In short, I have the following three gains.
First, the composition evaluation should give the children as much encouragement as possible.
At the beginning of this essay review lecture, there is a comment on the shadow fragment. Teacher Zhu asked the little author to read the fragments he wrote by himself. It is a great compliment for children to read their own words on the electronic whiteboard in front of the whole class!
In the following composition evaluation, whenever there is an excellent evaluation paragraph, Mr. Zhu will use a bracket at the end of the article, and the author of the paragraph is printed in the bracket. People say that good articles are changed, but good children boast. Marking the author's name after the fragment-this seemingly inconspicuous little detail shows the great wisdom of Teacher Zhu's education.
"Chinese Curriculum Standards" points out in the "Evaluation Suggestions" that the function of Chinese evaluation should shift from focusing on screening and selection to focusing on encouraging and promoting students' reasonable development. Encouraging evaluation not only helps to enhance students' interest and confidence in writing, but also exerts a subtle influence on students' view of writing. Primary school students, especially those in grade three or four, are limited by their life experience, knowledge reserve and growth experience, and their compositions are often incoherent and unsatisfactory. At this time, teachers' encouraging evaluation can often win the respect and love of students, thus achieving the educational effect of "loving their teachers and believing in their ways".
Second, the composition evaluation should leave silent time for children.
As an open class, Teacher Zhu is bold and pragmatic. In this lecture, Mr. Zhu set aside at least two time periods for the children to be quiet. During these two silent periods, children can think about their own shortcomings, compare their own advantages and disadvantages, and modify their exercises.
If you want to ask us: do you need a vigorous atmosphere or a real effect in composition evaluation and lectures? We will not hesitate to choose the latter. In the classroom, it seems that letting children modify their homework quietly as required makes the classroom cold and less "lively". But in this quiet time, it can arouse children's inner passion, let the sparks of their thinking collide, balance their emotional balance, and pave the way for them to speak.
Educator Suhomlinski believes that knowing is not equal to understanding, and understanding is not equal to knowledge. In order to acquire solid knowledge, we must also think. How do teachers make children think in class? The first is to grasp the progress of children's thinking. When students think or review, they often look up. Most children can end the self-correction of students' homework by raising their heads. The second is to be good at being an observer. Once a student raises his hand, the teacher can quickly approach the student and answer questions with the camera.
Third, the focus of composition evaluation should be accurate.
For children's exercises, there should be precise points in class evaluation. In this lecture, Mr. Zhu designed three key points, namely "not seeking common ground", "seeking truth" and "taking the center as the center". Around these three points, Mr. Zhu peeled bamboo shoots layer by layer and came with the children.
In the communication of "seeking differences", teachers and students explored naughty shadows, terrible shadows, thought-provoking shadows, changeable shadows ... In the communication of "seeking truth", students hit the nail on the head and pointed out that "the moon is hanging high in the air, and it is impossible to fly around in the sky like a spaceship"; It is not accurate to say that "a person's shadow becomes longer, like a giant, smaller, like a little ant". When communicating "around the center", Mr. Zhu clearly told the children that the central sentence can be placed at the end of the article, which plays the role of making the finishing point.
Teacher Zhu's three comments can be said to be few and concise. Her intention and accuracy of presupposing teaching objectives before class are worth learning. As Mr. Zhu said to the students in the next class, writing should be "timely and moderate", and the training of Mr. Zhu's composition evaluation is also "timely and moderate".