Common problems in teaching evaluation of Wang Wutang's New Chinese Classroom;
Scientific mistakes are not accidental.
Errors in Chinese knowledge and non-Chinese common sense often appear in the classroom.
(B) ability, skills training is not in place
Teaching-style "analysis" encroaches on students' practice time. Chinese practical activities are seriously inadequate, especially individual training is often replaced by unified common training (such as synchronous reading).
(C) Ideological and moral education and teaching content out of touch
Ideological and moral education should naturally penetrate into teaching, and the combination of literature and Taoism is close. In some classes, "Wen" and "Tao" are separated, and "Tao" is often a supplementary "singing according to the situation". In addition, it is often limited to a very shallow level, even a very shallow "investigation type" and "expression determination type".
(D) Aesthetic education does not pay attention to internalization
Aesthetics should be a kind of self-experience and emotional resonance inspired by works. In teaching, teachers often sum up the characteristics of writing into several articles, and students just copy the conclusions provided by teachers without internalizing their feelings. Therefore, aesthetic taste has not really been cultivated.
Reflections on the evaluation of Chinese classroom teaching: a successful classroom teaching should not stay on the surface of knowledge, but should dig deep into its connotation; It should not be a rigid knowledge infusion, but to stimulate students' interest in learning.
How to optimize the evaluation of Chinese classroom teaching in primary schools? I am about to graduate by correspondence, and now I am required to write my graduation thesis. Although I wrote a paper, I failed to pass the examination and approval. The main problem is that the content is not novel enough. The tutor put forward the following amendments to this paper: the amendments are as follows: 1 Please point out the limitations of previous classroom evaluation; 2. What new methods do you want to use to supplement the current classroom evaluation? Many methods in your article are too old! I am stupid and inexperienced, so I can't modify it myself, so I seek the help of a master. The original text is as follows: A brief talk on the skills of optimizing the evaluation of Chinese classroom teaching in primary schools Abstract In the evaluation of Chinese classroom teaching in primary schools, teachers should pay attention to the evaluation from different angles and ways to promote the development of students' personality; Pay attention to encouraging language evaluation and let students experience the joy of success; Attach importance to nonverbal evaluation and improve the efficiency of education and teaching; Pay attention to the combination of self-evaluation, mutual evaluation and teacher evaluation, and encourage students to develop together ... Teachers should let students know themselves better through evaluation, make clear the direction of their efforts, and truly let evaluation serve students. Keywords optimizing the evaluation skills of Chinese teaching in primary schools Looking back on the previous Chinese classroom teaching, we can feel that the traditional evaluation method is a passive evaluation, which is divorced from the current social concept of big education. Students only passively accept the evaluation of learning. Good grades are defined as good students and poor grades are defined as poor students. This single evaluation method lacks rationality and scientificity, and it is difficult to achieve the role of encouragement and guidance, and may even be counterproductive. This paper will discuss the skills, so that teachers can learn more about and master some evaluation skills, adapt to the classroom teaching requirements of the new curriculum more quickly, and better promote the all-round development of students. The so-called evaluation is a value judgment of students' individual and cooperative behavior. Evaluation is an indispensable part of education and teaching. It can be said: "There is no education without evaluation, and there is no effective education without scientific evaluation." Scientific evaluation is the basis for teachers and parents to understand the growth and development of students, and it is also the need for students to adjust their learning and development. In teaching, we often evaluate students' learning effect, and we should evaluate students' learning in different forms in time, so as to make the assessed confident and promote their healthy and harmonious development. With the advancement of curriculum reform, teaching evaluation, as the core issue, has become the primary topic. The new round of curriculum reform advocates curriculum evaluation based on process and promoting development, which is not only the reform of evaluation system, but also the reform of evaluation concept, evaluation methods and means and evaluation implementation process. The new curriculum emphasizes the establishment of an evaluation system to promote students' all-round development, teachers' continuous improvement and curriculum development. On the basis of comprehensive evaluation, pay more attention to personal progress and various development potentials. The new curriculum advocates qualitative evaluation methods such as growth record bag, study diary, situation test, etc., emphasizes the establishment of evaluation system with multi-subject participation, and attaches importance to the incentive and promotion functions of evaluation. Curriculum reform advocates the concept of respecting students, giving them humanistic care and publicizing their individuality. Teachers should master teaching evaluation skills, understand the basic theory of evaluation and optimize evaluation skills to meet the classroom teaching requirements of the new curriculum. Then, how to optimize our classroom evaluation skills in order to better promote students' intellectual development? First, pay attention to the evaluation from different angles and different ways to promote students' personality development into the new curriculum. Teachers should make every effort to promote the development of each student. There is no shortage of gold, and no one is perfect. "Top students" have shortcomings, while "poor students" have bright spots. In every teacher's mind, every student should be talented. This requires teachers to change their educational concepts, re-integrate the relationship between teachers and students, define their roles and become "promoters" of students' learning activities. Judging from this evaluation, teachers are no longer condescending, but should "squat down to see students." We should seize the "bright spots" of students in time, especially the "poor students". A unique compliment or two is no less than an oasis in the desert and a long-term dry shower, which will stimulate their potential and let students grow up in fertile soil full of encouragement and expectation, thus achieving twice the result with half the effort. There are usually the following evaluation methods: 1. Language evaluation Language evaluation includes oral evaluation and written evaluation. Teachers' oral evaluation of students is the most direct, quickest, most frequently used and most influential evaluation method, especially oral evaluation in public. For example, there is a student in the first grade I am taking now. When he first went to school, he was very introverted and unwilling to communicate with his classmates and teachers. I have observed this situation, and I usually pay special attention to him. I often use: "You can do it!" " ""the teacher believes you! " Encourage him with inspiring words such as "You are also good at talking". Slowly, he is willing to talk to the teacher and associate with his classmates, and gradually becomes a good student who can actively think and speak in class. For this reason, I feel that I often use "You are so smart", "You are good at talking", "You can do it, I believe you" and "I believe you are not lying". These emotional languages encourage students to evaluate and publicize their own personality, so that most students can develop freely and harmoniously. Especially for children in rural areas, most of the students in our school are left-behind children and spend most of their time with teachers, so it is a very glorious thing for them to be praised by teachers. They will feel that the teacher attaches great importance to them, so they will study harder. There was such a student in the fifth grade last year. He got good grades in all aspects, but he didn't study hard and scribbled his homework. Seeing this situation, I wanted to talk to him, but I never got a chance. Once I wrote this sentence after his homework, "The teacher has always placed high hopes on you. If you can study hard and do your homework carefully, you will become better. "The teacher believes you!" Since then, this classmate has changed, his homework is clean and tidy, his study is serious and down-to-earth, and his academic performance has also improved. Since then, I feel that a compliment is more powerful than any well-meaning sermon and any stormy criticism and accusation. So after that, I adopted different evaluation methods according to the characteristics of students in teaching. 2. Non-verbal evaluation should pay more attention to non-verbal evaluation while paying attention to linguistic evaluation. For example, a sincere smile, a gesture of praise, a positive look, a gentle touch and so on. These silent evaluations are from the heart and will affect students' hearts. This is the most acceptable evaluation method for the assessed, and it can produce more effects of silent telling than audio telling. I can understand this better in many years of rural teaching. Left-behind children in rural areas lack care. A smile, a gesture and a look from the teacher will make them feel warm and feel their existence. Therefore, as a teacher, especially in rural areas, please don't be stingy with your small actions and your sincere evaluation, which will narrow the distance between you and students and improve the efficiency of education and teaching. Second, the combination of self-evaluation, mutual evaluation and teacher evaluation encourages students to develop together. In teaching, in order to make every student's personality develop better, we have to try our best to make every evaluated person improve himself and enrich himself in the constantly developing and changing environment. Although naive, I have begun to have my own views and opinions on things, and I can also express my own views and opinions. 1. Students' self-evaluation is to let themselves evaluate themselves. Students are imaginative and creative, and teachers can ask students to make self-evaluation on their own behavior or homework. Because of their age, children don't know much about themselves, which makes it impossible to evaluate themselves completely, comprehensively and fairly. Therefore, students should be encouraged to evaluate each other on the basis of self-evaluation. In teaching, we can carry out peer evaluation at the same table, peer evaluation in groups and peer evaluation within the whole class. Such as homework, answers to questions, etc. And evaluate each other on the basis of self-evaluation. What do you think of his performance? "Where is the good news?" "What else need to be corrected? How come? " "If so, what should you do?" So as to encourage students to promote each other, complement each other, make progress and develop together in mutual evaluation. 2. The combination of deskmate evaluation, group evaluation and teacher evaluation can stimulate students' desire for learning. I often use peer review at the same table to check students' literacy in class. In order to fully understand the students' literacy in each class, I will spare two minutes for my deskmate to check the reading and writing of the new words in this class after each class. If they are all right, I'll get a five-star for my deskmate. If I can't teach him or learn by myself, I can make up five stars. At this time, students will be very interested. After adopting this method, the children in our class will read much faster. Junior students learn quickly and forget quickly. In order to consolidate the new words they have learned, in the class I teach, I stipulate that every Monday, the students' words of the previous week will be checked and evaluated in the study group. If all the students learn new words, the group leader will print a small red flower next to the new words they have read. If students have unfamiliar new words, the group will help teach them together. When this classmate knows everything, the team leader will print him a small red flower. After checking the new words in groups, I will judge the study group with the best cooperation and literacy in the whole class and add a cooperation star to this group on the honor list. Students in each group often encourage and help each other and study together for the star of cooperation, thus forming a good learning atmosphere in the class. In the perennial teaching, I have observed that students often find faults, shortcomings and advantages when evaluating their classmates' reading aloud, which makes the evaluated students feel embarrassed, so the enthusiasm of students to read the text and speak is also reduced. Faced with this situation, I pay attention to the guidance of students in teaching. What impressed me deeply was that in the class of "Sunshine", a student was reading aloud "The river is shining with sunshine, and the river is like a long brocade". This sentence reads like this: "The river is like a long brocade." After he finished reading, the students raised their hands, and some even said that he had dropped the words. I guided the students in time and said, "Do you find the advantages of his reading aloud? Let's evaluate his advantages first, then help him find his shortcomings and offer hope, shall we? " Then a classmate said, "He has a loud voice, and he reads' Chang Jin' with great feelings. It would be better if he didn't drop his words. " The classmate happily accepted his classmate's evaluation and said, "Thank you for your encouragement. I will pay attention to it later. " With the passage of time, students' understanding of mutual evaluation has improved. You should know that when evaluating each other, you should first look for their advantages, encourage them, help them build confidence, and then put forward hope for each other. Now, after reading the text aloud, the children in our class often hear: "You read it right. If you speak louder, you will feel better. " Or: "You are really good at reading. I want to learn from you." Sometimes when the deskmate encounters unfamiliar words in the process of reading, he often hears "Never mind, I'll help you" or "I'll teach you". Slowly, students not only learn to discover the advantages of others, but also learn to look at others with appreciation, praise and encourage others, and they are also encouraged in the process of learning, further increasing their desire to learn and making them more interested in learning. Suhomlinski once had a wonderful metaphor: carefully protecting students' young hearts like dew on a lotus leaf. The crystal clear dew is beautiful and lovely, but it is very fragile. If dew falls down carelessly, it will break and cease to exist. Teachers should remember this passage first when evaluating students. Because education is first and foremost a kind of protection, as teachers, we have the responsibility to protect every spark in students' young minds, even if it is whimsical, rather than simply denying and reprimanding. Especially teachers and students in rural areas are in a weak position. If denied, it will leave a shadow in my heart. Therefore, the evaluation of students should follow the principles of combining teacher evaluation with student evaluation, combining praise with criticism, and combining generality with individuality.
Chinese teaching in primary schools should be based on students' basic characteristics, students' acceptance ability and students' ability to absorb and transform knowledge, with the starting point and ultimate goal of improving students' Chinese learning performance and Chinese knowledge ability. Under the guidance of the new curriculum, Chinese teaching in primary schools should focus on optimizing classroom teaching, improving teachers' teaching efficiency, guiding students to actively participate in learning, actively guiding students to transform what teachers teach in class into their own knowledge, and effectively using this knowledge to improve students' innovative ability. First, the important goal of optimizing classroom teaching and improving teaching efficiency Under the requirements of the new curriculum, classroom teaching of Chinese in primary schools proposes to improve classroom efficiency. Improving classroom efficiency and optimizing classroom teaching are of great significance to teachers' teaching and students' learning. Optimizing classroom teaching and improving teaching efficiency are of great practical significance to both teachers and students. (1) The most direct purpose of improving students' concentration and participation in learning, optimizing classroom teaching and improving teaching efficiency is to improve students' concentration and participation in Chinese classroom learning. Classroom teaching plays an important role in Chinese learning in primary schools. Optimizing classroom teaching and improving teaching efficiency means that teachers help students learn and remember as much as possible in teaching and guide students to apply basic knowledge appropriately. Therefore, in order to improve students' concentration and devotion in learning Chinese, teachers need to constantly optimize classroom teaching in the process of Chinese teaching in primary schools and improve classroom teaching efficiency. (2) Enhancing the transformation of teaching content The ultimate goal of Chinese teaching in primary schools is to help students absorb and digest the knowledge taught by teachers in the classroom and transform it into students' own knowledge, so as to use it flexibly. To enhance the transformation of teachers' classroom teaching content, teachers need to constantly optimize Chinese classroom teaching, improve classroom teaching efficiency with various teaching modes and auxiliary teaching methods, help students digest what they have learned, and further create sublimation, so as to improve students' exploration and innovation ability on the basis of helping students understand and master what they have learned. Second, in primary school Chinese teaching, measures to optimize classroom teaching and improve teaching efficiency In Chinese teaching, in order to improve efficiency, teachers need to take students' basic situation as the basis, according to students' knowledge mastery level, and start with teachers themselves, teaching models and classroom-assisted teaching methods. , so as to effectively achieve the teaching goal of Chinese in primary schools, improve students' Chinese learning ability and improve students' Chinese knowledge literacy. (1) Improving teachers' professionalism The level of teachers' professionalism directly determines the efficiency of teachers' lectures and the optimization of classroom teaching. Higher professional literacy can effectively guide students to learn Chinese, which is conducive to improving students' Chinese knowledge and enhancing students' Chinese literacy. Teachers' professional quality is mainly reflected in three aspects: teaching language, professional knowledge level and teaching skills. First of all, the teaching language of Chinese teachers in primary schools should adopt the language style of active life according to the characteristics that primary school students like interesting learning. Teachers should stand at the same height as students and think about language from the perspective of students, so as to attract students' interest in learning and give them a more standardized teaching language environment. Secondly, teachers should actively improve their knowledge of Chinese. Chinese is a subject constantly influenced by the development of the times, which requires Chinese teachers to study, study and keep pace with the times. Only by constantly learning and improving their knowledge level can teachers teach students deeper and richer knowledge. Finally, teachers should actively learn and imitate new teaching methods, communicate with students and other teachers, constantly absorb and summarize other people's teaching skills, and transform them into their own teaching style. (II) Interactive Teaching Mode Interactive teaching mode refers to the teacher's active interaction with students in the teaching process, which can stimulate students' active learning, guide students to think positively and concentrate students' attention through classroom communication, thus improving classroom efficiency and optimizing classroom teaching. In classroom teaching, teachers should properly use video, pictures, question inquiry and other ways to improve students' attention and participation, and guide students to discover, think and solve problems, thus improving teaching quality and optimizing classroom teaching. To sum up, optimizing Chinese classroom teaching in primary schools and improving the efficiency of Chinese teaching in primary schools can effectively stimulate students' initiative in learning, exercise their perseverance in learning, enhance their concentration and participation in learning, and thus improve the knowledge transformation and application efficiency of teachers' teaching. In Chinese teaching in primary schools, teachers should pay attention to improving teachers' professional quality from the aspects of language expression, knowledge level and teaching skills, actively adopt interactive classroom teaching mode and enrich classroom-assisted teaching methods, so as to optimize Chinese classroom teaching in primary schools and improve teaching efficiency.