Keyword evaluation; Incentive; function
First of all, teachers encourage evaluation and stimulate students to understand the true meaning of learning.
In classroom teaching, we pay attention to guiding students to evaluate learning materials and learning process. Assess known and unknown knowledge; Evaluate the correctness and mistakes of understanding; Clever and clumsy evaluation method; Evaluate the skill and rigidity of the application. For example, in the teaching of "divisor and multiple", I asked students to find the divisor of 32. In the collective communication, some students found 2, 4, 8, and some students found 8, 16, 32. I am fully sure. At this time, a student questioned: "I think 0 is also a divisor of 32." I spoke highly of it: "That's a good question! You can observe carefully and dare to question books, which is an example for students to learn, but 0 is a special number. It is naughty and doesn't like to make established friends. " In my evaluation and encouragement, another student with learning difficulties stood up and questioned: "I found that every number has a multiple of 0." Since 0 doesn't like making friends with divisors, then 0 certainly doesn't like making friends with multiples. " The students applauded warmly, and I lost no time in evaluating: "You can bravely put forward different opinions, well done!" Enhance students' self-confidence in learning. I encourage students to gradually develop the habit of questioning and asking questions through instant incentive evaluation, and at the same time protect the seeds of students' innovative consciousness.
Second, students evaluate teachers and establish a harmonious classroom atmosphere
For a long time, the evaluation of students is mainly teachers. Teachers' evaluation is often based on external observation and subjective measurement, mainly focusing on evaluating students' academic performance. The evaluation results are inevitably influenced by teachers' experience, level and evaluation methods, especially the evaluation of students' learning process, emotional attitude and other internal factors shows its limitations. As the assessed, students are in a passive position in the evaluation process. The new evaluation concept requires teachers and students to change from an antagonistic state to a unified relationship. Teachers should not evaluate students like monologues, but should let students participate in evaluation, making evaluation a two-way or even multi-activity and making students the masters of evaluation. In teaching, I actively create problem situations for student evaluators, and encourage students to boldly evaluate teachers, dare to ask teachers questions and express their unique opinions. For example, in the math practice of teaching "What TV programs do you like", I collect the data of students' love for TV programs with students. After students evaluate each other, I exchange students' evaluations. The students were very enthusiastic and expressed their opinions one after another. Some said: "The teacher's language expression ability is great!" Some said, "The data collected by the teacher is enough." "Some said," it would be better if the teacher could make a bar chart. Others said, "I can do better than teachers." "Students challenge teachers, teachers and students engage in activities together, and there are many exchanges, which evaluate and reflect the equality, democracy, freedom, harmony and harmonious classroom atmosphere. At the same time, the openness and flexibility of students' thinking are cultivated in the activities, and the whole classroom is full of vitality.
Third, students evaluate students and make them the masters of learning.
Students are the main body of learning, and students' participation in evaluating students can effectively mobilize their learning enthusiasm and create a learning atmosphere of comparison, learning, catching up and helping. For example, in the teaching of "the change of decimal size caused by the movement of decimal point position", I asked students to explain the "solution" in groups of six, and then asked students to evaluate the explanations of this group or other groups after the six groups of explanations. Say, "Which group do you think explains it best?" Someone said, "I think the Peace Group explained it best. They use games to make everyone understand. Unlike other groups, unlike lightning meteor groups and rainbow groups, they just preach mechanically and are not vivid. " Some said, "I think the seven-color light group explains it better." They used a more inductive method to make everyone clear at a glance. " Some said, "I think Honghua Group explained it best. They use pictures to make it vivid. " Others said: "The expression ability of Rainbow Group is excellent." Others said: "I also think that the seven-color light group performed well. It would be better if the explanation could be louder! " After the students commented on each other, I made a summary and evaluation, affirmed that what the students said was reasonable, not only appreciated other people's speeches, but also euphemistically pointed out the shortcomings. In this way, students learn to listen carefully to their classmates' speeches and learn to evaluate, appreciate and help each other from the aspects of knowledge, language expression, innovation, emotion and attitude. The classroom atmosphere was warm and achieved good teaching results.
Fourth, students evaluate themselves and experience the joy of learning success.
At the conclusion stage of the class, I pay attention to creating a self-evaluation teaching situation for students, and guide students to evaluate themselves on the learning situation of this class, because as a learner, his self-feeling about learning is often more appropriate than others. The content of evaluation includes the evaluation of knowledge mastery, ability development, learning attitude and emotion. I often ask, "What did you get from this class? Is there a problem? What else do you want to know? " For example, at the end of the teaching of "The Meaning of Fractions", students evaluate themselves. Someone said, "I learned how to average my grades in this lesson? My biggest gain from this problem is that I can solve many problems in my life. "Some said," My biggest gain is to get two stars of wisdom. " Some said: "Although the teacher didn't let me speak, I was able to actively participate in the discussion and learn to solve simple problems in life in different ways." Some said, "I got the wrong answer the first time, but I finally got the right answer the second time. I succeeded! " "In this way, students are self-motivated, self-educated, self-improved and self-developed in the process of self-evaluation.