The so-called "effective" means that praise should be appropriate, pay attention to students' needs and status, and let praise really play an encouraging and promoting role. Be generous and sincere when praising; Shut up when you shouldn't praise. The so-called "moderation" means to master the measure of praise and not to exaggerate the advantages of students at will.
Different students have different expectations and reactions to praise. If you answer a simple question, gifted students often show indifference to whether the teacher praises them or not, and the response when they are praised is often mediocre; Underachievers are very concerned about the teacher's praise, even if it is a simple question, they can be happy after being praised. The same student has different expectations and reactions to praise at different times. For example, when gifted students solve difficult problems or have a new solution to a problem, they will care about the teacher's praise for them, and in their own words, "they will feel very excited."
According to different needs, we can give different praises-
If a gifted student answers a perfect question, we can say in an extremely sincere tone: "You speak in an orderly way, express yourself clearly and have a strong sense of language." Work hard to become a linguist! " I believe that student will feel proud and excited after listening to it. Other infected students will raise their hands and ask for answers.
If a shy little girl answers a question, although her voice is not very loud, she can raise her hand and speak on her own initiative. This is her progress. Seize the opportunity to praise: "Your voice in answering questions today is really nice. I want to hear your answer again, ok? " I believe that the little girl will be very excited and will become more and more confident in the future.
In short, praise should be close to students' psychology, praise what students need and praise what students care about, so that praise and evaluation can really play an effective role.
Second, use euphemistic and implicit criticism to evaluate and make the classroom full of warmth.
Through teaching practice, I found that the following two criticism methods are very effective.
Humorous criticism. Humor criticism is to combine criticism with humor. Use some words full of love and wisdom to solve students' embarrassment in class and take good care of students' hearts. This can help students correct their mistakes in their studies, so that they can devote themselves to their studies without any psychological burden, and naturally they will rush to speak.
Introspective criticism. "The wisdom of criticism lies in making students become self-critics." The greatest advantage of introspective criticism is that it can activate students' subjective consciousness and leave a deep impression, so the effect is often lasting.
Classroom evaluation requires teachers to feedback information in time according to students' answers, accurately and objectively point out students' strengths and weaknesses, and let students put forward higher standards for themselves, and foster strengths and avoid weaknesses in repeated exercises.
Third, diversified evaluation makes the classroom a "bole".
In classroom teaching, the purpose of evaluation is to urge students to reflect on their own learning, so that students can learn more wisely and rationally, instead of being driven by praise and learning for praise. Therefore, teachers should not only master different evaluation methods and methods, but also implement multi-evaluation in classroom evaluation to promote students' all-round development, actively build a multi-interactive three-dimensional evaluation mechanism, and discover and develop students' potential in many ways.
1, teachers should actively guide students to learn self-evaluation, use self-evaluation and build self-confidence. Students' self-evaluation is conducive to mobilizing students' internal factors and inspiring students to know and discover themselves; The use of self-assessment is conducive to reducing the harm to students and enabling students to constantly understand and improve themselves.
2. Teachers should guide students to evaluate each other, promote cooperation and common development. When guiding students to evaluate each other, teachers should first help students learn to look at each other with appreciation, find their own shortcomings from each other's advantages, and encourage students to develop together. To prevent students from always finding fault with each other when evaluating each other, teachers' evaluation language should guide students to learn to look at their partners with appreciation and face themselves and their partners squarely.
Classroom evaluation must correct the glitz of "for lively and beautiful classroom", pay attention to humanization, let students become the masters of evaluation, let students pay attention to their own development and progress, and truly reflect the educational significance of evaluation.
It should also be noted that when we innovate evaluation forms, we should not forget some good traditional evaluation methods. Such as: nodding, smiling, eyes, oral and written combination, public and personal combination and so on.
In short, classroom teaching evaluation should be a democratic and equal "dialogue", which runs through the process of respecting, caring for and developing people's humanistic feelings.