I think we should mainly do the following:
First, evaluate students with different rulers.
One more ruler will bring more good students. The theory of multiple intelligences holds that everyone has nine intelligences at the same time, but these nine intelligences exist in different ways and to different degrees, making everyone's intelligence unique. Therefore, in this sense, there is no so-called "poor student" in the school, and every student is unique and excellent. This view of students can make teachers willing to evaluate, observe and accept students from many angles, thus developing students' potential.
In mathematics classroom teaching, many teachers require every student to have a goal in each class, and as a result, students with learning difficulties do not have enough to eat, and top students do not have enough to eat. In fact, evaluation should pay attention to students' personality differences, because students' individual differences exist objectively. In the above-mentioned teaching links, teachers set three different levels of goals: goal 1 is the evaluation goal that all students with learning difficulties can achieve, goal 2 is the evaluation goal that all average students can achieve, and goal 3 is the evaluation goal that all excellent students can achieve. This effectively overcomes the disadvantages of one-size-fits-all teaching objectives, respects students' personality differences, and enables each student to develop on his own knowledge and ability. Therefore, this teaching goal has the characteristics of humanization and flexibility.
Second, strengthen the evaluation of students' exploration, innovation and practical ability.
Classroom teaching is the main channel to cultivate students' innovation and practical ability. Therefore, the evaluation of students' exploration, innovation and practical ability in class is an indispensable and important link in the teaching process. Scientific, reasonable and innovative evaluation is helpful to improve students' innovative spirit and practical ability.
Third, the evaluation of primary school mathematics classroom teaching should help students to know themselves and build their self-confidence.
Dido Shihui, a famous educator, has a famous educational saying: "The essence of education lies not in the process of imparting knowledge, but in awakening, inspiring and encouraging."
Fourthly, pay attention to the application of delayed evaluation.
The purpose of delayed evaluation is mainly to give students more opportunities to further develop their imagination and get more different answers before they know the correct conclusion, thus further cultivating their mathematical thinking ability.
In class, it often happens that the teacher asks questions and individual students immediately raise their hands to answer them, and the answer is very correct. The teacher is also excited to praise the students in time. In this way, a large number of students may not have thought it over, but the result came out. These students' ideas were suddenly assimilated into the past and lost the value of thinking. The classroom has become a stage where only top students can perform. There will be such a situation, the student's answer is wrong, and the teacher will immediately deny it. This kind of arbitrary negation will dampen students' enthusiasm for learning, and it is not conducive to the formation of a teaching scene of speaking freely. Of course, the wrong is always wrong. The key is that the teacher's evaluation should not be too early, let the students speak thoroughly enough, and cause disputes among the students. Before the teacher makes an evaluation, every student is willing to express his own ideas, and students will try their best to make their own ideas different, which is very beneficial to the development of students' mathematical thinking ability.
Let students learn to evaluate in listening carefully.
Due to the short duration of intentional attention of primary school students. Therefore, some teachers (especially junior teachers) give students material rewards such as "little red flowers" and "five-pointed stars" one after another in a class. Although this evaluation method has some merits, it has improved the enthusiasm of some students. However, if this method is used too much in a class, all students' attention cannot be guaranteed. Some students spend a lot of time on how to get rewards, which reduces the time for listening and thinking, and is easy to develop a "utilitarian" psychology.
The new curriculum advocates new evaluation methods, pays attention to students' learning situation and needs, and pays attention to the development and change process of students' learning, so that every student has the confidence and ability to keep learning mathematics. Evaluating students' performance in classroom teaching is one of the focuses of the new curriculum reform, and what kind of evaluation will lead to what kind of mathematics classroom teaching.
As educators working in the front line of education, we have the responsibility to correctly evaluate students in mathematics classroom teaching, care for students' self-confidence, and constantly reflect on the evaluation of students in the process of classroom teaching evaluation, so as to really stimulate students' enthusiasm for learning, promote students' sustainable development, improve teachers' teaching ability and promote the realization of teachers' self-worth.
How to evaluate students correctly in class
Correctly evaluating students has always been the focus of modern education. When evaluating students, teachers should not only be a grade or a score, but also show teachers' respect and care for students. Through evaluation, students can be improved at the original level, so as to meet the requirements of the training objectives of basic education, discover students' potential and specialty, help students know themselves and build their self-confidence.
Then, how can teachers correctly implement evaluation in teaching, which can not only protect students' self-esteem and enthusiasm, but also improve students' original understanding level? In my opinion, praise and criticism are still a pair of magic weapons in teaching. As long as teachers can use it flexibly and make it complement each other in teaching, it will achieve a win-win effect.
(1) Praise
Ushinski once said: The teachers that children hate are those who can't get praise from him and admit what they have done at any time. Growing students are eager to be recognized and praised by others and affirm their own value. If praise comes from teachers, it will help them improve their understanding of themselves and enhance their self-confidence. A compliment can change a person's life, so why not a teacher? So, what should you pay attention to when praising?
1. Praise and praise should come from the heart and have true feelings.
Educator Tao Xingzhi said: "Education is a kind of heart-to-heart activity. Only from the heart can we touch the depths of our hearts. " The ancients also said: "Those who touch people's hearts should not show their feelings first." Therefore, no matter what kind of evaluation, it must be emotional. However, when some teachers praise students in class, they are just a formality and perfunctory, and "good" and "good" have become the mantra. Such cold and blunt praise not only lacks individuality, but also does not talk about emotional communication between teachers and students. How can students cheer up?
2. Encourage timely and targeted.
Teachers give students timely and appropriate praise and evaluation, which can strengthen students in time. Therefore, teachers are required to have keen observation and resourceful language. For example, I am teaching second grade literacy.
In this lesson, students are asked to observe the illustrations carefully, and then answer this question: What do you say the little goldfish is doing in the water? Influenced by the textbook, the answer given by most students is "Little goldfish is spitting bubbles". However, a classmate replied, "Some little goldfish are playing hide and seek, and some little goldfish are very naughty." They tease the lotus girl. If you don't believe me, you can't help laughing at Lotus Girl. " Such an answer is very valuable for a second-grade child. If you say "you are great" like other children who answer generally, it is obvious that the advantage of his imagination has not been tapped, and the pertinence of praise is obviously not strong. So I praised him and said, "Your imagination is really rich. You are really a thoughtful child. " This can not only stimulate his constant pursuit of high-quality learning, but also inspire other students to develop good reading and thinking habits.
(2) Criticism
As the saying goes, "Advice when least heeded is helpful for action." Teachers often criticize students in this way, which is also a common way of education. The ultimate goal of criticism is to make students understand the truth and correct their mistakes. Therefore, when teachers criticize students, only by going into the students' hearts, accurately grasping the students' psychological trends, and skillfully using euphemistic criticism language, can they get better educational results.
1. Let the students feel warm in a caring tone.
Teachers should have lofty professional ethics and treat each student as their own child. If you have feelings for teachers and students, you will persuade and educate students with your heart. Criticizing students should be full of love and have a strong sense of responsibility, so that students will approach you, understand you and be willing to accept your criticism. As the saying goes, "Be close to your teacher and trust his way". Only when the teacher shows warm care and selfless love to the students everywhere and fully trusts the students will the students open their hearts, tell you the truth and accept your criticism and correction.
2. Let the students feel shocked with a gentle tone.
Modern education advocates "people-oriented". When criticizing students, we should also follow this line of thinking. In the face of different students, we should see their personality differences and adopt different educational methods to make the best use of the situation. For introverted, sensitive and suspicious students, we can talk to them with words such as reminding, enlightening or asking questions, and we can also criticize them implicitly with body language such as smiles and eyes. For students who are extroverted, quick-thinking and grumpy, we can communicate with them on an equal footing in a "discussion" tone, and gradually and calmly convey critical information to them, so that they can gradually realize their mistakes, gradually achieve self-discipline, self-management and continuous progress.
3. Use flexible words to convince students.
When teachers criticize students, they should present facts, make sense, convince people by reasoning, pay attention to discretion and scale, and leave room for speech. When necessary, praise can be used instead of criticism. People always like to listen to good words, and primary school students are no exception. Praise him first and then criticize him, so that students can understand that the teacher not only sees his shortcomings, but also his achievements. In this way, students can correct their shortcomings under the guidance of teachers and receive good educational results.
In short, criticism and praise should not be limited to one form. It should vary from person to person, from class to class, and from thing to thing. Teachers should devote themselves to the ingenious and artistic evaluation of students, so that students can feel like spring breeze, devote themselves to learning in repeated surprises and actively participate in classroom teaching activities, so that teaching can reach an unforgettable artistic realm and form a teaching climax.
How to correctly evaluate students' speeches in Chinese classroom teaching
Tang Cailve, Guanlan Street Central Primary School, Baoan District, Shenzhen
In Chinese classroom teaching in primary schools, the author finds that some students' speeches are not optimistic: some students are eloquent after class, but they can't say anything in class; Some students talk a lot when communicating with their peers, but only nod and shake their heads when facing the teacher's questions; There are also some students who can actively raise their hands to speak in the lower grades, and become more and more reticent in the higher grades. Moreover, the author also found that only a few people raise their hands to answer questions in class. Why is this happening? I think it is not only closely related to students' personality, teacher-student relationship, classroom atmosphere and the difficulty of problems, but also closely related to how teachers evaluate their own speeches and classmates' speeches.
The new curriculum concept emphasizes respecting students' diversified personalized experiences, and requires teachers to respect and encourage students, rather than simply evaluating the right or wrong answers. However, the author finds that many teachers are vague and noncommittal about students' ambiguous answers or personalized experiences that deviate from the text. Either don't make any comments, blindly pursue diversity, encourage with "what else" and continue the next student's answer. The classroom seems lively, but it is cold and simple. Students who talk and students who want to talk can't tell right from wrong, and they don't know how to answer. Either praise "you are great" or even exaggerate "you are great". This seems to be respect and encouragement for students, which makes them excited for a while, but they can calm down and think about it, but they don't know where they are great and where they are great. They are also looking at flowers in the fog and don't know how to understand and answer correctly. Over time, our students became victims. After knowing one's actual level and ability, and after seeing through the teacher's tricks, I no longer dare to express my views easily, and naturally become silent, let alone communicate with my classmates. Our classroom has also become a classroom for a few active students, and it has become an inefficient or even ineffective classroom. Our Chinese teaching will gradually lose the most basic tools and gradually lack the correct guidance of outlook on life and values.
For students, as long as they answer the teacher's questions in class, they will be very eager to get the teacher's evaluation, affirmation and praise, or guidance and advice. As the organizer and guide of students' learning, teachers can't give up their guidance and teaching at any time. This is responsibility, of course, science and art. It can be said that teachers' proper evaluation of students' answers in class is a problem that cannot be ignored, and solving this problem is very important for our classroom teaching and students' physical and mental development. Below, the author combines his own teaching practice and some thoughts in the process of practice to talk about some views on how to properly evaluate students' speeches in Chinese classroom teaching.
First of all, the evaluation should be timely and specific.
In children's thinking mode, the causal relationship between things is closely related, especially the younger they are. Therefore, for students to speak in class, our evaluation must be timely. In class, when students summon up courage to answer questions, they are actually waiting for the teacher's evaluation. It can be said that teachers' timely evaluation of students' questions and answers is not only a respect for students, but also the best opportunity for our teaching. When a student answers well and is affirmed and praised by the teacher, he will deeply remember that knowledge. It can be said that timely affirmation and praise is a kind of reinforcement and consolidation of students' good behavior and teaching knowledge. And when students answer wrong, timely evaluation can cultivate students' reflective ability and correct it in time. In short, after the students have answered the questions, never let them sit down without giving any evaluation and guidance, which will make them confused and feel that they have not been respected by the teachers.
At the same time, our evaluation should be as specific as possible. Some general praise of "you are great" and "really good" can only temporarily enhance children's self-confidence, but children don't understand why they are great, where they are great and where they are good. Long-term general praise is also easy to form the habit of children's pride and won't listen to any criticism.
Give students a timely and specific evaluation, let students know what their strengths are, and then foster strengths and avoid weaknesses, so that the evaluation can achieve its goal. If students are praised for reading the text well, they can be praised as follows: "She is not only brave, but also articulate, loud and fluent. It is really not easy! Can we learn from her? " This also sets a concrete learning example for other students.
Second, the evaluation should be affirmed and encouraged.
For students' speeches, we should first appreciate their courage, be good at catching the sparks of their thinking, be good at and be willing to praise students, and never miss any opportunity to praise them. For example, "You are brave!" "You remember what other students said!" "You have your own ideas!" It is inevitable that students make mistakes in class, and their views may be immature, but there is always something worthy of recognition and praise. Therefore, even if the student's answer is not completely correct or ideal, he should praise his advantages first, and then give guidance and suggestions. For example, "you made it very clear, if only you could say it more concisely!" " ""you are not mistaken. If you can speak louder, then everyone can hear your beautiful voice! " "Although what you said is not correct, I still admire your courage! "In class, we should also let students know the art of evaluation and criticism-praise first and then restrain.
Third, the evaluation should be objective.
We can unabashedly marvel at students' unique feelings and innovative thinking, and sincerely praise students' wonderful speeches, but we must respect facts and scientific knowledge. When students make mistakes, teachers should take care of students' self-esteem, point them out promptly, accurately, unambiguously and euphemistically, and give guidance and suggestions. For example, "you are brave, but the teacher doesn't agree with you!" " ""You read correctly and fluently, but you forgot the author's mood at that time! " "It's not easy to remember all the contents of the text! If you can be yourself and say it, that's the best retelling! "