In the curriculum reform, Jiudian Central Primary School also attaches great importance to the evaluation reform in classroom teaching to improve the incentive function of immediate evaluation in classroom teaching. However, in the actual teaching process, many teachers often do not pay attention to the "degree" of motivation when evaluating, and there are too many "regression" and "grandiose" evaluation languages, such as "You are great!" "Very good", "Great", "Great" and so on. , are all good. It is normal for students to have such and such problems in their study and life. It is also understandable that teachers should give encouraging evaluation language instead of accusing evaluation language. However, teachers' excessive motivation evaluation will also cause students to feel too good about themselves and encounter difficulties in their future study and work. Students with poor self-confidence can't stand the frustration of criticism, and they will be depressed if they are slightly dissatisfied. Therefore, effective and appropriate evaluation is very important, so how to conduct effective and appropriate immediate evaluation in classroom teaching? Instant evaluation is a process in which teachers make impromptu comments on students' learning attitudes, methods and effects in class. It mainly plays the role of feedback, encouragement, adjustment and guidance. Therefore, teachers should evaluate in time, accurately and in place. How do we do this? I think we should achieve "five appropriateness" and "five taboos": First, we should be specific and avoid ambiguity. The more detailed and specific the compliment, the more you know each other, the more you value his advantages and achievements, so that the other party can fully feel your sincerity, kindness and credibility, and the distance between teachers and students will be closer and closer. If the teacher's evaluation is vague, it will not only arouse the resonance of the other party, but even lead to unnecessary misunderstanding and new trust crisis. For example, some general praise, such as "You are really smart" and "You are great", can temporarily improve students' self-confidence, but because students don't understand what is good, why praise them? They may even develop a bad habit of being arrogant and not listening to criticism. Second, be sincere and avoid hypocrisy. The same word "good" can be said flatly, which makes people feel reluctant, or it can be said passionately, which makes people feel sincerely appreciated. Enthusiastic evaluation can make students taste the joy of being respected and feel the happiness they expect. Lack of sincere praise can easily lead students to be careless and insensitive to classroom requirements, and eventually lead to the failure of teaching tasks. Thirdly, it is desirable to encourage and avoid satire. The most taboo way of classroom evaluation is to satirize students. When evaluating, we should try our best to protect students' self-esteem and stimulate self-motivation, such as: "As long as you work hard, you will succeed!" "Teachers are very happy to have made such great progress" and so on. Such inspiring language plays an inestimable role in establishing students' confidence in overcoming difficulties and completing teaching tasks with good quality and quantity. Fourth, the strategy is appropriate and should not be monotonous. In some things, the praise that students directly hear is far less helpful than that of others. Teachers may wish to adopt certain strategies when praising students. For example, students' self-evaluation and group mutual evaluation are adopted. Don't praise a word. Such evaluation will often make the class dull and lack aura, and students don't like it. Fifth, it is advisable to send charcoal in the snow to avoid icing on the cake. In fact, in the classroom, the students who need to be praised most are not those who have always been excellent in their subjects, but those who are buried and have an inferiority complex. It is difficult for them to hear a compliment at ordinary times. Once they can be sincerely praised by teachers in public, it may greatly inspire them and inspire their efforts to change. Therefore, the most effective praise is actually not "icing on the cake", but "giving charcoal in the snow". There are many active "factors" in the classroom atmosphere, such as: teachers carefully prepare teaching plans; Teachers' active mobilization; Active cooperation of students; Teachers' personal self-restraint; The teacher's sense of humor and so on-yes, the teacher is the leader, the direction and the decision. Although students are the main body of the classroom, it is the teacher who really controls the classroom. Timely evaluation language, flexible, catchy and humorous, can grasp the pulse of students' personality and make students feel fresh, interested and active, thus forming a virtuous circle. In these aspects, I made a useful exploration. When students are unwilling to raise their hands to speak in the face of teachers' questions, they can be evaluated as follows: I speak, I exercise; Increase the impression and remember the heart. Raise your hands, and you will be more wonderful. Raise your right hand, there is always charm. It is courage, not confidence! Students feel like a clear voice, and many students will be inspired. In view of the various reading situations of students, teachers can design such an evaluation language: when in love, do as the Romans do, it sounds good. Heart into the article, lingering sound. Everything is inferior, but you study high. This kind of sound should only be heard in the sky, and how many times can it be heard on earth? Wait a minute. According to the witty evaluation of his reading content, I remember that when Mr. Zhang was teaching, one of the students read with great feelings. The teacher commented, "What a magnificent, bold and fiery voice!" ! The students smiled and raised their hands more forcefully. When teaching Zhao Zhouqiao, when some students introduced Zhao Zhouqiao as tour guides. The teacher immediately commented: "I gave him a hundred points. He introduced Zhao Zhouqiao from three aspects: long history, firmness and beauty. He is in good shape and performs well. Real tour guides have to check a lot of information to explain! " After the students understood, they immediately became more active in reading. When guiding students to answer some questions in the book, if some students find the answers, they can evaluate: understand them carefully and get them in place. A pair of discerning eyes, good at distinguishing. I can't find it anywhere in the iron shoes, and the answers are all in the text. Even if a student answers the wrong question, after correction, it can be evaluated as follows: In fact, the teacher appreciates your hand. Pay more attention to results than process. The sun has black spots, and people are not saints. This can make students feel a little sorry and encourage them to make persistent efforts next time. In classroom teaching, teachers deny or point out the gap between the results of learning activities and the correct results. If handled carelessly, it will strongly dampen students' self-esteem and enthusiasm. Therefore, when giving immediate evaluation, we should take respect as the premise and effectively play the role of encouragement. For example, Teacher Zhang teaches people to teach Zhao Zhouqiao. The teacher asked students to observe the pictures in the textbook, and then asked them to ask questions according to the information given in the pictures. At that time, a student replied, "The teacher didn't give a complete denial immediately, but said to him," You are very observant. The question you asked makes the teacher think that you are a curious child, but is this question about this class? Can you ask one more question about this class? "At that time, the students realized that their questions did not meet the requirements and immediately raised a question about this class. Euphemistic evaluation language can guide students to the right path, while too straightforward assertion may have a negative impact on students' progress. Too much talk is easy to hurt students' self-esteem, and even leads to students' fear of teachers and students, which seriously hinders students' development. Talking too little will attract students' attention. Therefore, when evaluating students' academic performance, we should first protect students' enthusiasm and self-confidence, and at the same time achieve the goal of correcting students' mistakes. But the teacher's first comment to the students is "You are very observant", which is encouragement, that is, let the students know that they are an advantage. The teacher praised him and guided him to continue to develop his own advantages, and at the same time guided other students to learn from the students who spoke and learn to observe. In teaching, when helping students solve problems that students can't solve, teachers can give their students this evaluation: "I think he must be very happy at the moment because you helped others." This kind of evaluation language is not only praise and encouragement, but also a guiding ideological education for other students. Learn to help others. In response to other students' answers, we can give students with different opinions such an evaluation: "You can pay attention to other people's speeches, which not only respects others, but also benefits your own study." Such comments not only play a good role in organizing students to concentrate on their studies, but also help students develop good listening habits. If the teacher's evaluation language is grandiose, it can only satisfy the students' vanity for a while at most. It is easy for students to feel that everything is good, and the teacher's evaluation language is generalized and has no direction, which makes students wonder why it is good. Fortunately, it did not play a lasting incentive role in the evaluation. Therefore, only by using reasonable, appropriate and targeted evaluation language in teaching can teachers effectively stimulate students' desire for learning and enhance their motivation for all-round development and progress.