First, clarify the "three characteristics"
Lecture and evaluation refers to the class type that analyzes, explains and comments the test papers and exercises after the examination and practice. To improve the quality of class attendance and evaluation, we must grasp its characteristics. As a lecture, first, we should talk about the knowledge points of investigation, explain the strategy of doing problems and answer ideas; Second, we should evaluate the test papers and students; Third, we should practice "doubt", "misunderstanding" and "improvement". Grasping the above characteristics and enhancing the purpose of attending and evaluating classes can make attending and evaluating classes a comprehensive training process to cultivate students' ability.
Second, adhere to the "three seriousness"
1. Seriously and scientifically analyze the content and structure of the test paper.
Before marking, on the one hand, we should carefully analyze the distribution of knowledge points in the test paper and analyze the score ratio of the test sites; On the other hand, it is necessary to analyze the difficulty of each question in the test paper and make clear the score ratio of each difficult and easy-to-focus question.
2. Carefully analyze the students' answers.
On the one hand, we should master the students' scores, loss of points and typical mistakes in each test center; On the other hand, it is necessary to count students' scores and mistakes according to people and questions, and establish students' knowledge and problem-solving files.
3. On the basis of the above two kinds of analysis, carefully prepare speeches and comments.
Third, grasp the "three concepts"
1. Be good at trying to figure out propositions.
In the exam, if students can correctly figure out the test intention of the questioner, they are likely to do the questions well. Therefore, in the evaluation, teachers should first explain the knowledge content and target requirements of the test questions. The target requirements involve students' ability to remember, understand, analyze and use English language knowledge. For example, in grammar multiple-choice questions, the teacher should explain the scope of each question, whether to examine tense, voice or the habitual collocation of phrases, and so on. In this way, students can clearly understand the knowledge necessary for answering questions and realize their own shortcomings in learning, so as to find out the deficiencies and make up for them, and determine their future learning goals and efforts.
2. Try to master the thinking of answering questions.
In the evaluation, we should explain the basic ideas of answering questions to students, so that students can gradually master the basic methods and skills of answering questions. For example, reading comprehension questions often test students' understanding of the deep meaning of the article, including the theme, implication, conclusion, the author's writing purpose, views and attitudes towards a certain issue, etc. Students often make mistakes when doing such comprehension problems. After guiding students to analyze, teachers should sum up: grasping the deep meaning of the article is not a wild guess, nor can it be decided at will according to personal views and common sense; We should be good at finding "clues" and "overtones" in the article, understand the main idea of the article through generalization, induction and reasoning according to the tips in the article and the context, so as to determine the true answer to the question.
In addition, when commenting, we should also pay attention to the wrong ideas that may appear when students answer questions, help students analyze the reasons for the mistakes, and ask students to learn from them.
3. Be good at broadening knowledge and thinking.
In order to make students master the relevant content of each test question comprehensively and systematically, teachers can use these topics to extend the depth and breadth of the test questions, strengthen the vertical and horizontal connection of knowledge, and induce and increase the intake of knowledge. Take phrases and idioms as examples. If the test questions are the collocation and usage of turn on, the teacher can further quote the phrase turn against in breadth. Turn in, turn off, turn to, turn down, turn up ... This inductive example is convenient for students to concentrate on memory. In depth, teachers should not only talk about the general meaning and usage of phrases, but also talk about their extended meaning and usage according to the requirements of the syllabus. For example, for turn to, the teacher should talk about its general meaning of "turn" and its extended meaning of "help" This will help to strengthen the systematicness of review, enhance the actual effect of doing problems and improve students' adaptability.
Fourth, implement the "three links"
1. Implement the digestion link.
After the evaluation, we should leave some time for students to digest themselves, ask students to carefully analyze the test paper, sort out and register their lost points, and ask students to know what they have not mastered in time.
2. Implement merge links.
In the evaluation, teachers should change the knowledge points with high failure rate into questions, questions or questions. After marking, we should also select questions or knowledge points with high error rate in the test paper, consciously put them in the usual lectures or arrange them in the next exam in a planned way, and improve the consolidation rate through repeated reinforcement.
3. Implement counseling for poor students.
Because classroom teaching is for all students, although the teacher talks in detail in class, there may still be some poor students who are still confused about some problems. Therefore, it is necessary to give individual counseling in time after class to help them thoroughly understand the problems they don't understand, strengthen the evaluation effect and improve their grades in an all-round way.