Comprehensive practice is not a simple curriculum combination, but a huge project, such as the reconstruction of values, the reorganization of structure, the reconstruction of procedures and the reconstruction of culture. Building ecological education, I feel that my knowledge is shallow and my ability is insufficient. I need to study and make progress. Only by building a new system and new form of "educating people by practice" and "long-term homework for big projects" with practical ability and innovative ability as the core can there be deep learning. In this context, how to evaluate it scientifically and effectively? Let's talk about it from the following aspects. ?
First, the basic principles of evaluation
The evaluation of comprehensive practical activities should be based on the nature and objectives of the curriculum, establish an overall evaluation concept that emphasizes participation, process and development, and emphasize the diversity of evaluation subjects and methods, the comprehensiveness and comprehensiveness of evaluation contents, the rationality and scientificity of evaluation standards, and the diversity of evaluation methods and means. Therefore, the evaluation of comprehensive practical activities should follow the following basic principles.
1, development principle.
The evaluation of comprehensive practical activities should pay attention to students' development level, development degree and development level, guide students to conduct self-reflective evaluation, pay attention to students' experience process, and pay attention to students' feelings, attitudes, values and comprehensive ability formed in the process of inquiry. ?
2. The principle of diversity
The evaluation of students' development should not only be completed by the instructor, but also actively encourage students to evaluate independently and mutually, and effectively use the evaluation of students' parents and relevant social personnel.
3, the whole process principle
Pay attention to the evaluation of the process of students' activities, pay attention to the performance of students in the process of activities, and their methods, attitudes and experiences in solving problems.
4. Incentive principle
The evaluation of comprehensive practical activities should closely follow the curriculum objectives, so that it varies from person to person and from topic to topic, encouraging more and criticizing less, paying attention to the individual's vertical development, and striving to promote each student to make new progress at the original level, instead of evaluating different students with the same scale; Encourage students to give full play to their personalities and talents, strive to form an atmosphere that encourages students to take the initiative to innovate, and constantly promote their own development. ?
Second, the content of the evaluation
Students' evaluation of comprehensive practical activities is mainly based on the objectives of comprehensive practical activities and developmental evaluation theory. The evaluation of students does not overemphasize the scientificity and rationality of the results, but pays special attention to students' attitude to participate in activities, problem-solving ability and creativity, learning process and methods, communication and cooperation, hands-on practice and experience and lessons gained. The details can be summarized as follows:
attitude to learning
Attitude mainly refers to the initiative and enthusiasm of students in comprehensive practical activities, which is an abstract concept, but it can be evaluated by the time, times, seriousness and behavior of students participating in comprehensive practical activities. For example, whether students take part in every theme activity seriously, whether they put forward ideas and suggestions on their own initiative, whether they observe and think about problems seriously, whether they actively use their hands and brains, whether they carefully look for relevant information, whether they finish their study plans on time, and whether they persist in completing tasks despite difficulties.
The attitude of learning can include three aspects: the attitude of seeking knowledge, the attitude of communication and the attitude of self-development.
2. Cultivating students' innovative spirit and practical ability.
Ability is an abstract and long-term concept, which is not easy to measure, but behavioral goals can transform each ability into specific behavioral goals. By describing or measuring the achievement of students' behavioral goals, the improvement degree of students' related abilities is explained.
3. Students' knowledge, experience and mastery of methods and skills.
It is very important that the course of comprehensive practical activities does not deliberately pursue knowledge, but it does not exclude knowledge.
Record students' experiences, performances and feelings in activities, as well as their mastery of learning methods and skills.
Third, the evaluation process.
Comprehensive practical activities emphasize the whole process evaluation, and formulate corresponding evaluation schemes, which can include the following items: evaluation content (or index), evaluation time, evaluation method, evaluation subject, etc. ?
1, activity preparation stage
In the preparation stage of activities, we should emphasize the feasibility and innovation of students' topic selection and study the rationality of the plan. We can adopt various evaluation methods, such as prediction, questionnaire, observation, self-evaluation, questioning, opening a report meeting and evaluation scale. Teachers and students work out evaluation objectives, evaluation indicators and evaluation scales in advance, so that students can know how to evaluate in advance.
2. Activity flow stage
After students enter the practice process of comprehensive practical activities, they mainly record and guide the problems they encounter and their ability to solve problems, their persistence in encountering difficulties, their attitude and emotional experience in participating in activities, and their awareness and spirit of group cooperation. , truly reflect the process of students' active exploration and learning, provide feedback and adjustment, accumulate information about students' development and progress, and let students evaluate and adjust themselves. The evaluation methods mainly include random evaluation and portfolio evaluation, as well as peer evaluation, observation,
Discussions, questions, cards, interview records, diaries, etc. ?
3, activity summary stage
This stage mainly evaluates students' achievements in participating in comprehensive practical activities, shares students' emotional experience, and shows students' personality characteristics and teamwork spirit. Specifically, physical exhibition, situational performance, report meeting, defense meeting, students' self-evaluation, peer evaluation and parents' participation evaluation can be used to show and comprehensively evaluate the scientific and effective achievements of students' comprehensive practical activities, their autonomy, cooperation and creativity in the participation process, their attitude to participate in the activities, their gains and experiences in the activities, and the development of their practical ability. ?
Fourth, collect evaluation information.
Collecting the evaluation information of different evaluation subjects and presenting the evaluation results to students in various ways is a key link in the evaluation of comprehensive practical activities, and it is also a place where problems and confusion are easy to exist. Instructors should pay attention to the collection of evaluation information and accumulate evaluation materials in order to reflect students' participation in activities and development more comprehensively. Common methods for collecting information are: 1, observation record.
There are various evaluation methods of comprehensive practical activities. However, the premise of its application is observation. The record of observation results can be recorded according to the order of students' activities, forming a complete original data; You can also make a list of things you want to observe in advance and mark the related things you observe; You can also set certain standards for students' behaviors in advance and directly classify the observed student behaviors.
For example, for the observation of "cooperation and communication" between various groups, the following record table can be designed in advance to record the observation results.
Group "cooperation and communication" observation table
2. Questionnaire survey
Questionnaire is a widely used survey tool, which reflects some characteristics of respondents through their answers to questionnaire questions.
Teachers can understand students' knowledge and experience before activities through questionnaires, and design activity plans accordingly. After the activity, teachers can also learn about students' gains and feelings through questionnaires. Teachers can find problems, understand students, sum up experience and adjust their teaching guidance according to the results of this test. There can be student questionnaires and parent questionnaires. ?
3, interview record (conversation)
Through oral communication with the interviewee, the interviewer records all kinds of useful information revealed in the interviewee's conversation as the basis for evaluating some characteristics of the interviewee. The conversation method used in evaluation is often manifested as a dialogue between teachers and students and between students. First of all, students have the right to interpret and express their gains in activities, their works or achievements, and their contributions to class and group activities. ?
4. Establish process combination
From the establishment of activity theme, the formation of activity plan, the implementation plan to the display of activity results, students' real performance and the results formed in each link contain rich evaluation information, and portfolio is a good way to accumulate these evaluation information. It is to let every student or activity group put plans, tasks, schedules, diaries, materials, pictures, feelings, suggestions and experiences into the activity record bag at any time. Teachers should encourage each student to set up their own files of comprehensive practical activities. 5. Students show themselves?
(1) random display
For example, post photos of student activities, hold a photo exhibition, and show the experiences and materials collected by students during the activities?
(2) to carry out the results display and exchange activities.
Students' grades can be displayed in various forms, such as investigation reports, reflection diaries, handwritten newspapers, and manual production. Through the exhibition, students' activity achievements and process experience can be fully expressed. V. Evaluation and implementation
The process of implementing comprehensive practical activities is accompanied by the process of collecting evaluation information, and it is also the process of implementing evaluation through consultation between teachers and students. ?
(1) Guide students to evaluate themselves.
Students are the main body of comprehensive practical activities. After teachers and students form an activity plan together, under the guidance of teachers, students implement the plan and form the results of the activities. The evaluation of students can involve the following aspects: ① enthusiasm and sense of responsibility for participating in activities.
② The spirit of unity and cooperation and the coordination of interpersonal relationships.
(3) The times of obtaining information, and the records of personal tasks?
④ Mastery of knowledge, methods and skills in activities?
⑤ Development of innovative spirit and practical ability?
6. What is the quality of the harvest and results of the activity?
(2) Guide students to evaluate each other.
There are two situations in which students evaluate each other. One is the evaluation of a single classmate, which can be one-on-one or one-to-many evaluation between deskmates or members of a group. The other is the evaluation of the group, which can be that the members of this group evaluate the overall activities of the group or the performance of individual students, and can also evaluate other groups and group members. While guiding students to evaluate each other, teachers should also respect students' dominant position and play the role of evaluation in promoting development.
1. Discuss the evaluation indicators and methods with students. The evaluation items and standards can be made into tables, and students can evaluate each other and fill them in; Or the group leader shall preside over the mutual evaluation activities, and put forward his own opinions or opinions in combination with his own observation records to complete the evaluation. ?
2. Guide students' ideological understanding, so that students can learn to accept themselves and appreciate others in evaluation activities. The evaluation of others should be objective and specific, not only be good at discovering the advantages of others, but also frankly put forward suggestions for improvement and really learn to help others make progress. ?
3, handle the relationship between groups and individuals. In particular, the evaluation of the results of activities should be based on the results of the group and take into account individual performance. It is necessary to further establish and cultivate students' team spirit by summarizing and evaluating the group results. The evaluation of group activities can involve the following aspects:
(1) Division of activities and implementation of plans
(2) the spirit of cooperation among students, the progress and discussion of activities, and the report and display of results.
Thematic activity evaluation form
Class: Group: Name: Date:
Subject: Group: Date:
(3) Invite relevant people outside the school to participate in the evaluation; (4) Teachers evaluate students.
Under the concept of promoting the diversification of evaluation subjects, teachers are still one of the subjects to evaluate students, and their evaluation methods are as follows:
1, random evaluation
In the whole process of the implementation of comprehensive practical activities, teachers can make timely comments on students' words and deeds anytime and anywhere. Flexible and diverse evaluation methods, satisfied smile, trusting eyes, kind gestures and humorous answers. It is an evaluation of individuals and specific events. ?
2. Portfolio evaluation
The record portfolio established by students in the process of activities records the little gains and serial footprints in the process of students' activities. These portfolios are the witness of the process of students' activities, and their evaluation methods are cooperative evaluation, including mutual evaluation and collective evaluation.
3, the specific operation is:
(1) Hold group exhibitions regularly to show the results of everyone's activities, evaluate everyone's participation in the activities and discuss which students have made positive contributions.
(2) Organize one or two exhibitions of growth record bags each semester. On the basis of reporting the results and praising the typical examples of each group, discuss collectively which group's inquiry activities are meaningful, which group's activities are outstanding and distinctive, which group's cooperation is the most pleasant and effective, and so on. ?
4. Descriptive evaluation, that is, describing and evaluating teachers' attitudes, abilities, methods and the final results of student activities.