Our goal is not to evaluate. It is not to prove whether the child is silent or not-this conclusion is of little significance. The key is that children can change from not being able to recite to being able to recite, and what they can recite can be consolidated and new growth points can be explored.
The specific operation is:
Before we start dictation, please take 5 minutes to look at what needs to be dictated.
The point is: be sure to write! Do write! Do write!
In the book, circle the places that you find a little difficult, incomprehensible and error-prone. After reading for 3 minutes, the child can even send blank dictation questions to the child, just don't write them.
When students draw circles, they will have the opportunity to see the learning level of different children.
Some children don't know where they can and can't. Some children look at the past and are not sure everywhere, so they go all the way around. Some children are very calm and circle in individual places.
But it doesn't matter, at least, we don't recite for dictation. I want my children to have self-observation and judge for themselves-what I am. What do I have to do with this study task? Constantly increasing children's experience of "making their own judgments" and "learning by themselves" is conducive to long-term development.
Let the children circle the pictures in the book, where they find it difficult, confusing and error-prone. Please feel free to ask questions. The specific benefits are explained in the second step. I won't repeat it here. Just focus on this process.
Distribute dictation materials. Let the child close the other materials. Use black ink pen to start dictation on dictation paper.
The key points of this step are:
(1) Don't read when you are silent: Don't open the book when you are silent;
(2) the pen color is consistent (to prepare for the later change of color pen);
(3) large quantity. Dictation must be large and frequent. It is better to make many mistakes than to keep many.
Of course, the premise is to create a safe environment with children: it doesn't matter if you make many mistakes. Wrong, let's think about it together, how to remember. Otherwise, children are prone to emotional deterioration. If the environment is safe and there is a large amount of dictation, once children taste the sweetness, it is easy to have a peak experience.
For parents who can't control their impulses, use clause (3) with caution.
Don't open the book after dictation. Change the marker and change it yourself. If you think it must be right, tick it. If you think you must keep silent, cross it. If you think you are not sure about right or wrong, please circle the answer.
The operation of this step is to ask children to be precise about their feelings.
The key is not whether the dictation result is right or wrong objectively, but your own judgment on the dictation result. Many times, it is the child who doesn't know right or wrong, has no consciousness of judging by himself, has no habit of judging, or has no standard of judging-the standard in his mind is paste, which leads to the final silence, or he is right this time and wrong next time.
What is wrong is not the topic, but the judgment standard and execution ability of people. Therefore, in the fourth step, the child has finished dictation, so don't worry about opening the book to correct it. Let the children evaluate themselves first.
Encourage children: If you know you are silent, that's great. As long as you are wrong and the result is really wrong, I will praise you.
Correct against books.
The point is: all mistakes must be circled again in the book.
Dictation paper may be lost, but books are generally not lost. The next time you read a book, you can focus on the circle painting-especially those places where you think you can't go wrong without a circle. Now you are really wrong. Be sure to focus on it.
The pencil is the first circle painting, and the blue handwriting is the supplementary circle painting after the real dictation.
For the word "class", we can only think of "class" and "similarity" by experience, but it is difficult to think of "analogy and analogy" at once-this circle is valuable. What's more, after students think they will find mistakes. The meaning is even more extraordinary.
The key point here is: change the color pen. Close the book. Still follow the principle of not reading when writing and not writing when reading.
After the revision is completed, exchange corrections. Find the students who have finished writing in the class and communicate with each other to see if there are any dictation mistakes that have not been corrected, or that have been corrected but wrong.
Principle: 100% must be correct in the end for teachers or parents to see.
You can say something beautiful: what you showed me must be correct. We don't want to prove what you did wrong by rote learning and exams. Is to keep learning, what you can't learn. What the teacher sees in the end, what the mother sees and what the father sees must be your best side. What you showed me must be right.
Therefore, in this process, students are given a chance to get closer to "right". Moreover, it is necessary for the little guy to learn over and over again to get the right one.
In this case, what's wrong with the child handing it in-if the adult doesn't criticize, he will be ashamed? -all the previous explanations are useless. What is lack of time, what is forgetting, what is carelessness, what is nervousness ... In fact, I just didn't calm down and follow the process honestly, just learned word by word.
Key point: the key point is definitely not the correct favorable rate, take this sentence as an example.
The point of praise is: how high is the coincidence between self-judgment and objective correction. Praise those with high overlap and encourage those with low overlap to continue their efforts.
Class on the same day, the whole course 15 minutes. The teacher's original goal was to write the word 10 once. According to my habit, dictation must happen with great frequency. Therefore, children are required to continue to prepare for dictation later.
This time the process is more familiar. The number is also larger. Originally it was 10, this time it was 15, and 25 words were killed in one class. If I continue my class the next day, I will review these 25 words quickly in the morning reading or before class. This is the process of this dictation operation.