The main channel of implementing quality education lies in classroom teaching reform. How to activate the classroom, optimize the teaching process, give full play to students' main role and improve the efficiency of classroom teaching involves many aspects, but classroom evaluation-that is, in the specific teaching process, teachers' personalized, flexible and diversified evaluation language for students' learning status is essential and also a very important aspect (the learning status here includes students' learning effect, learning attitude and learning confidence, etc.). In primary school, students' sense of independence has not yet formed, and they attach great importance to teachers' evaluation of themselves. It can be said that teachers' evaluation can directly affect the development of students' knowledge, skills and thoughts and feelings. Good evaluation is a fire, which can ignite the sparks of students' wisdom, warm their feelings and stimulate their strong thirst for knowledge. On the other hand, if the evaluation is not in place, it may be like a pot of cold water and a piece of ice, which will "extinguish" students' interest and confidence and "freeze" students' good wishes. However, the evaluation method of Chinese classroom teaching in primary schools under the new concept includes not only teachers' evaluation of students, but also students' evaluation of teachers, mutual evaluation among students and students' self-evaluation.

Keywords: new curriculum, current situation, strategy, effect

The new curriculum standard clearly points out: "classroom teaching evaluation should pay full attention to students' emotions, attitudes and values in the learning process, and give priority to positive evaluation such as encouragement and praise, so that students can feel the joy of learning, discover and develop students' various potentials, help students know themselves and establish self-confidence, thus effectively promoting students' development. "The evaluation concept of the new curriculum standard puts forward requirements for teachers. However, in the actual implementation process, the majority of educators can not fully understand the evaluation suggestions put forward in the curriculum standards, the awareness of promoting teaching through evaluation is not strong enough, and the evaluation of students' classroom response in classroom teaching is not paid enough attention, which leads to some misunderstandings in our usual classroom teaching evaluation.

String 8

One of the misunderstandings: pay more attention to the result than the process.

Due to the inertia of old ideas, many teachers often pay more attention to students' answers in class than to the process. Always praise and encourage students' correct answers, and downplay students' wrong answers, saying, "Keep working hard!" We'll be done. Educational evaluation should not be just a simple affirmation or negation. The new curriculum standard pays more attention to process and method, emotional attitude and values. How did the students get the correct answer? Is there any other process and method to get this answer? Only in this way can we guide students to carry out creative thinking activities and cultivate their innovative ability.

Myth 2: emphasize generalization and ignore characteristics.

In the practice of listening to lectures by members of the same preparation group, it is found that the evaluation language used by teacher China is: OK, your answer is very good. Students, how well XXX speaks. Give him applause. Yes, the answer is correct. Please sit down. This generalized evaluation language is full of classrooms and can be used in any subject classroom. As the evaluation of Chinese classroom teaching, it should have Chinese flavor and highlight the characteristics of Chinese subject. In the classroom, students' language practice ability is mainly evaluated, and students' listening, speaking, reading and writing abilities are improved by evaluation, thus promoting students' Chinese literacy.

Myth # 3: Re-excitation and Light Guidance String 1

In the elementary class, as long as the students answer the questions correctly, the students are "great!" Great! You're amazing! "teacher" very good! " "Great!" "How clever. "and so on. What's more, some teachers agree that students are young when they repeat other people's answers. And those students who do well, even if they have unique performance, are too individual, and the teacher is afraid of instability in the classroom, so a "good" will pass. In addition, in order to protect students' enthusiasm, some teachers now adopt the so-called delayed evaluation or fuzzy evaluation method, so there is a phenomenon of little evaluation or even no evaluation in class. Students' understanding of words is inaccurate or biased, and the teacher is noncommittal; Some students made mistakes and the teacher turned a blind eye.

How can we give full play to the diagnostic and developmental functions of evaluation? This situation needs to be changed urgently!

The evaluation methods of Chinese classroom teaching in primary schools under the new concept include teachers' evaluation of students, students' evaluation of teachers, students' mutual evaluation and students' self-evaluation. Specific to the details of classroom teaching, there are not only the evaluation of learning content, but also the evaluation of learning habits, learning methods, emotional attitudes and cooperative learning. In classroom evaluation, we should pay attention to each student's unique feelings, pay attention to motivation, keenly capture the highlights, and give affirmation and praise in time. Through the nuances of each teaching link, students can feel the sincere and true evaluation of teachers and peers, stimulate students' positive thinking, create a warm, relaxed and harmonious learning atmosphere, and make classroom evaluation effectively promote students' development.

First, the evaluation is sincere.

Rousseau said: "Where teachers lack love, neither character nor wisdom can be fully or freely developed." Our writing is based on writing and carries people's feelings and intentions. It can be said that the author's "feelings of life rush out from the depths of blood vessels, and the spiritual spring of life is vented from the bone marrow." Therefore, Chinese class calls for teachers to evaluate from the heart and put their true feelings into it. Sincere evaluation should be sincere respect and appreciation for students, sometimes it may be an expectant look, a knowing smile or a powerful thumb. Even if it is silent, it will bring the effect of "winning the sound". Only in this way can classroom evaluation be heartfelt, touching, far from hypocrisy and affectation, and stimulate students' investment.

When teaching Underwater World, the teacher asked the students to read aloud the words "whisper" of underwater animals in the text. A student read aloud in a straight and loud voice, and the teacher smiled and said quietly, "Oh, if you read like this, the animals will be scared away." Read it again and bring them all back. "

When you read this paragraph, the words "Feng" and "Ha" are unhappy because you mispronounced their names. Please correct it quickly. "

"-your statement is not very accurate. If you can put it another way, I believe you can express it. Do you want to try again? "

In teaching practice, as long as students' mistakes are corrected in this way, students will be willing to correct, think seriously, reorganize themselves and tell the correct answers. As the old saying goes, "being close to the teacher and believing in the truth", in the process of heart-to-heart communication between teachers and students, as long as teachers have positive hopes for students, the feelings between teachers and students will deepen and each student will do better than before.

Second, the evaluation focuses on incentives.

"Chinese Curriculum Standard" points out: "Students' daily performance should be guided by positive evaluation such as encouragement and praise. "So, in class, teachers should not be stingy with appreciation and praise, such as" Your expression is particularly clear, so that everyone can understand it as soon as they listen! " "Don't worry, think again, you will say yes!" "You are very original, which is very valuable. Please say it again loudly! " "You not only study hard, but also remind your deskmate. It's amazing! "What a good question! I can not only read, but also think. What a great progress! " ..... Encouraging evaluation can make the sparks of students' wisdom be generated, and make the sparks burn, illuminate the whole class and make the whole class full of vitality.

A teacher invited students to read the text in an open class, and some students read the text correctly, fluently and vividly in a cadence, which made people feel immersive. The teacher smiled and commented enthusiastically:

"-read well! I can hear it, you have read your own understanding! "

"-listening to your reading is really a pleasure!"

"-how well you read this sentence! Please read it again and let everyone listen carefully! "

"-you read better than the teacher, and the teacher candidly admit defeat!"

"-what a beautiful voice! The teacher thinks you should be an announcer when you grow up! "

"-you can read new articles so fluently. It's really martial arts. You can accept your apprentice! "

Teachers' sincere language, cordial tone, encouraging words and friendly smiles create a caring classroom atmosphere, so that students can taste the joy of being respected and feel the value of life.

Third, the evaluation needs to be objective.

In classroom teaching, teachers should pay attention to the objectivity of evaluation and encourage appreciation of students' feedback information. They should not only affirm students' success and progress, but also point out their shortcomings and mistakes in time and clearly, so that students can know themselves clearly and correctly, and then actively improve themselves, perfect themselves and promote their own development.

For example, when a student reads a text aloud, some teachers always like to say, "Good reading, very good!" " So what is a good thing? Students don't know. If we say, "Read correctly, loudly and fluently, very good! If you can slow down, pay attention to the pause and master the tone. " Such a practical evaluation in two can not only make students have a scientific and correct estimate of their learning effect and ability, but also let students know their own shortcomings and find the direction of their efforts, so as to develop in a better direction.

Fourthly, the evaluation strives for interaction.

Evaluation is not a form, but a method. As long as you are a teacher who loves students, you will not only make a reasonable and accurate evaluation of students' learning effect, but also teach students how to evaluate it.

1. Teaching evaluation methods

In class, I teach students the four-step evaluation method of "listening, thinking, evaluating and listening". "Listening" means listening to the other person's speech clearly, which is the premise of making a good evaluation. "Thinking" is the language of thinking and organizing evaluation according to other people's speeches. "Evaluation" means to evaluate according to certain evaluation criteria. The last "listening" is to listen to others' feedback with an open mind. In this way, the content of student evaluation is more specific, substantial and targeted.

2. Grasp the evaluation principle

In order to make students' evaluation more orderly and effective, some principles must be followed in the evaluation. Principle of respecting others: In cooperative evaluation, we must respect others. Before evaluating, we must listen carefully to others' speeches, think according to others' viewpoints and our own understanding of the problem, choose appropriate language, encourage others, or sincerely put forward our own different opinions.

I usually ask students to say, "I think a classmate did better in reading just now ... I still have some suggestions ..." This evaluation process is the real evaluation, not only a process of improving others, but also a learning process and promotion process of learning from each other's strong points.

For example, when I first instructed students to read the text, I assigned some students to read the text in sections. When several students finish reading the text, they will be guided to evaluate: What do you want to say after listening to the text that the child just read? As a result, there were a lot of small hands, and some said, "I think so-and-so children read very emotionally and really well." I want to learn from you. " Some said, "So-and-so, you read correctly and fluently. It would be better if you spoke louder! " Some said, "So-and-so children read very tastefully, but missed a word. Would you please read it again and read the text correctly? " So the child accepted it gladly and reread the sentence carefully, thus winning the positive evaluation of the whole class.

In short, if we can give full play to the interaction between teachers and students in teaching and make the evaluation develop in a humanized and scientific direction, we can effectively improve the teaching efficiency and promote the healthy and harmonious development of students.

Fifth, evaluation pays attention to language.

There is a saying: "Teachers' charming classroom evaluation language, although not honey juice, can stick to students;" "Although there is no magnetism, it can attract students." Let's pay attention to classroom evaluation. In the classroom, according to the dynamically generated resources-students' interests, emotions, learning methods and even the wrong answers in classroom activities, classroom evaluation is skillfully and appropriately carried out, so that students can study wholeheartedly and teaching and learning can reach a higher level.

The new Chinese curriculum standard requires us to "cherish students' unique feelings, experiences and understanding". Indeed, "there are 1000 Hamlets in the hearts of 1000 readers", and Chinese class is a field of free imagination and personality for teachers and students. Teachers' evaluation language should be eclectic and not limited to one form. It should vary from person to person, from time to time and from class to class. We can be resourceful and changeable in oral evaluation, and it is best to collect and accumulate it extensively, so that the evaluation language can change regularly, be frequently used and be innovative, and emerge in an endless stream, which can always give students fresh comments that vary from time to time, from context to context and from text to text. It is best to let students learn and listen tirelessly, and encourage students to actively participate in classroom teaching activities with their own inner charm, so that teaching can reach the ideal artistic realm.

refer to

[1] Yin Zongxiang and Xu Shuangquan's Evaluation of Chinese Classroom Teaching in Primary Schools under the New Curriculum Standards.

[2] Chen Yukun. Educational evaluation [M]. Beijing: People's Education Press, 1999.56-68.

[3] "New Curriculum and Evaluation Reform" Education Science Press, 200 1 version.

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