-inscription
The main channel of implementing quality education is the classroom. The primary school Chinese classroom evaluation here refers to the appropriate evaluation of students' participation in primary school Chinese classroom learning activities. The purpose of this evaluation is to strengthen students' initiative to participate in learning activities and awaken and stimulate their desire for innovation. In the classroom, teachers let students taste the joy of success, enhance their learning confidence, find their own shortcomings, make clear the direction of efforts, promote students' potential, personality and creativity, and make every student have the ability of self-confidence and sustainable development. The new curriculum reform requires moving from "knowledge classroom" to "life classroom". Classroom is the composition of teachers and students' life activities, and the teaching process should be full of vitality. As an evaluation that permeates all aspects of the teaching process, it should also be full of vitality. Chinese classroom evaluation should be rich and vivid, move students with true feelings and guide students with sincerity, so that Chinese classroom evaluation can be truly wonderful and become an unforgettable experience and an eternal moment in students' lives. In order to achieve this goal, I think the evaluation of our teachers should have the following characteristics:
First, the evaluation should return to reality.
Stafulm, a famous expert in educational evaluation, emphasized that evaluation "is not about proof, but about improvement". In every link of teaching, give full play to the charm of teachers' evaluation, appreciate students' wonderful self-evaluation and mutual evaluation, and infiltrate teachers' care and encouragement. Only in this way can we inject fresh blood into our primary school Chinese classroom, make the classroom a hall for students to linger, and gain greater value in life transcendence and personality development.
Teachers' praise and criticism of a certain behavior are reflected in the evaluation language, which will have a profound impact on students' behavior. Therefore, in classroom evaluation, teachers should make full use of this favorable factor, evaluate the success or failure of students' behavior in time, and provide experience or lessons for more students to practice again. Our evaluation should be full of true content.
We should affirm and encourage students' correct words and deeds in the evaluation. For example, the word "comprehensive" is used accurately. For example, one day in class, I exchanged the last sentence of grandpa's felt boots, "Everything in the world has an end and everything dies, but grandpa's felt boots last forever." During the experience, He Jiaheng delivered a long speech: What is eternal is not only grandpa's felt boots, but also the treasure of everything in the world, such as the love of life, the treasure of family and the treasure of resources. I immediately gave him a smile and motioned him to sit down.
We should criticize, guide and guide students' mistakes and improper words and deeds. One eye has a prompting function, patting the shoulder also has a reminding function, and both hands have a guiding function. For example, teacher Wu Jiafeng said that students said that the protagonist was very organized, so it would be better to change it to "planned and arranged". After listening to a student's speech, I told all the students that it would be better if everyone could grasp the key words in the text and think deeply like her.
Let's look at the following two comments:
1. "You read really well, please encourage!"
2. "Look, his reading is not only emotional, but also expressive!"
It is also a compliment in guiding students to read aloud. The former only affirms students' reading aloud, and has nothing to do with what is highlighted. After hearing such comments, students know that they are good at reading, but they don't know where to be good. Listening students only know that others read well, but they still don't know how to read and what to pay attention to when reading by themselves. While affirming the students, the latter points out the success of students' reading aloud, which is beneficial for all students to learn and improve in reading aloud again.
I remember listening to such a first-year Chinese class. I was not impressed by the specific content, but the teacher was impressed by the evaluation of the students' speeches in class. A male student got up to read a text, which was not good, and the missing words and words were not smooth. So, the teacher said, "You are brave. I'm glad to hear you read aloud, but it's better to pay attention to some places." (The teacher points out the mistake) Do you want to see it again? " Students read it again, and the typos and missing words are much better. "You have made progress in reading. It's best to speak louder so that everyone can hear. " The child read it again happily. "Read well and read fluently. If you slow down, pay attention to the pause and master the tone, so much the better. " The child read it again and read it well. "It's really good to read. Applause for you! " "The teacher took the lead in applauding, and the child smiled happily. ..... This is a real and effective classroom evaluation full of artistic appeal and motivation.
Of course, in order to evaluate students' behavior timely, correctly and deeply, teachers should have flexible classroom adaptability, rich knowledge, keen insight and quick language organization ability. All these require teachers to pay attention to tempering in their daily teaching practice.
Second, the evaluation should be full of true feelings.
To reflect the authenticity of evaluation, we should always pay attention to students' every move in class and smile. I still remember what Mr. Mouli said when discussing the teaching design of I Like with me: A Chinese class should be able to gently and naturally touch the emotional strings in the students' hearts, which is a really good class. I was impressed, so I remember. As teachers, we should use our true feelings to arouse students' true feelings.
Jia Zhimin, a special teacher, commented on a student with a low reading voice: "You read really well! The teacher wants to thank your parents for giving you a good voice. However, it would be better to add an expression. Do not believe, you try! " Inspirational words flow into children's hearts like manna and become their positive motivation. After careful tasting, it is not difficult to realize the broad mind and love for children of famous teachers. "You read so well!" Suddenly, the students tasted the joy of success, experienced the happiness of being affirmed, and also aroused their positive wishes. "It would be better if you add expressions", and skillfully add "sugar coating" to the surface of shortcomings, so that students can listen to them and love easily without hurting their self-esteem. "Try if you don't believe me" has inspired students' confidence to challenge themselves. This shows the master's art of teaching evaluation.
Evaluation should be full of wisdom.
Please look at such a teaching clip:
Health: "In the morning ... colorful rainbows. "
Teacher: After listening to this passage, do you feel that you have entered the snowy area? (Students have different reactions)
Teacher: Just walked to the edge of the snow field, didn't you? Ah, if you don't go in, who can take everyone in?
I have read the text all my life, but I can't read it well.
Teacher: Did you go in?
Health: (Michael Qi) No.
Teacher: No, maybe that classmate led us to the edge of the snowfield just now, and this classmate led us out again. (Laughter)
Teacher: Let's see if I can let everyone in. Have you taken a few steps forward?
Health: Let's go.
Teacher: So who will lead us forward?
This is the "classic" evaluation language guidance of Professor Zhi Yuheng, a special teacher, when he first snowed. Teacher Zhi reminds students how to read the "big" snow through humorous language. This kind of interesting evaluation deeply interprets the text, perceives the spirit of the text, puts itself in various situations of the text, actively seeks the integration of evaluation content and knowledge points, organically permeates and attaches the evaluation to the learning content, so as to integrate it and erase the traces of deliberate evaluation, making it less rational and mechanical, more emotional and agile, less procedural and more imaginative and artistic conception.
Look at another case:
A student is reading the last paragraph of Guilin Landscape, describing the beauty of Guilin landscape combination. I read it sincerely and deeply. Unexpectedly, a swallow suddenly flew into the classroom. The students became anxious.
Teacher (a brainwave): You have read all the words in Guilin Landscape. It's really beautiful. Look, you recruited all the swallows into the scenery you described. (Laughter)
Teacher: Let's see whose reading not only intoxicated us, but also intoxicated the swallows outside the classroom.
The whole class was immersed in it and read "Another Life" aloud with emotion again and again.
Because teachers skillfully develop generative resources with the wisdom of "big language" and skillfully graft unexpected "branches and leaves" in the classroom to the "backbone" of students' learning through poetic evaluation language, thus protecting the lively and disorderly classroom. This kind of classroom evaluation, which is full of personality charm and improvisation, creates a harmonious and harmonious space for true feelings and activates students' infinite innovative thinking. This kind of impromptu evaluation is rooted in scientific educational concept, profound cultural background and solid daily teaching skills.
A teacher taught "Young Runner" a link:
Teacher: Please tell this group how you studied "picking up shells". (health report)
Teacher: Do the students in other groups have anything to add?
Student: Teacher, I have many shells. Can I show it to you?
Teacher: Yes, please bring it up.
The students brought many shells up and showed them to everyone through physical projection. )
Teacher: Can you name these shells?
Health: No. (involuntarily lowered his head)
Teacher: Since you can't name these shells, please take them all down!
Health: (holding a shell, hanging his head and returning to his seat without saying a word all his life)
Soviet educator Suhomlinski believes that there is a deep-rooted need in people's hearts, and that is the desire to be appreciated. Children's needs are stronger. In this case, the exposed child has enough reason to be appreciated by everyone. It is not easy to collect a large number of shells before class, but he did it, which shows that he has a sense of responsibility and perseverance. Second, he completed the task assigned by the teacher best, which shows that he is self-motivated and loves learning. Third, he dares to show his learning achievements in class, which shows that he is positive and optimistic, and his personality is open. Fourth, his behavior is an example for other students, which can play a role of "moistening things silently" in a subtle way. However, the teacher in the case let the students down because they couldn't name so many shells! The impact of such an evaluation language on students can be imagined! Perhaps it is such a teacher's casual evaluation that ruined the bright future of this student with many excellent qualities in vain; Perhaps, China also lost a great scholar, archaeologist and scientist ... What a terrible fact.
Fourth, the evaluation should pay attention to strategy.
Last year, Mr. Yao and I went to Chengdu to observe classroom teaching activities in four cities across the country. I still remember the slogan: the art of teaching lies not in imparting knowledge, but in inspiring, awakening and inspiring. In my opinion, evaluation should be one of the teaching arts, or a concrete manifestation of the teaching arts.
1, the implementation of student self-assessment.
The traditional evaluation view holds that only teachers, elders and venerable people are qualified to evaluate others, and they are the main body of evaluation; Students, however, can only be the object of evaluation and undertake the "indoctrination" of teachers. Now it seems that this view is obviously out of date. In the process of learning, children are evaluated in many ways, because they complete their own learning through communication and cooperation, and they receive a lot of attention (including himself, of course) in the whole learning process. Therefore, we should not let the evaluation subject enter the narrow alley, but should examine the extension and connotation of the evaluation subject accordingly. Students, parents, teachers and learning partners should all be part of the evaluation subject. Students' self-evaluation, students' mutual evaluation, teachers' evaluation and others' concern are all indispensable parts in the evaluation process. Self-evaluation is an integral part of self-awareness and a very important ability in the structure of personal ability. Self-evaluation can eliminate the opposing emotions and doubts of the appraisee and arouse their enthusiasm to participate in the evaluation. Self-evaluation should be an internalized educational process.
For example, after a student watched a clip in Go by himself, I led him and said, "What do you think of reading?" He smiled shyly and said, "I read fluently, but my voice is very low." "Can you try again?" He tried to read it again, and I asked, "Do you think it's good this time?" "Better than last time, but no feelings. Teacher, can I try again? " This time, he read with emotion, and there was warm applause in the classroom. Learning self-evaluation helps students to form a correct understanding of themselves, which is also the most difficult ability to cultivate. But we should make great efforts to cultivate students' ability, because this ability will accompany children all their lives, which also reflects our ultimate concern for students.
In last semester's Chinese classroom teaching contest, there was a link at the end of teacher Yin Bin's class: in this class, the children came here and thought they had learned the best, so please stand up, and a group of people stood up proudly; Those who think they have learned better please stand up, and another group of people stood up with a smile; Students who are very dissatisfied with their studies, please come forward. Several children stood up confidently. At this time, all the children in the class stood up. At this time, the teacher lost no time and said with deep affection: children, at the end of each class, you can think about how you studied, so that you can make continuous progress and you will be an excellent child. This link makes full use of students' self-evaluation, gives full play to its incentive function, and of course puts students' self-evaluation into practice.
In the fourth grade, I took over the Chinese class of this grade. Although the textbook of Beijing Normal University that we are using now will soon disappear from our class, I still think it is a very good textbook, and I am reluctant to give it up. The most lovely thing is that there is a content at the end of each unit, which is self-evaluation and others' evaluation. In the form of teaching materials, students are required to evaluate their own learning situation in each unit in combination with other people's evaluation, and gradually form a habit. We know that only by internalizing the requirements of teachers, parents and other aspects into the inherent requirements of students themselves can these requirements be effective and useful. Otherwise, external force will always be external force, floating in the air forever.
2.
Respect students' individual differences
The new classroom should be full of humanistic care, and the evaluation should not be short of humanistic care. Humanities classroom is a democratic classroom, and teachers and students respect each other. "Squatting down to communicate with students" is not a form of squatting, but the essence that teachers respect students. Teachers should respect students' personalities and opinions, and also respect students' differences, appreciate differences, encourage differences, teach students in accordance with their aptitude, treat them differently and develop their personalities. In class, teachers should care about every student enthusiastically, guide every student patiently, carefully discover every student's potential, sincerely praise every student's bright spot, and create a classroom evaluation full of humanistic care. Especially for students with learning difficulties, we should give enthusiastic encouragement. We can set a step for him when he fails, but we can also "find an egg in the bone" and "turn decay into magic"
The new curriculum reform pays more attention to students' development, and pays attention to the evaluation of factors closely related to students' physical and mental development and lifelong development, such as whether they love learning, whether they actively participate in learning, and whether they can cooperate with peers. The "new curriculum reform" pays great attention to students' individual differences, not only their specialties, but also their difficult areas, and advocates different evaluation methods for all students to promote their all-round development. This requires us to correctly treat the mistakes and shortcomings of students in their development and growth. Even if there are mistakes, they are understandable. Instead of being angry, it is better to guide students to learn from mistakes, learn not to make mistakes in mistakes, and grow up in mistakes, so as to truly promote students' all-round and healthy development.
The evaluation angle should be diversified. Evaluation should pay attention to the construction of students' three-dimensional goals, and care about students' knowledge ability, process method, emotion, attitude and values. Only by evaluating diversity can we find the strengths of each student and develop their potential. Don't look at students in a fixed way. Some students may not do well in the exam, but they may do well in a class. You may not perform well at ordinary times, but there are moments when the spark of wisdom flashes. There is a classmate named Li Xiangting in the class who usually doesn't finish his homework on time. He was still making up his homework when his parents came to pick him up every week. Parents have a headache, and teachers are not easy. However, once my class chose the person who presided over the flag-raising ceremony, but his performance shocked me. Standardized movements and clean and powerful language make me and my classmates sit up and take notice. So I often ask him to answer questions in class, read the text emotionally, and often praise him without losing time. Gradually, he began to change. When he made mistakes, he knew that he would blush when he saw the teacher. On the day of "March 8th" activities, children were asked to tell stories about their mothers' concern for themselves during their growth and express their gratitude to their mothers. Our classmates were in tears. But the transformation of a child is not a simple matter. No sooner had this activity ended than his mother came to pick him up. Unfortunately, he didn't finish another homework, and only a little. He was wronged because he really forgot that his mother hit him angrily. It's really strange to say. His parents were not so angry when they made up their homework last week. This time, they just beat him because they forgot, and he was in the classroom. I immediately tried my best to persuade the mother and son to open their hearts, made a serious evaluation of the child's recent performance in front of them, and told the mother what the child said during the activity. The mother and son wept bitterly and touched many people present. To tell you the truth, I haven't asked my children to make up their homework for weeks after that. Sometimes teachers are always like this. Outsiders feel that there is nothing to be happy about, but they will be happy when they are there alone for half a day.
Learning ordinary students is like pearls scattered in the grass. Once the teacher finds him and brushes the dust off his body, you will find that every "pearl" is so dazzling.
The subject of Chinese advocates that students have different feelings and different understandings, that is, personalized understanding. A thousand readers have a thousand Hamlets. Our classroom evaluation should respect students' different experiences. Sun Jianfeng, a special teacher, teaches the biggest ear of wheat. A male student is reading a paragraph of Socrates in the sixth paragraph carefully. He read hard and then hit the floor. After reading aloud, Teacher Sun commented, "If I were your student and heard your serious and philosophical words, I would surely realize that you are a strict Socrates." Then, Teacher Sun asked a female classmate to read Socrates' words. Teacher sun commented after reading it: "sneak into the night with the wind, and moisten things silently." Your words that moisten people's hearts like spring rain go deep into my heart. You are a gentle Socrates. " Also in the sixth paragraph of reading aloud, Mr. Sun made different evaluations because of the different personalities and feelings of the two students, which showed Mr. Sun's ingenious art of mastering the evaluation scale flexibly and fully reflected his respect for the individual development of the students.
Another case: the teacher asked the students to read the text aloud. A boy with poor grades and few words raised his hand, and the teacher asked him to call the roll. Originally, the student could read fluently and sensibly under the guidance of parents before class, but he missed a word "le" because of nervousness, but there was still progress compared with before. The teacher also invites everyone to comment. Some said: he even mispronounced the sentence and missed a word. Some said: His voice is too light. Some people say that he reads without emotion. This student is considered useless. The teacher went on to say, "Who reads better than him?" So the students sat down with their heads down and never spoke again.
In this case, in the face of students' critical negative evaluation of the student, can the teacher take into account the psychological feelings of the evaluated object and guide it from another angle: "But he missed one word less than last time!" This shows that he is making progress. "Who reads better than him" can be replaced by "Let's listen patiently again, and I believe you will find that he has made progress". What effect will it have? Imagine, with the trust of teachers and everyone's expectation, this student will study hard. Under the guidance of the teacher's generous evaluation, other students will no longer just stare at his shortcomings such as average grades and few words, but will turn their attention to discover his progress, and refer to the student's original experience and level to affirm his progress today, believing that it is getting bigger every time. Change "correcting mistakes" into "pursuing Excellence" to encourage and help students to have a successful experience. For the evaluator, this kind of mutual evaluation is a kind of Chinese education that uses Chinese time and space, and for the evaluated, it is a kind of silent love nourishment in the Chinese classroom. It cares about every evaluation subject and every learning subject, so that all students' Chinese literacy can be well developed on the original basis.
3. Properly grasp the evaluation opportunity.
Last semester, Teacher Yin Bin asked the students, "What do you see in this picture on the right?" Shortly after class. The once clever daughter was quickly invited and replied, "The leaves are all yellow, and the gourds are all falling off one by one." At this time, the teacher immediately said kindly: You observed very carefully, answered very well, and your voice was very clear. Everyone should learn from her. The child sat down with a proud and confident smile, and the children nodded firmly and seriously. I think this teacher organically combines Chinese classroom evaluation with organizational teaching, which not only really affirms the learning effect of students, but also encourages students and points out the direction for children's learning. It can be said that it is multi-faceted. Soon, she asked another question: "From what aspects does the text write the cuteness of the small gourd?" According to the students' answers, write down "leaves, vines, flowers and gourds" on the blackboard, and then ask "What did the author write first, and then what did he write? What did you find? " A child replied, "It was written from beginning to end." All the teachers in the class laughed. The teacher in class didn't laugh, but enlightened at the right time: "This is called the growth order of plants. When writing plants in the future, you can also write in this order, so that the written composition will be clear. This is the order of the composition. " A few clever words not only evaluated the students' speeches, but also guided all the students' oral and writing, so it was really clever to accurately grasp the evaluation opportunity and prompt them in time.
Under normal circumstances, due to the influence of mindset, novel, unique and creative ideas often appear in the second half of the thinking process, which is what we often call "epiphany" and "inspiration". If we give a final evaluation of the answer to a question that may have multiple answers too early, it will definitely stifle the spark of students' innovation and divergent thinking. This requires the use of delayed evaluation, so that more students can have a broader thinking space, gallop their imagination in a harmonious atmosphere, speak freely, inspire each other and brainstorm, so as to gain more and better innovative inspiration and fully develop their individual thinking.
In the first class of Wu Da University, Teacher Wu Jiafeng began to check the students' self-study. The teacher wrote many words in the book on the blackboard, and the students read them correctly and understood the meaning easily. But the word "logic" is difficult to understand. At this time, Mr. Wu said that the teacher does not speak this word now, so I will contact the text to understand it later. It is a good idea for students to read with questions. Can effectively maintain students' interest in learning. Also in this class, when teaching to the next link, Mr. Wu asked, "Will Wuta travel to Europe alone?" Most children say yes, and so does Mr. Wu, but that's not necessarily true. We will discuss the text after reading it carefully. Later, after careful study and heated discussion, students' views did change. The timing of this evaluation should be the teacher's mastery of classroom performance.
4. Evaluate the effective use of resources
When Mr. Ceng Shan asked "What's the change in water?" in the class "What am I?" A child said a lot of relevant knowledge and the teacher praised him for learning a lot in extracurricular reading. Immediately, one child said, "I also want to read more extracurricular books." Another child said, "I also learned a lot of knowledge." A teacher's evaluation quickly aroused children's interest in learning, which can make many students enjoy the joy of success, thus generating pride and motivation to continue learning.
Last year, in the teaching and research activities in the district, Yang Lu, a teacher of our school, gave a very attractive "Wuhuashan". The teacher made full preparations for this class and the whole class was very excited. Beautiful teachers, lovely students and clever answers have made our audience fully feel the charm of primary school Chinese classroom. What is more commendable is that the teacher inspired the children's sparks of wisdom, and the children's speeches were wonderful. One child even talked about metaphor and personification. After all, our teacher is young and busy completing the links in the lesson plan, while these sparks of students are fleeting. Later, when we were commenting on the class, we said that if we used it skillfully, we would get twice the result with half the effort. And it will definitely give our class extra points.
5. Clever use of body language
Teachers often use language to evaluate students' speeches and classroom learning. In fact, there are many ways for teachers to evaluate, such as touching their heads deeply, shaking hands deeply, hugging deeply, warm applause, strong thumbs and sincere praise, all of which can spread a kind of emotion and feeling. Every student always wants to be praised and affirmed by the teacher after answering questions or questions. Therefore, teachers should use the language of appreciation and encouragement as much as possible when evaluating students, so that students have a recognized sense of satisfaction and accomplishment. Yu Yongzheng, Jia Zhimin and other special teachers are good at this. Yu Yongzheng, a special teacher, inadvertently asked a male student to read the text in an open class. The student read the text correctly, fluently and with emotion. After listening to his reading, Teacher Yu took the initiative to step forward, smiled and shook hands with the boy, and sincerely said, "Your reading is really good, and the announcer is just like that." I am inferior to you in reading this text. My classmates and I want to hear you read it again. "When' tis once spoken, the teachers and students who attended the class responded with warm applause. This applause is for the outstanding students, but also for the teachers who sincerely comment on the students. Emotion is people's psychological and attitude response to objective things, and positive emotion can make the classroom full of humanistic charm. The childhood world is an emotional world, and external stimuli directly affect children's emotions. A good teacher should grasp students' happiness, produce positive emotional experience, and mobilize students' enthusiasm and initiative to the maximum extent. Under the teacher's timely evaluation language, let students realize that we are paying attention to its subtle progress, share the happiness brought by this progress with him, and strive for greater progress for students.
Teacher Yang Lu asked a boy to make a self-evaluation when instructing students to reflect on the changes before and after Eiko's reading aloud. The boy soon realized his deficiency in reading aloud and was willing to try again, and it was obviously much better than before. The teacher smiled approvingly at this time, and then the child sat down happily and smoothly entered the next teaching session.
Teacher Zhang Jie guided the students to understand the word "approachable" when teaching "Green Parthenocissus", and she did it. Let the children imagine what Elymus would say to Xiao Fuxing kindly. Ask the students to adjust their mood first and say it with a smile and kindness like a teacher. The children did as required quickly, and their imagination was in place. "If you work hard, you will definitely become a great writer like me?" The teacher smiled and nodded for him to sit down. In this process, the teacher's guidance was successful in the form of evaluation, and an approachable Ye Lao was vividly presented to the audience.
If a successful class is a touching symphony, then classroom evaluation is undoubtedly a shocking note in this music. In a harmonious classroom, nothing can make the finishing point better than the teacher's classroom evaluation.
In short, teachers should pay attention to the development trend of each student in the classroom, guide students' healthy development with scientific evaluation, awaken students' sleeping potential with intelligent evaluation and stimulate students' creative enthusiasm with artistic evaluation. I think, with the support of love and the nourishment of wisdom, evaluation will certainly become a more beautiful flower in educational art.