What are the ways to evaluate students? Teachers in the new era should learn to appreciate and evaluate students. It is easy for a teacher to say a word, cast a look, make an action and express an attitude, but before deciding to say these words and do these things, have you thought about what it will bring to students and what possible consequences it will have? In fact, teachers' evaluation of students will have a great influence on students. Every teacher should be aware that the role of teacher evaluation will not only affect students' behavior, but also affect students' hearts, not only temporarily, but sometimes even for life. In order to be responsible for the students and our next generation, please use your evaluation right carefully and carefully. So how to evaluate students in classroom teaching?
First of all, the evaluation should be comprehensive and objective. To be comprehensive and objective, we must first have a correct view of talent and quality. A student should not only look at his academic performance, but also look at his learning attitude; It depends not only on his learning attitude, but also on his learning methods, habits and mental state.
For example, I have a student. His English score is very low. He works hard, but he is abandoned by his English teacher. When I learned that, I talked to him and analyzed the reasons together. I found that he was afraid of English teachers and lacked confidence in himself. He didn't dare to read aloud in front of the students. He just went home and watched it himself. It is conceivable that under this psychological state and learning method, can his academic performance be improved? Therefore, the teacher should treat this student comprehensively and objectively. Secondly, collecting information should be comprehensive and objective. We should fully understand the situation and prevent it? First impression? 、? Halo effect? 、? Hard impression? If you are worried about cognitive bias, don't just draw a conclusion based on one or two exam results, or even form prejudice or prejudice against people.
Second, the evaluation should be based on encouragement. The purpose of evaluating students is to help them develop better. Therefore, the evaluation method must obey the evaluation purpose. Through the evaluation of teachers, we can enhance students' self-esteem and self-confidence, stimulate students' initiative and consciousness, and encourage them to make continuous progress. For example, Ling Jianguo, a student in Class Four, said that our class can do anything except study. After hearing this, I said to them, since you have healthy bodies, smart minds and perseverance, what reason is there to say that you can't study? I believe everyone can do it. ? People are United, Mount Tai moves? Let's work together to win the final victory. Do you have confidence? . The whole classroom students answered in unison, the enthusiasm for learning was mobilized, and the learning style changed, from passive learning to active learning.
The motivation of teacher evaluation can be embodied in many ways, such as words, expressions and behaviors. Even the traditional way of evaluating by scores can give full play to its encouraging role. For example, in the case of "borrowing points", special treatment methods have been adopted for examination results, but good results have been achieved. The fundamental reason is that this treatment method well embodies the incentive principle of evaluation.
Third, the evaluation should pay attention to the evaluation of the teaching subject is generally limited to the evaluation of students by teachers. I also want to participate in the evaluation between students and students' self-evaluation. Evaluation is not only a teacher's business, but also students should participate appropriately. For example, after a student answers a question, other students applaud in time to make them feel valued. Sometimes, students may know each other better than teachers do. Teachers can't play a one-man show, but try to involve students and let them evaluate others or make self-evaluation. I think, if these three can be organically combined, it will definitely promote our classroom teaching.
Fourth, the evaluation should be appropriate. At present, many teachers pay more attention to praise and encourage students to arouse their enthusiasm for learning. This is correct. But some teachers praise or encourage students too much, or the evaluation of students is unrealistic. This is a problem that we should pay attention to. For example, some students usually have poor grades and are slow to learn. If the teacher overestimates their performance and praises them vigorously, then he will not accept it.
Because a student's behavior can't be changed in a short time, the teacher should step by step. Only in this way can students truly realize that their success is worthy of recognition and encouragement. The praise students get is not the teacher's casual response, but the affirmation of their own achievements. This is the proper evaluation, which will really inspire and motivate students. Fifth, evaluation should be developmental. Teachers should evaluate students with the viewpoint and standard of development, and see that primary and secondary school students are in the process of growth and development, and everyone has great development potential. Today's ugly duckling may become a white swan in the future. On the contrary, if a teacher satirizes a student, it will affect the student's life.
Therefore, when evaluating students, it is forbidden to look at them with rigid and fixed eyes. We should see their efforts, their progress and changes at every point, affirm their progress in time, and have certain relativity in mastering the evaluation criteria. Evaluating students scientifically and reasonably in classroom teaching is the basic skill of every teacher. Whether teachers can correctly use evaluation methods to promote students' all-round development depends on whether teachers have a correct evaluation concept. In order to meet the requirements of quality education, teachers must be able to correctly use scientific evaluation methods to make students' various qualities develop, mature and succeed in a balanced and coordinated way under the guidance of scientific evaluation.
According to the spirit of science curriculum standards, evaluation should serve teaching, promote the development of education and improve students' ability and quality. It is to give students happiness through evaluation, so that students can gain strong motivation from evaluation, thus encouraging and promoting students' scientific study.
First, the evaluation subject should be diversified.
In the past, the evaluation of students was mainly given by teachers, who acted as referees. The new curriculum standard puts forward that teachers are the guides and motivators of students' learning, the cooperators of students' exploring science and the adjusters of classroom teaching, but they are no longer dictators. Although teachers and students spend a lot of time on scientific research and communication, there is still a gap between them. Moreover, every teacher will always be restricted by subjective factors such as emotions, which will affect the objectivity and fairness of evaluation. Therefore, in the teaching process, I adopted the method of multi-person participation in student evaluation. For example, after students participate in group cooperative learning and experiments, let the students in the same group evaluate their performance in the activities; After students participate in after-school investigation practice, let parents or social workers contact for comments; After the interaction between teachers and students, students can also be evaluated. As active and lively individuals, students also have opinions on their own learning. Therefore, after each teaching activity, students are also required to evaluate their performance. In this way, classmates, parents, social workers, teachers and themselves have become the judges of students. Evaluating a student through the eyes of so many people, combined with the evaluation results of these people, I think it should be more fair and just than evaluating teachers alone before.
Second, the evaluation methods should be diversified.
In the past, students were judged by a test paper. Others judge students only by their exam results. In fact, this does not really reflect the real situation of students in a semester. Some students are serious all the way in the learning process, and excellent grades are the inevitable result, and it is natural to get praise from others. However, some students don't work hard at ordinary times, and occasionally get excellent grades and are praised. This makes these students underestimate their own shortcomings, always take chances, get high marks without studying hard, and can't foster strengths and avoid weaknesses, thus neglecting their studies. There are also some students who are usually very diligent and hardworking. Because of a temporary negligence, they lost their Excellence and were regarded as poor. As a result, these students are disheartened, lose perseverance and confidence, and their grades plummet at ordinary times. So when I evaluate students' grades, I add some evaluation methods. There are mainly the following types:
1, follow-up evaluation. Since the evaluation of the test paper misses the students' usual performance, it is necessary to track the students' development track and make an immediate evaluation. Prepare a homework bag for each student and put all the bits and pieces of their growth in it. For example, students' experimental records, others' immediate evaluation of themselves, their own problems, their own ideas and unique opinions in class and activities are all dated and all included in the exercise book bag. Looking at the heavy homework package shows the students' profound science courses.
2. Job evaluation. According to the characteristics of the course, the homework of science class is mainly practical homework, such as small production, experimental report, survey data and so on. These works are an important part of reflecting students' practice and practical ability. Therefore, I arrange for students to finish the practical work in each text carefully and ask them to hand it in within a certain period of time, whether it is good or bad. For example, in the "hot air balloon" class, students are arranged to make bamboo dragonflies. After the students' works were handed in, I led the students to fly on the playground together, and the bamboo dragonfly was successfully launched, and the students' evaluation came out. Another example is the lesson "inaudible sound", which requires students to collect information about ultrasound. Then, organize a seminar. Communicate in groups first, and then recommend the whole class to communicate. In the process of students' communication, the quality of homework comes out. This kind of homework is not to give evaluation directly, but to let students show their achievements through communication and practical application, and then store all the information in the homework package. In the process of watching, other students will unconsciously compare the works, and the advantages and disadvantages of the works will be obvious. Moreover, through the exhibition, every student can find the advantages of others and their own shortcomings, so as to learn from each other's strengths. This kind of evaluation, in a word, is an encouragement or a spur to students.
3. Oral or written evaluation. Science teaching should pay attention to the cultivation of innovative spirit and practical ability, but still remember the basic knowledge. Every time before or after class, I will find my classmates and test their memory of basic knowledge in time in the form of oral test. After the unit, when there are many memories, they will be evaluated in the form of written tests such as small exercises.
4. Comments and evaluations. The comments on the report card make the students feel a little warm from the cold results. There are praises and encouragements in the comments, which are full of teachers' expectations. In science class, you can also use comments to evaluate. I designed the following evaluation feedback form.
Can be used in teachers and students, students and students, parents and students. The evaluation of elders is more praise and encouragement. In order to avoid finding fault with each other and affecting unity, the evaluation between students focuses on finding each other's advantages. Students self-evaluate, refer to the requirements of classroom teaching, reflect on their own performance, and write their own advantages and areas that need improvement.
Third, the evaluation content should be comprehensive.
The new standard says: evaluation should not only examine students' understanding of scientific concepts and facts, but also evaluate students' emotional attitudes and values, methods and abilities of scientific inquiry, scientific behaviors and habits. Students need to be evaluated above, and the evaluation content and timing should be reformed.
First of all, we should reform the content of summative evaluation. We should not simply examine the memory of scientific knowledge, but increase the use of scientific knowledge to explain some phenomena in life. We should abandon some narrow questions with single answers and increase open questions, so as to spread students' thinking and pursue the diversity, novelty and originality of answers. It is necessary to break the narrowness of examination papers and pay attention to the extensibility of scientific knowledge. There may even be some problems of interdisciplinary integration. For example, in the course of "Plants and Environment", students should not only investigate the current situation of trees, but also analyze the causes of the current situation with old knowledge, and pay more attention to the diversity of causes. Such evaluation content embodies the integration of discipline and practice, and pays attention to the opening of problems, time and place.
Secondly, we should attach importance to the evaluation of students' participation in the whole process of scientific learning. For example, when participating in the experimental operation, observation, hands-on ability, participation emotion, unique opinions and methods flash out; Independence, autonomy and leadership demonstrated in social practice; Strong interest in science in normal study, etc. Only by summing up the whole process, can we show the talents of students in different periods and aspects. Commenting on these in time can reflect the comprehensiveness of the evaluation results. For example, in the lesson "Sun Height and Temperature Change", observing and recording the temperature change in the classroom for a week, we should not only check the students' analysis results, but also check whether the students record the temperature at a fixed time every day, whether the students in the group can remind each other and whether the spirit of cooperation is good. It is to strengthen the process evaluation and weaken the result evaluation.
Don't miss every advantage of students at all times, and make it a part of evaluating students' grades. Through the immediate evaluation of teachers and classmates, let students feel their own bright spots and hear the voice of praise. Let students feel happy from the evaluation. Gain knowledge and improve ability in happiness; Promote the formation of emotional attitudes and values in happiness; Improve scientific literacy in happiness.
Common teaching evaluation methods
Observe and evaluate daily behavior
Daily behavior observation refers to the observation records of students' behaviors in various learning activities, from which it can be roughly judged that students have reached a certain level. For example, the evaluation of educational goals in the emotional field cannot require students to give the highest performance as in the cognitive field, and there is no standard answer. The influencing factors are complex. The development level of students in the emotional field is always manifested in their external behaviors and habits, so we can evaluate the development level of students in the emotional field by observation.
Activity performance evaluation
Dynamic performance evaluation is a comprehensive evaluation of students' participation consciousness, cooperative spirit, experimental operation skills, inquiry ability, thinking and analyzing problem-solving ability, knowledge understanding and cognitive level, expression and communication ability by observing, recording and analyzing students' performance in various learning activities. Record the evaluation results in a simple way, and give appropriate feedback on the basis of comparative analysis to encourage students to make progress. The forms of expression can be scores and descriptive comments. This evaluation can be carried out in the form of independence, group or group, during the research process or after the research. In the evaluation, we should not only pay attention to the performance of students in the process of activities, but also pay attention to the results of students' activities.
Comprehensive practical activities need new evaluation concepts and methods. It opposes grading and classifying students by quantitative means and advocates adopting? Self-reference? Standard, guide students to carry out their own performances in comprehensive practical activities? Self-reflective evaluation? , emphasizing the evaluation and appreciation of each other's personalized performance between teachers and students and between students' peers. Integrated reality
The specific evaluation methods of practical activities include report, achievement or work display, research report defense, demonstration, display, performance, competition, appraisal, observation, inspection and comment. There are various evaluation methods of comprehensive practical activities. But in any case, the premise of application is observation. By observing, recording and describing students' performance in the process of activities, and taking this as the basis for evaluating students, this is the basic requirement for applying various evaluation methods in comprehensive practical activities. In gymnastics? Portfolio evaluation? With what? Discussion evaluation? Methods I think this is a very effective evaluation method. However, when using these methods, we should pay attention to explaining in words which activities of students are satisfactory or need improvement. Teachers hope that each student will establish his own comprehensive practical activity file, so that students can deeply understand and affirm their own abilities, and share the experience of self-exploration and the joy of progress with others.
What are the three new curriculum standards for evaluating students? In classroom teaching, establishing an evaluation system with multiple evaluation indexes and multiple evaluation methods not only pays attention to the results, but also pays attention to the process.
As we know, the evaluation of students' learning in the new curriculum highlights the trinity of knowledge and skills, process and method, emotional attitude and values, which reflects the change of the evaluation system, from the traditional teaching evaluation to the evaluation of knowledge and skills, process and method, emotional and attitude.
Then, under this new background, how to evaluate students in classroom teaching? I talk about my own views in combination with teaching practice.
First, the evaluation of knowledge and skills, according to the teaching objectives and the learning foundation of each student, combined with the actual situation of students' understanding and mastery of knowledge and the formation of skills in the learning process, as well as classroom practice, can give students timely feedback and evaluation. For example, the evaluation of students' reading, performance, discussion and speech, answering questions and hands-on operation, and the evaluation of students' homework. This evaluation is a combination of formative evaluation and summative evaluation. It can not only help teachers understand students' understanding of new knowledge and the formation of new skills, but also allow students to get feedback and verify whether their information and results are accurate.
Second, the evaluation of process and method, in classroom teaching, teachers should not only pay attention to the results of students' learning, but also pay attention to the learning process and method. For example, in mathematics teaching, we should not only say the results, but also say our own ideas; In application problem teaching and calculation teaching, we should not only see whether the result is correct, but also see whether the process of students' calculation and thinking is reasonable and orderly, whether there are innovative problem-solving methods and whether the problem-solving methods are scientific and simple. Doing so can not only let students know what is why, but also cultivate their enthusiasm for innovative thinking.
Third, the evaluation of emotions and attitudes. This is the most neglected evaluation in traditional teaching. The evaluation of students' learning emotions and attitudes determines the cultivation of students' learning interests and habits. Without positive emotions, it is difficult for students to have a strong interest in learning, and without a correct attitude, students will not develop good study habits. Therefore, it is very important to pay attention to the evaluation of students' emotions and attitudes.
1, the evaluation of emotion and attitude is a developmental evaluation. Teachers give students feedback with appreciative comments, which will induce students' happy emotional experience, thus constantly activating the cells of thinking, making students learn in a happy mood, and the efficiency of learning will be greatly improved.
2. The evaluation of emotions and attitudes can be descriptive or cognitive. Descriptive evaluation is to give a positive language description of students' performance, such as using inspiring language, appreciating language, and language that not only affirms achievements but also points out the development direction to evaluate students immediately. Comprehensive evaluation is a kind of evaluation form in which teachers express approval and affirmation with expressions, eyes or some actions, so that students can feel the teacher's affirmation of their performance. For example, when students answer questions, teachers use actions such as nodding their heads and stretching their thumbs to express their responses to students' answers.
Descriptive evaluation is widely used in classroom teaching. However, from listening to some open classes, some teachers spend a lot of energy to praise and encourage students in order to reflect the diversity of classroom teaching evaluation methods, giving people a feeling of moaning without illness. Personally, I think descriptive evaluation in classroom teaching should be timely and moderate, not too frequent.