For a long time, the focus of teaching evaluation is "teachers", and the evaluation content is mainly that teachers pay attention to students' classroom performance and evaluate them. Therefore, the previous teaching evaluation clearly showed the value orientation of "teaching first, learning serving teaching". This traditional teaching evaluation largely ignores students' subjectivity, initiative and creativity in teaching, which is not conducive to students' development. Therefore, teaching evaluation should not only be evaluated by teachers, but should adopt a "diversified" evaluation system; Nor should there be only "blind" praise and criticism, but "artistic" evaluation terms should be adopted.
First, adopt a "diversified" evaluation system to attract multiple subjects to participate in Chinese teaching.
"Diversification of evaluation subjects" is an important concept and direction of current evaluation reform. On the one hand, Chinese curriculum evaluation should respect students' dominant position, guide students to conduct self-evaluation and promote reflection; On the other hand, it is necessary to encourage peers and parents to participate in evaluation, so that evaluation can become an interactive activity in which schools, teachers, students, peers, parents and other subjects actively participate. As the subjects of teaching and learning, teachers and students should be the subjects of Chinese curriculum evaluation. Students should mobilize their attention, memory and thinking in the evaluation, and participate in the evaluation of Chinese curriculum through their own subjective behavior. However, for a long time, the status of students as the subject of evaluation has not been recognized by educators in China, which not only affects the accuracy of evaluation results, but also dampens the enthusiasm of students for self-improvement. Therefore, there has always been a misunderstanding that the evaluation subject is single. It seems that only the evaluator is the main body of evaluation, and the evaluated often lacks the right to speak in the evaluation of Chinese courses. The new evaluation of Chinese curriculum standards puts forward the idea of diversification of evaluation subjects, thus truly establishing the position that both the evaluator and the evaluated are evaluation subjects.
First of all, we should pay attention to self-evaluation.
Self-evaluation is the most important and commonly used evaluation method in the new Chinese curriculum. Teachers can reflect on the gains and losses of Chinese courses by strengthening self-evaluation and examine their Chinese teaching, so as to improve their Chinese teaching. Strengthening self-evaluation can help students better reflect on their Chinese learning, form their own self-learning ability, participation ability and self-evaluation ability, thus promoting the overall improvement of students' Chinese literacy.
I remember it was the unit test of Unit 3 in the second volume of Grade 8, and the average score of the whole class dropped by 10. I was angry at that time, but I didn't know how to criticize. So, what I spit out is that everyone wrote me 800 words. Self-reflection, the content is to evaluate and summarize this exam. I ask students to evaluate mainly from themselves, and also to add questions from teachers and parents. I benefited a lot from the self-assessment form I handed in. The students thoroughly analyzed their own reasons, gave me suggestions and evaluated the current situation of the class. In this way, I can quickly grasp all kinds of information and "prescribe the right medicine" for it, and the exam results of the next unit will come up. Moreover, in the process of writing the self-evaluation, the students made a very objective description of their own learning and my views, so it is also conducive to the communication between us and our classmates.
Secondly, we should strengthen mutual evaluation.
Mutual evaluation emphasizes two-way mutual evaluation and multi-directional cooperation and exchange. Such as teachers to teachers, students to teachers; Teachers to students, students to students; There are also parents' comments on teachers, courses, schools and students. Through mutual evaluation, Chinese curriculum information can be exchanged through multiple channels, which is conducive to the cooperation and coexistence between the evaluator and the evaluated, learning from each other's strong points and jointly improving the Chinese curriculum. Therefore, Chinese curriculum evaluation has become an interactive activity involving managers, teachers, students and parents. In particular, let students participate in our usual teaching evaluation.
For example, teachers should prudently give students the right of self-evaluation and mutual evaluation to some extent. At the same time, students are invited to participate in the evaluation of teaching on an equal footing, so that teachers and students can more comprehensively perceive the status quo of "teaching" and "learning" and make corresponding adjustments and improvements. Teachers can give students some objective and quantitative homework, such as dictation, dictation, filling in the blanks, choosing and so on.
As for composition correction, students can also evaluate and recommend each other on the basis of the grading standards jointly drawn up by teachers and students. In this kind, vivid and mutual assistance evaluation activity, teachers and students share the happiness of active participation. In order to avoid laissez-faire, teachers should also increase corresponding auxiliary means, such as examination and approval, irregular spot checks and so on. , timely and comprehensive understanding of the situation, correct individual bad behavior of students, and enhance the sense of ownership and responsibility. Different forms of teaching evaluation activities are held regularly every semester to invite students to put forward their feelings, criticisms and constructive opinions on Chinese teaching; And declare that independent criticism with deep affection is most welcome, because it shows your love for Chinese teachers from another angle. Dialogue and communication between teachers and students should be strengthened. President Wei Shusheng once said, "Democracy is like a bridge between teachers and students. The higher the degree of democracy, the stronger the bridge connecting the soul. " Teaching is a bilateral activity between teachers and students. In this activity, teachers and students are two independent subjects, and their communication must be based on mutual trust and respect, rather than one being superior to the other. Therefore, teaching evaluation should also be the common and equal participation of both sides. Second, use "artistic" evaluation language to stimulate students' interest in learning Chinese.
1. Art evaluation guides students to feel beauty and create beauty.
Teachers' evaluation, whether praise or criticism, should encourage students to keep making progress through appropriate ways. If praise and criticism are inappropriate and the situation is inappropriate, it will be counterproductive and have a negative impact. This requires our evaluation to be artistic. The language of evaluation should be correct, vivid, interesting and infectious. Let the language of evaluation moisten students' hearts like a trickle and motivate them to make progress. Guiding students to feel the beauty of life with artistic language. For example, if a student answers a wrong question, if he says, "How can you be so stupid!" " "Maybe the student can't answer questions anymore. If you change it to "you are so smart all your life, you are confused for a while!" "This may be another result. When students read aloud, I will admire: "The sound is like running water, which is really intoxicating!" For students, composition evaluation can quote inspiring philosophical sentences in poems and songs. For another example, the teacher's evaluation can also be humorous: "Not with me for three days." "Your answer is so wonderful that two generations of smart people can't compare with you." We can make such an evaluation of group cooperative learning: "You are really a group of smart stars, and no matter how difficult the topic is, it will not be difficult for you!" " "You can also comment on the imperfect question and answer:" Your thinking is really fast. If only you could speak more clearly and specifically! "You can encourage students with applause, or you can give out small prizes and record extra points ... In short, students can always feel the charm of Chinese with artistic evaluation language, thus promoting students' interest in learning Chinese and feeling the beauty of life.