning results; Whether you are good at observing and recording, can comprehensively use relevant materials and actively adopt various methods to vividly express your learning process and results.
Second, the evaluation of the instructor
(A) the evaluation content
1, participation attitude. Whether to prepare activities actively and enthusiastically, prepare lessons carefully, treat students democratically and equally, often give specific guidance to students and cooperate with other teachers.
2. Guidance ability. Whether you are good at finding students' problems and difficulties, providing students with valuable suggestions and opinions, helping students adjust their activities or research angles, providing corresponding knowledge and background materials, understanding educational resources inside and outside the school, and guiding students to write investigation reports and small papers.
3. Continue to study. Whether to actively learn the cutting-edge knowledge of the course can be based on the content of students' inquiry, master the relevant scientific research methods and improve the guidance level.
4. Guiding role. Whether to guide students to summarize and reflect, the guidance group has considerable achievements to show.
(2) Evaluation method
Teachers' evaluation adopts the way of "consultation, discussion and evaluation", focusing on self-evaluation, combining with students' evaluation, teaching and research group evaluation and school evaluation to make comprehensive evaluation, so as to improve the credibility and objectivity of evaluation.
1. Questionnaire survey: ① Teachers' self-evaluation; ② Students' group evaluation.
2, check the desk work: whether to prepare lessons carefully, write lesson plans, and make counseling records.
3. Achievement display: organize a demonstration and evaluation of students' research-based learning achievements every semester, and hold a demonstration and evaluation activity of manual and model design works every semester to evaluate the instructors appropriately and select excellent instructors from them.
(C) Several issues that need attention when evaluating teachers
1, pay attention to guide students to self-evaluation and reflection. The evaluation of comprehensive practical activities should be closely combined with students' learning and teachers' guidance; We must attach importance to students' self-evaluation and self-improvement in the process of learning, and let evaluation become the process of students' learning practice-reflection, self-discovery and appreciation of others.
2. Pay attention to the incentive function of evaluation. It is necessary to encourage students' new ideas, strive to stimulate their enthusiasm for actively participating in research-based learning, and promote students' active practice and innovation.
Third, the specific operation
(A) student evaluation
1. The self-evaluation content includes: (1) Have you always been interested in participating in the theme activities? (2) Have you ever participated in the selection of the theme of the event? (3) What are your ways to collect information and materials? (4) What is the biggest problem you encountered in the activity? (5) What interests you most in this activity? (6) Are you satisfied with the result of the activity? (7) What did you find in this activity? (8) What is your biggest gain from the activity?
Usage: After each theme activity, students fill in the Record and Evaluation Form of Comprehensive Practical Activities or self-evaluate the above contents in descriptive language, and all members will give a copy to the instructor after completion.
2. The content of mutual evaluation includes: (1) Whether the team members are happy to cooperate. (2) What difficulties or problems did you encounter in the activity? (3) How did you cooperate to overcome the difficulties? (4) What do you think should be improved in the next activity?
Usage: After each theme activity, the group members discuss collectively and the group leader writes, mainly using descriptive evaluation method to evaluate the above contents. Upon completion, each group submits a copy to the instructor.
(2) Teachers' self-evaluation
1, evaluation content:
I. Job evaluation
(1) Do you have a positive attitude towards the development of comprehensive practical activities?
(2) Do you have an activity plan and activity record?
(3) What preparations have been made to guide students' activities?
B, process evaluation
(1) Can students actively participate in activities?
(2) Is the student's interest in the theme of the activity lasting?
(3) What are the ways and means for students to obtain information and materials? What do they choose to do with the collected information?
(4) Whether team members can carry out effective division of labor and cooperation. How is the function of group leader brought into play?
(5) Do students show originality in their activities? Where is originality reflected?
C, effect evaluation
(1) Whether the achievement of the activity has reached the predetermined goal.
(2) How can students develop their abilities in activities? What is the most outstanding ability?
(3) Are the students' regrets satisfied? How satisfied are you?
(4) Is there a "blank spot" in the activity, where is it reflected and how to improve it?
Adoption: After each theme activity, the instructor will make an evaluation based on the above content items, his own guidance and students' activities, and write the evaluation opinions into written materials. (Note: In the qualitative description and evaluation of students, teachers should pay attention to the highlights of learning activities and the satisfaction of students' emotional attitudes and values. )
(3) School evaluation
Organization: implemented by the school guidance office, and comprehensive practical activities in various fields are evaluated once every semester.
Evaluation content:
1, whether the theme selection is appropriate.
2. Whether the activity design is scientific.
3. Is the activity well organized?
4. Whether the activity form is suitable for the characteristics of children participating in the activity.
5. What was the effect of the activity? Whether the expected goal is achieved.
6. What fresh experiences and new understandings have the teachers gained?
The way to take:
1, review the self-evaluation materials of teachers and students.
2. Organize activity teachers (or teachers' groups) to reflect, communicate and discuss the activity process.
3. Hold a student symposium.
4. Hold a parents' forum or solicit parents' opinions in writing.
5. Visit the community related to the activity.