Teaching evaluation reform is an important content of the new curriculum, and it is also an important symbol to test the implementation of the new curriculum concept. It is necessary to establish an evaluation system to promote students' all-round development. Evaluation should not only pay attention to students' academic performance, but also discover and develop students' potential in many aspects, understand students' needs in development, help students know themselves and build their self-confidence. The following is what I have carefully prepared for you: related papers on the evaluation and exploration of art teaching in primary schools under the new curriculum standard. The content is for reference only, welcome to read!

The full text of the evaluation of primary school art teaching under the new curriculum standard is as follows:

In classroom teaching evaluation, teachers should pay attention to guiding and inspiring students, and give more encouragement and recognition to students' academic achievements. First of all, teachers should make the evaluation criteria more diverse. Secondly, teachers should encourage students to actively participate in the evaluation process. Third, teachers must pay attention to encouraging students when evaluating their teaching. This paper analyzes and studies this.

New curriculum standards; Primary school art; teaching evaluation

For the teaching of art courses in primary schools, classroom teaching evaluation is not only a teacher's evaluation of students' academic performance, but also an effective way of communication between teachers and students. In classroom teaching evaluation, teachers should pay attention to guiding and inspiring students, and give more encouragement and recognition to students' academic achievements. This evaluation method can be better accepted by primary school students and can stimulate students' intrinsic interest in art classes, thus improving the effectiveness of classroom teaching.

First, the diversification of teaching evaluation criteria

Good teaching evaluation should first reflect the diversification of evaluation criteria, which is also a more comprehensive and objective judgment of students' academic performance. Teachers should consider from many aspects when formulating evaluation standards. It is necessary to examine students' academic performance from the perspective of skill objectives, which is also the first choice for most teachers as evaluation criteria. But the standard of evaluation should not be limited to this factor, and teachers should consider it comprehensively from other aspects. For example, it is also very important to examine the emotional input of students when they finish a work, and whether everyone works hard to finish a work. In addition, teachers should consciously examine students' creative ability and whether they can reflect their own personalized thinking in their works. This is very important for the teaching of art courses, and it is also a decision whether students can gain more in the later learning process.

For example, when teaching the content of "near the big and far from the small", I will comprehensively formulate evaluation criteria when evaluating students' paintings, which are embodied in the following aspects. Among them, "basic requirements" are basic skill goals and cognitive goals, that is, whether to understand and master "near the big and far from the small". The purpose is to draw a landscape of your choice. As long as students do this, it means that they have reached the standard and should be qualified. "concretization" is the basis for distinguishing the superior and inferior grades of qualified operations. These two items emphasize the skill objectives and cognitive objectives of this course, which are restrictive and prescriptive and can be evaluated relatively quantitatively. "Optional part" is the expression of aesthetic emotion, individuality and creativity, and the embodiment of emotional goal and creative goal, which can distinguish the vividness and expressive force of homework and let students give full play to their individuality. This in-depth evaluation method not only makes the evaluation criteria diversified, but also measures the completion of students' homework from different levels, and can give students some teaching guidance through the evaluation content. This is the way of efficient teaching evaluation, and only in this evaluation can students' ability be continuously improved.

Second, let students participate in teaching evaluation

Teaching evaluation should not be one-way, only limited to teachers' evaluation of students. Teaching evaluation can also be carried out from different directions. Teachers can encourage students to participate in the evaluation of works, which will help enrich the form of classroom teaching. On the one hand, teachers can let students evaluate each other and appreciate other students' works from their own views and angles. On the other hand, teachers can let students self-evaluate their own works, which is also an effective evaluation method, which can let students correctly understand the completion of their own works, and realize the shortcomings, and then actively improve them. Allowing students to participate in the evaluation process is first of all the embodiment of students' teaching subjectivity, and it can also make everyone feel the value they can play in the classroom, thus stimulating students' enthusiasm for participating in the teaching process.

I have encountered such a teaching case in actual teaching. There is a boy in the class who always refuses to hand in his homework at first, but he still refuses to hand it in after repeated urging. After patiently talking with the students, I realized that he thought his paintings were too bad and was really embarrassed to hand them in. I opened my picture book with him, patiently guided him to find out what he thought was good in every assignment, affirmed his self-evaluation in time, and wrote his self-evaluation in the exercise book. When I finished all the comments, the little boy smiled. This student is obviously confident, because he saw his own advantages and won the teacher's affirmation. He will hand in his homework on time in the future. This fully embodies the teaching advantages that students can play in the process of teaching evaluation, and it is also a good model to enhance students' self-confidence.

Third, pay attention to students' learning motivation.

For primary school students, they will be very eager to get encouragement and recognition from teachers. The teacher's affirmation will greatly inspire students and make them feel the fun of learning art courses. Therefore, teachers must pay attention to encouraging students when evaluating teaching, so that every student can be recognized in class. The teaching of art course has its particularity. There is no right or wrong way to complete students' works, and the quality of their works can be observed from different angles. Therefore, teachers should be good at discovering the bright spots in students' works and highlighting these contents to cultivate students' inner self-confidence. This is the focus of art teaching evaluation.

After the teaching of "pots and pans", I asked the students to create their own works by combining the contents mentioned in the class. I will use one class to give prizes to each class, with one fifth of the first prize, one third of the second prize, one third of the third prize and the rest as the fourth prize. First, I will give students ten minutes to finish their second homework. Then, according to the actual level of homework and the relevant grade standards put forward by the teacher, I will declare my personal award-winning grade and show my work. Students in the class will raise their hands according to their personal aesthetics. Reward according to the number of votes. Then I will copy the first prize homework of each class and display it in the school window. Under this evaluation mode, every student has the opportunity to win an award, no matter which award is won, it is an encouragement for students and a reflection of the incentive evaluation method.

Teachers should pay attention to the choice of classroom teaching evaluation mode in primary school art teaching under the new curriculum standard. First of all, teachers should make the evaluation criteria more diversified and comprehensively measure students' works from different angles and levels. At the same time, teachers should encourage students to actively participate in the evaluation process, which is also a way to highlight students' teaching subjectivity. In addition, teachers must pay attention to encouraging students when evaluating teaching, so that every student can be recognized in class, which will make students more interested in learning art courses. ?