I often think that being able to participate in such training and learning is the affirmation and recognition of leaders and teachers for their previous work, and everyone has high hopes for me. Thinking about it, I feel a little ashamed, because I have really accumulated very little. I really cherish this opportunity to learn and communicate. Through the study, I have broadened my horizons and made me feel refreshed, and my teaching philosophy has also undergone earth-shaking changes. I should not only change the traditional concept of education, establish a correct view of teachers and students, but also strengthen my belief in loving education. Only by renewing ideas, allowing students to put forward original opinions and creating a harmonious, relaxed "psychological safety" environment and an unrestrained "psychological freedom" environment can we create an equal and happy teaching democratic atmosphere for teachers and students.

Teaching evaluation has been playing a guiding role in curriculum reform and teaching reform. The evaluation suggestion of "Art Curriculum Standard" puts forward: "Art curriculum evaluation is an important link to promote students' all-round development, improve teachers' teaching level and promote the continuous development of art curriculum." It also emphasizes "attaching importance to the diagnosis, development function and internal incentive function of evaluation." Therefore, the present art class lacks the simple negative evaluation of the teacher, the severe criticism of the teacher, and the praise, appreciation and affirmation of the students, which cannot be said to be an improvement. However, the art class presents another worrying "flashy excitement" and "scattered activities". The teacher's praise is loud and sensational, but it makes people feel empty and worthless. Just like the slogan-style evaluation words are one after another in the class, cheap prizes without personality are flying all over the sky, which inevitably makes people feel "empty" and "insincere". We cannot deny it. But over time, such evaluation is impetuous in form and monotonous in language, just like skimming over the water, so that students will not have warm ripples in their hearts and confident buds will not sprout in their hearts. It is no wonder that with the growth of age and the passage of time, when students are so evaluated, they become accustomed to it or even indifferent.

How to improve classroom teaching evaluation and let students develop in an all-round way in the sun, I have made some attempts. Let me talk about my experience.

First, help students build their self-confidence through teaching evaluation.

Traditional art teaching pays too much attention to students' mastery of art knowledge and skills, but ignores students' individual experience of art, resulting in most students unable to experience the fun of learning art, thus gradually losing self-confidence. Students like art classes, but they dare not show their talents. In view of this phenomenon, I pay special attention to helping students build self-confidence.

Classroom teaching evaluation should pay attention to students' self-confidence in learning and respect their unique feelings. Some students are naturally smart, but some students may not be so lucky in their studies, and their reactions seem to be slow. As teachers, they should not be impatient. They should also give these children some unexpected praise in class, which will also increase their courage and confidence. Children are natural performers. They will express their feelings about life by singing, dancing and painting. They grow up every time they perform. When they are praised, their confidence will be greatly increased, and they will like this activity more and perform better. I think proper praise is a sail for children to promote progress.

In the class of "our community", all the children began to do it. Only one child looked at others and then at his crayon, but he didn't. It can be seen from his eyes that he really wants to do it but is afraid to do it. I went to him and asked him why. He said, "I live in the countryside and just moved here. I don't know how to draw a community. I am afraid that my classmates will look down on me if I can't draw well, and I don't want to draw something that is not my hometown. " I was afraid of not performing well. It seems that the child is very insecure. So I asked him to talk about his hometown. He talked about the house in his hometown, and the exclusive courtyard was decorated like a villa. During the slack season, the village organizes big plays, and people get together, talking and laughing, listening to the children's expressions. I looked at him approvingly. "You make your hometown as beautiful as a painting. The teacher believes that you can also draw beautifully. You can draw whatever you want your hometown to be. I believe you can act well. " Then I saw the child's eyes full of excitement. He finally drew a tile house, in front of which fitness equipment was installed, and the old people were exercising. Although it is not very beautiful, it is a great progress for him to dare to do so. When the painting classmates came on stage to show their paintings, he also bravely came up. I praised him in public and saw his confident smiling face.

Children can create many schemata to express their feelings according to their own observation and memory of life. Although the images in the works are not very similar, sometimes they are not, but the symbolic meaning is very obvious, showing the world in children's eyes. We should give timely evaluation, affirmation and praise to this creativity and expressive ability. If a teacher asks a child to correct something that he thinks is inappropriate and harsh, it will greatly hurt his self-confidence and make him lose interest in learning, but it doesn't mean that he won't change, but that he should explain to him where the mistakes are and how to correct them to make his work better.

Correctly guiding children to learn, understanding the characteristics of children's works, making useful evaluations and giving appropriate praise and evaluation are of great significance for children to establish self-confidence, learn effectively and express boldly. Let's give our children more praise and make them more confident.

In addition, in the evaluation of art homework, I broke the original hierarchical system and adopted the way of putting small signs and comments on my homework. For example, when evaluating homework, I will stick a small flower to show progress, and a red star to show innovation, followed by various comments, such as your rich imagination, your unique design, and your great color feeling. When encountering some difficult words, I will add some pinyin to let students see more clearly that the teacher is serious about homework and more confident.

Second, pay attention to formative evaluation and improve students' artistic ability.

Before the curriculum reform, art teaching only focused on the evaluation of homework, which was the evaluation of teaching results. There is a certain relationship between teaching results and teaching process, but we cannot simply equate teaching results with teaching process, because similar teaching results may come from different teaching processes, and subtle differences in teaching processes will lead to great differences in teaching results. Therefore, only static evaluation of teaching results can not reflect the value of teaching. The Art Curriculum Standard points out that the evaluation of art teaching should not only evaluate the results of students' art learning through homework, but also evaluate their development in art learning ability, learning attitude, emotion and values through their performance in the art learning process. Art is a practical subject, and students' artistic ability and level can only be fully reflected in art activities. According to the age and psychological characteristics of primary school students, it is especially suitable for evaluating students in practical activities. In teaching, I adopted a variety of activity evaluation methods: individuals or groups. Comprehensive evaluation of students' participation consciousness, cooperation spirit, operation technology, inquiry ability, cognitive level and communication and expression ability in art learning. For students above Grade Two, I will also ask students to write down their own ideas at the back of their homework, so that they can better understand his homework, understand his ideas and creative process, evaluate the homework results in connection with these, and evaluate each student correctly and comprehensively, which can make them feel successful, improve their self-confidence and better improve their artistic ability.

Third, pay attention to individual differences, and the evaluation focuses on guiding students' development.

Psychology shows that individual differences exist objectively, and teachers must treat individual differences correctly and teach students in accordance with their aptitude in teaching. In art evaluation, students' homework can't be measured by fixed and rigid standards, and boring and cold scores will douse the sparks of students' creation and break the wings of students' imagination. Because art is different from general subjects, students' homework is a product of emotional creative activities with distinct and vivid personality differences. Everyone has different preferences and different perceptions of art. Therefore, teachers should acknowledge and maintain students' individual differences in art, allow students to learn art in their own unique way, and create a relaxed space-time environment for students' learning and free development.

I remember teaching a student who didn't like to speak in class. The teacher asked him, but there was no answer. Every assignment is either blank or scrawled. I really want to help him, so I often give him guidance. I did my homework better when I was here. As soon as I left, he stopped painting or doodling. By chance, I found that he drew all kinds of dinosaurs in his notebook, which was very beautiful. I thought at that time: he still likes painting, but his interest in other contents of art is not high, and his interest is simple. In the next art class, I showed many pictures of dragon phobia to the students. After the students praised them, they told them: this is a dinosaur picture that the teacher found for everyone from the cartoon, and there is also an expert in painting dinosaurs in our class. Then I introduced him to the whole class. He blushed in front of the whole class. Encouraged, he drew a picture of a dinosaur on the blackboard. The painting shocked the students, and everyone screamed at his painting. At that time, I saw his eyes shining with pride. After class, I talked to him alone and told him that it was not enough to draw dinosaurs well. Art still has a lot to learn. The teacher believes that you will learn well and win an award in the art competition. In the later teaching, I often paid attention to encouraging and praising him, and he gradually took up art classes, preferring to think and do things. He even won a prize in the science fiction painting competition in the district.

Teaching practice has proved that in teaching, students' personal experience should be fully respected, and each student's expression should be affirmed, so that each student can have full confidence in himself. Reduce the evaluation criteria for students with learning difficulties and encourage students with excellent learning to tap their potential. At the same time, guide students to compare their own changes vertically, find their own advantages, and better promote students' development through evaluation.

Fourth, strengthen self-evaluation and mutual evaluation, so that students can gradually become the main body of evaluation.

The first item in the evaluation suggestion of Art Curriculum Standard is "attaching importance to students' self-evaluation", which embodies the educational view and evaluation view of "taking students' development as the foundation". In art teaching, I change the phenomenon that teachers are evaluation authorities, return the initiative of evaluation to students, and actively guide students to conduct self-evaluation and mutual evaluation. In teaching, I often ask students to write their own comments on homework on the back, and then show them to the podium to talk about why they made such comments. I feel that where they draw well, where there are still some shortcomings, and how to change them. At the same time, he also asked other students to help him make suggestions. Through self-assessment, students are encouraged to reflect on their own learning, understand their own advantages and existing problems, and thus study in a targeted manner. Sometimes we will comment on each other. In the second-grade class "If I were a Giant", first show the homework of the whole class, and then give each student a sticker of a dwarf, so that students can stick the sticker on the homework they think is the best. Then ask them: which homework did you put the sticker on and why did you put it there? What other places are not good enough? Students' enthusiasm is very high. By evaluating each other in a relaxed atmosphere, they can face up to themselves and respect others, while improving their ability of identification, analysis and expression. I found that after strengthening self-evaluation and mutual evaluation, the classroom atmosphere was harmonious, and the relationship between teachers and students and classmates was more harmonious. Students have strengthened their sense of responsibility and collective honor to the master, learned tolerance and understanding, and enhanced their confidence and interest in learning art.

Give students a little sunshine, and they will be brilliant! Reforming evaluation methods and promoting students' development through evaluation has become an important topic for every art educator. Take a variety of evaluation methods to build a bridge of friendship between teachers and students, and give full play to the function of evaluation to promote students' development. Teacher evaluation helps students to establish self-confidence, actively carry out various evaluation methods combining self-evaluation and mutual evaluation, test and evaluate students in colorful practical activities, bring art classroom teaching into a brand-new world, and make students develop in an all-round way.