The topic of commenting on exercises and preparing lessons in primary schools can be said to be unpopular. There are few papers, teaching and research activities and teaching plans in this area. Does this mean that this is a neglected corner and a neglected problem?
On the basis of this textbook, the author browsed the Textbook for Teachers published by People's Education Publishing House, which was compiled by the Institute of Curriculum Textbooks and the Research and Development Center of Chinese Textbooks for Primary Schools, and checked the teaching plan of Lao Xiaobai Online. The results are as follows:
Object of investigation
Are all eight assignments involved?
The total number of words involved in the exercise evaluation content
conclusion
Teaching Book for Teachers (Grade 3)
There are three exercises, using the manual, and no suggestions are given.
5 15 words
(About 65 words per assignment on average)
There are four main suggestions: selecting the best, encouraging progress, self-reform and mutual reform. Compared with reading teaching, there are obviously too few suggestions in this regard.
"Old Xiaobai Online" Teaching Plan Library in Grade Three
There is a task that is not involved.
About 1 100 words
(Review each exercise 130 words on average)
1, there is no independent lesson plan about exercise evaluation, and all the contents involved in exercise evaluation are regarded as part of the lesson plan of Chinese Garden. 2. The design is extremely simple, without teaching objectives and detailed teaching process design. In a large number of teaching plans, this content is almost negligible.
Since homework review is so important, why is its lesson preparation not taken seriously? There are indeed many unique features in preparing lessons through the study and evaluation of exercises, and it is very difficult to prepare lessons.
1. Be prepared and embarrassed: as a class or as an assignment?
As a class type, homework evaluation should be carefully prepared, and the purpose and main strategies of evaluation should be clearly defined before class. However, we have to admit that the essence of homework evaluation is homework evaluation, which summarizes and analyzes the advantages and disadvantages of students' homework, thus helping students improve their writing ability. In teaching practice, homework evaluation is rarely a preparation in a strict sense.
But in the final analysis, job evaluation is different from general job evaluation. The composition is only good or bad, not right or wrong. Its evaluation content is very extensive, and it is easy to produce various disadvantages without careful preparation.
2. The timing of preparing lessons is awkward: after correcting, before commenting.
Reviewing students' homework is done after the teacher has finished reviewing students' homework. All comments and comments are directed at the student's homework, or solving some problems, or sharing some wisdom, or consolidating the mastery of a method, or strengthening the training of a skill. This inevitably requires that the preparation of homework comments should be carried out after homework modification and before comments. According to the general lesson preparation routine, lesson preparation should be advanced appropriately, but there is no free amount of lesson preparation for exercise evaluation. Although the general scheme can be preset according to the goal of the exercise before this exercise teaching, the specific situation of the exercise cannot be preset, and the evaluation must be analyzed according to the specific situation of the students' exercises. Therefore, you can't judge classes at will and prepare lessons in time.
3. Awkward preparation time: the requirement of "timely feedback" leads to a rush of time.
The principle of "timely feedback" should be followed in the evaluation of homework without discipline, so should the homework evaluation course, and even pay more attention to this requirement, because the time for correcting homework is longer than that of general homework, and the feedback is more timely, otherwise the enthusiasm of students will be reduced. In other words, teachers should finish the comments on students' homework as soon as possible and give comments and feedback as soon as possible. This will inevitably lead to a very tight and hasty preparation time. Time limit is also an important reason why homework can't be done seriously.
4. The object of preparing lessons is awkward: homework does not prepare textbooks.
As we all know, preparing lessons has two ends, students and textbooks. Chinese subjects, whether literacy classes, reading classes or even exercise instruction classes, are all operated in this way. However, it is impossible to give lectures on homework by preparing textbooks. It is necessary to analyze students' homework comprehensively and scientifically, summarize their advantages and disadvantages according to the specific situation of students' homework, and determine the focus and methods of lectures.
Preparing textbooks has become a habit, and there are many studies on it, such as the interpretation of this article and the whole unit teaching. However, preparing for practice makes the teacher unable to start. So many exercises need to be analyzed, classified, deleted, integrated and summarized ... in one word: difficult! This is another important reason why lecture evaluation and lesson preparation are ignored.
Discussion and suggestion on the routine of preparing lessons and commenting exercises in class
In view of the above situation, we have made some superficial discussions on the routine of preparing lessons and evaluating exercises. This paper mainly puts forward some routine requirements and suggestions from two aspects: lesson preparation procedures and teaching plan elements.
(A) lesson preparation procedures, should start from correcting homework.
Because the object of evaluation is students' homework, the preparation of evaluation homework should, or at least, start from the link of correcting homework. When correcting, we should pay attention to which exercises are worthy of comment according to the purpose of the exercises. There are dozens of students in a class. In order to avoid forgetting, you can design a homework record table (as shown below), and make simple corrections while correcting. In this way, when choosing exercises, there will be a clear goal, so it is not necessary to turn over so many exercises and it is not easy to miss the necessary evaluation materials.
Homework correction record form
Month and day
Practice content:
Job requirements:
Student name
Job record
This exercise
Overview of situation
(B) the three elements and requirements of lesson preparation
Like other lesson preparation, lesson preparation for homework evaluation also needs these elements: objectives, carriers and methods to achieve the objectives. As far as the preparation of homework evaluation is concerned, its three elements are: evaluation objectives, evaluation materials and evaluation methods.
Evaluation target
1, element 1: evaluation target
The goal is an essential core element of a class and the direction of classroom teaching. There is no doubt that it is necessary to prepare goals when writing, commenting and preparing lessons. Goal setting is an important measure to improve the efficiency of homework teaching and evaluation. With a clear goal, you can have a clear goal and gain something in every class. But what is the basis for the formulation of discipline standards for sports evaluation?
2, requirements: seriously think about the problem.
In the seminar organized by the author, teachers have different opinions, which can be summarized into two major viewpoints: one focuses on language form and the other focuses on thinking ability.
(1) generally emphasizes language form.
According to our research group's investigation on homework evaluation, more than 90% of the evaluation classes pay attention to the language form of homework. For example, whether the transition is natural, whether the sentence is vivid, etc. Most teachers hold this view. These teachers believe that all ideas must be expressed in language, but their ability to use language tools is different. People with strong ability can express their views and feelings clearly, which is easy for people to understand and accept. The weak can't express their feelings in words. Writing is to express the content in the mind in the form of language, so the direction of exercise evaluation should be the form of language.
(2) There is also a deviation in the thinking process.
Some teachers also think that since stimulating students' interest in writing and enhancing students' self-confidence in writing is an important goal of writing teaching in primary schools, and writing is for self-expression and communication with others, then the requirements in the third stage are just "to make sentences fluent, lines correct and writing standard and neat", so we should not pay too much attention to language form, but should pay attention to whether students' writing expresses their meaning "concretely and clearly" and also pay attention to it. In the textbook of People's Education Edition, the requirements of exercises are rarely directed at the form of expression. Teachers who hold this view believe that it is precisely because in practical teaching, language rhetoric and article mode are emphasized rather than thinking ability that unhealthy phenomena such as fear of homework, empty talk and lying in homework have emerged.
(3) Have you paid attention to the operation requirements?
Both of the above viewpoints are reasonable, but they are not opposite, so there can be a compromise view, which pays attention to both language form and thinking process. After in-depth discussion, we put forward a third point of view, which is to focus on implementing the requirements of the exercise. Of course, this view is not entirely a compromise between the above two views.
Reason 1: Like exercise guidance, exercise evaluation is a link in the same exercise teaching.
Exercise instruction
Practice process (for students)
Practice comment
There are generally three steps in homework teaching: homework guidance, students' homework process and homework comment. As shown in the figure below, these three steps should be carried out in turn around a main line, which should be the requirement of the exercise, that is, the purpose of this exercise teaching. From this point of view, the goal of homework evaluation course should be consistent with the goal of homework guidance course and the goal of students' homework. If students are required to reflect the characteristics of the characters written in this exercise, then whether they have written the task characteristics should also be the main evaluation point in the evaluation.
Reason 2: The rolling appearance of homework requirements is conducive to improving students' homework ability.
The goal of evaluation is consistent with the goal of writing, and the greatest embodiment is that writing requirements appear in the process of writing guidance, students' writing and evaluation writing. Let's make a hypothesis: if the goal of the sports guidance course is A and the goal of the sports evaluation course is B, what is the goal of the sports process sandwiched between the two links? According to a or b? In fact, students are likely to be aimless in the process of writing, neither based on A nor B, and aimless practice is the easiest to tell lies. Only by clearly knowing what you want to express in your heart can you mobilize your senses and imagination and write your true feelings. We believe that the rolling appearance of task requirements will bring some benefits:
It is conducive to the acquisition of exercise methods and skills. The requirements of the new curriculum are not clearly reflected in the sequence, but the requirements of different classes in the curriculum standards are still gradient. So in the training of exercise skills, it must be different every time. For example, the sixth group of the third grade text introduces the beautiful scenery of all parts of the motherland, and practice matching the content of the text, that is, writing a place you like. Because there are a lot of paragraphs with total score or total score structure in this group of texts, it is a good homework basis. In the requirements of homework, the teaching and research group to which the author belongs proposes to imitate the text and write one or two paragraphs. Then this point must be dealt with as the focus of practice evaluation. If this point is not involved in the evaluation, it is impossible for students to get a correct feedback on whether their newly learned and tried writing methods are correct. This is not conducive to students' acquisition of this writing method.
Conducive to developing good writing habits. If the requirements of practice can't be fed back in practice evaluation, students' practice is random. There may be some gorgeous literary talents and fresh ideas in casual practice, but in the end, these gorgeous and fresh words can't achieve the ultimate goal of "lyricism". It's like some people talk eloquently and quote classics, but they don't get to the point. Now homework teaching pays attention to the connection with life. The expression of life has a clear purpose. For example, some exercises require students to persuade the librarian to buy a book he needs. If we talk about other problems in practice without this requirement in the evaluation, it will obviously not help students develop the habit of speaking around the expression center, but will also affect the habit.
Review material
1, element 2: evaluation materials
Different from ordinary Chinese classes, the evaluation materials of homework evaluation come from students' homework instead of textbooks. This is the most special point in preparing lessons in the workbook. Different classes have different evaluation materials; Different teachers will choose different evaluation materials for the same exercise in the same class.
2. Requirements: Generally, four types of materials are prepared.
To write an evaluation, you should prepare four materials instead of two.
(1) Typical problem exercises
In the same exercise, there are often one or two personality problems, such as material selection and writing order. When commenting on the whole class, you must choose * * * questions to make the comments beneficial to most students. Therefore, exercises with typical problems are the first materials that must be prepared for class evaluation and lesson preparation.
(2) exercises with atypical problems
There will be many problems in pupils' homework. Compared with typical problems, atypical problems are individual and scattered problems. These minor problems should also be revised. Especially when the revision of these minor problems may exceed the current level of students, it is necessary to prepare exercises for such problems so as to give appropriate guidance in class and enable students to have the ability to revise.
(3) Exercises that can demonstrate typical problems.
Excellent exercises can be divided into two categories: demonstration exercises for typical problems and other excellent exercises.
The exercises aiming at typical problems can be used as model essays for students to learn, and can play a demonstration and inspiration role in modifying their own or others' problem exercises, especially for students with learning difficulties. These exercises are the protagonists in excellent exercises and should play a greater role in commenting than other excellent exercises.
(4) Other excellent exercises
As a valuable life reference resource, excellent exercises are a pity to be wasted. Even excellent exercises that can't demonstrate and correct typical problems are learning resources for students to open their minds, broaden their horizons and exchange what they need. Therefore, this kind of exercises should also be collected and sorted out, and play a role through text display and independent appreciation.
Annotation method
1, element 3: evaluation method
There are many materials to be presented in practice evaluation, and the presentation mode of these materials depends on the needs of evaluation. Therefore, when preparing lessons, we should prepare the evaluation method of each material.
2. Requirements: Three methods must be prepared.
Generally speaking, in the process of homework evaluation, the evaluation of problem homework is the key point. This is the same as other homework comments. Students' mistakes need to be corrected and consolidated. Typical problems need to be dealt with as key points.
(1) should be prepared to guide the method of finding problems.
Only when students find their own problems will they have a profound experience and feelings and correct them quickly. Therefore, for typical problems, students must be guided to discover them themselves. How to guide students to find problems? There are many methods, such as comparison method, discussion method and prompt method. This is what teachers need to consider when preparing lessons.
(2) The method of implementing full-scale modification needs to be prepared.
General problems can't be modified by name alone, but must be modified by all personnel. All staff members can make corrections orally or in writing, and calligraphy is recommended for typical problems. The teacher will print the fragments to be revised to the students, and then make the revision after guiding the students to find the problems and understand the main points of revision. This is very important. Without this practical link, students' ability to modify cannot be cultivated.
(3) Methods for handling the modification results should be prepared.
We must attach importance to the handling of the revised results, just as we attach importance to the revised results of students' wrong questions. The main body of the revised results is generally teachers or students, that is, teachers or students evaluate each other. Of course, you can also use resources such as parents. In the process of revising grades, teachers can find students with difficulties for individual counseling.
3. Solutions to other problems
The above three methods are aimed at the common problem of students in an exercise, and the suggestions for solving other problems are as follows:
(1) Solutions to atypical problems: independent thinking or peer discussion is appropriate.
Other problems should be solved by independent thinking and peer discussion. For example, the same content, a student wrote: "Little herring spits out a bubble, and the round shiny bubble floats on the water." The little red fish thought it was fish food, so it rushed over and bit it, and the fish bubble was pecked. " Student B wrote this: "... some people are too anxious to eat fish bubbles by mistake". I added the same reward points to two places and designed a thinking question: What are the advantages of these two expressions? Which one do you like? Communicate with your peers.
(2) Excellent exercises to demonstrate typical problems: appreciation is better.
There must be many excellent exercises in one exercise teaching. However, there are not many excellent exercises to demonstrate typical problems. The value of these exercises should be fully explored, not just read to students. We believe that students can find its subtleties better than problem exercises. And it can inspire students' review.
(3) Other excellent exercises: it is advisable to show them in writing and enjoy them independently.
The exchange or display of other excellent exercises can play the role of exchanging needed items, accumulating words and inspiring each other. You can use the way of "good recommendation" to show or praise each other in communication. This excellent resource should be enjoyed by students themselves.
(3) Other suggestions
1. Write a paragraph to integrate the evaluation elements.
Whether it is a question exercise or an excellent exercise, in order to improve the efficiency of comment, it is best to do some processing, break the question into parts and synthesize a question exercise; Break the dominance into parts and synthesize a reference substance. In this way, the elements of evaluation are integrated. This will get twice the result with half the effort. Not only that, it is also a way to protect students with learning difficulties. Even if he doesn't do well in his lessons, he won't be the target of "shelling" Let's take the practice of sorting out problem exercises as an example to talk about how to integrate evaluation elements:
① Summarize and sort out one or two typical problems.
First of all, after correcting the exercises, sort out the most typical questions according to the record table. There can't be too many questions. One or two at a time is enough. These two questions must be related to the key requirements of this exercise. This step is very important. Only by clarifying the key points of evaluation can the effect of evaluation be guaranteed.
(2) Select some typical exercises.
With a clear purpose, we can choose the most valuable exercise from so many exercises. It should be noted that the choice here is not practice. Because the problems covered by an exercise are often incomplete. It is best to read all the exercises that can reflect a certain problem, so as to rub the problem into an article and improve the efficiency of comment.
③ Handling: Integrate typical problems into an article.
The objects of lectures and comments are generally selected by teachers from students' works. It takes several articles to solve the same problem. We suggest that teachers should process the students' exercises before marking, integrate several exercises into one, and combine the problems that need to be marked into the same exercise. This special exercise, which seems to be done by the teacher, actually comes from a student. This not only avoids practicing commenting on the same question many times, but also protects the self-esteem of the students who are "commented". Students will see the shadow of their own practice, but they all think that this is not their own practice and there is no feeling of being corrected.
Similarly, excellent exercises that demonstrate typical problems can also be integrated in this way.
2. Print a document and evaluate the implementation of the practice.
In the teaching and evaluation of exercises, there are relatively few written materials. There are no written materials, and some of them are not widely used in students' exercises. They all rely on word of mouth and talk on paper. Without the practice of evaluation and correction, how can they exercise their abilities? Therefore, it is suggested that a written document should be prepared for the revision of typical problems in the course preparation and exercise evaluation of lectures.
This material avoids too much content, and it is best to integrate the main problems. After the evaluation, students realize the shortcomings, understand the direction of their efforts, and then correct them.
The advantages of doing this are as follows: First, the review practice with full participation is implemented, so that all students can use their brains and write. Second, the practice of typical problems is conducive to in-depth discussion and communication between students; Third, with the traces of words, it is convenient for teachers to have a clear understanding of students' revisions.
3, prepare a topic, don't miss thinking.
Need to design a thinking question on written materials. A student wrote down the beautiful appearance of goldfish and interesting pictures of grabbing food in his observation diary. At the end of the article, he wrote: My goldfish are very interesting and beautiful. I really like them! I changed the order of the words "interesting" and "beautiful" with modifiers, and designed such a thinking question for the whole class: Think about it, why did the teacher suggest changing the word order? These thinking problems don't have to be solved in the classroom, and students can walk out of the classroom with problems. In any case, these topics play an important role in the training of basic skills and logical thinking.
Thinking questions should be designed according to the requirements of different students. Pay attention to the fluency and correct expression of sentences in the next paragraph; In the middle, you can expand the scope of thinking and grasp the paragraph. As mentioned above, the order in which the keywords "interesting" and "beautiful" appear should correspond to the order of paragraph content; At a high level, we can consider the internal relationship between the examples written and the views to be expressed, and whether the content is specific.
It's time to wipe the dust off your face and appear in the Chinese teacher's schedule. Of course, we don't have to pay attention to the form of lesson preparation and the presentation form of lesson preparation results, but we need to think deeply about the problems that should be considered and do what should be done. To improve the efficiency of composition evaluation, you may need to start with preparing lessons!