First, the evaluation methods should be diverse.
Students' study habits, basic knowledge level and comprehensive quality are different, and teachers' evaluation methods are also different. Students should be evaluated in various forms and with multiple rulers to enhance the credibility of the evaluation.
1. Overall evaluation. Overall evaluation is to promote the whole class to know themselves correctly and improve their evaluation methods in an all-round way. This method is not suitable for multiple use in a class, but it is necessary. An art teacher, in particular, often works as an art teacher in several classes in the same grade at the same time. This evaluation is helpful to the competition between brother classes and to improve children's painting level.
2. Group evaluation. At the beginning, we should encourage them to be competitive, let them compete, give them a good answer to a question, draw a good picture, and observe classroom discipline for a time, so that the evaluation criteria are clear, and the final winner will also get a small spiritual or material reward! In this way, children feel fresh in every class. They will be very absorbed in the classroom. Even in the most chaotic manual classes, they are methodical, and the final learning effect can be imagined.
3. Personal evaluation. When evaluating alone, it is often a question-and-answer type of classroom questions, or an evaluation of a student's homework. This kind of evaluation is not only for those excellent children, but also for those disadvantaged students. We should give them more words of encouragement and affirmation and give them a wonderful answer. Every progress in painting homework should be given them a correct evaluation in time and definitely, and their interest and self-motivation in painting should be stimulated.
Second, the evaluation process should be timely and frequent.
I once listened to a Chinese class. The young female teacher asked the children to read the text by driving a train. It is inevitable that children make mistakes in reading, but the teacher didn't correct them in time. Moreover, I think that in art class, if the teacher does not correct the shortcomings of the child in the formative stage in time, then the painting can no longer be corrected. In the teaching of friends in painting class, I emphasized the importance and standard of composition before children painted, but in the process of children's actual painting, I found that some children still painted several good friends who were the protagonists of the picture too small, so that the whole picture looked like a landscape-oriented painting, which led to the problem of usurping the role of the master. I found this problem in time and encouraged my children to compose and draw again. The children corrected the mistakes in the new work and finally drew a complete picture closely related to the meaning of the topic. Therefore, timely assessment is very important.
Third, the evaluation language should be professional and accurate.
We should pay attention to the evaluation of national artistic language, establish a correct view of artistic learning from an early age, and let children have a pair of artistic eyes when enjoying life and works. If the teacher often uses "your answer is great!" "You draw really well!" "You are amazing!" To evaluate, what is greatness? What is good and what is great is not clear! Over time, this evaluation becomes pale, children's evaluation of this public opinion becomes indifferent, and evaluation loses its due role! Therefore, teachers must be targeted when evaluating. For example, what's good about this painting? It should be specific to composition, image, lines, colors, what kind of perspective to draw, and even the theme. In the evaluation, we should also respect the differences of students' level, interpret students' homework with children's eyes, raise the standards of gifted students, seek differences and innovation, lower the requirements of poor students, find progress points and bright spots. When evaluating the works, we must affirm every child, because every child's picture has bright spots.
Fourth, the evaluation results should be multidimensional and interactive.
1. Student evaluation. Mainly adopt the methods of mutual evaluation and self-evaluation. After the children's homework is finished, the teacher should show it in time, or stick it on the blackboard for comparative display, and then let the children evaluate each other. In this way, children can improve their ability to evaluate artistic works by evaluating other people's works, so as to learn advantages and use them for themselves, thus promoting the improvement of children's painting level.
After all, students' exhibition works are limited. There are still a large number of students' works in the classroom that cannot be evaluated on the podium. At this time, students can take the method of self-evaluation, so that children can find out the advantages and disadvantages of the picture themselves, so as to further improve themselves in future painting creation.
2. Teacher evaluation. In mutual evaluation and self-evaluation, teachers' evaluation can be interspersed. The final summative evaluation is also very important, which should focus on inspirational words to improve students' interest in learning and stimulate their creative passion.