Seeing that various schools have started to make or have made a test and evaluation plan for the learning ability of junior students this semester, everyone invariably includes the following keywords: no paper and pencil, games, process evaluation, star rating and so on. Try to let students express themselves in a relaxed and happy atmosphere and develop their abilities.
These days, I have been sorting out the learning content and evaluation content of senior one, and I am also thinking: what points should I pay attention to in the evaluation design of this semester's learning ability test in combination with the characteristics of students in the class?
1. Respect each student's learning ability and learning methods.
Strive to let every student complete the examination content in his own development area. There is no need to evaluate students' ability across the board.
E.g. when calculating the detection. I'm going to play the game of "touching the blind box", but it will give students space and methods to think. Because not every child can immediately say the correct number as soon as he pulls the formula. For carry addition less than 20, there are still some children who need to help themselves calculate by "the next number" and writing "the process of adding ten", so we need to let the children solve the calculation problem in their own way.
The evaluation list can encourage children to challenge themselves to speed up the calculation, but the correct questions are still full of stars. It must be noted that it serves the development of students.
After all, the purpose of our test is not only to evaluate, but more importantly, to motivate children to study better, enjoy learning and love learning.
2. Set open-ended questions and discuss them face to face with children.
For example, for the investigation of the order of numbers, you can set the topic like this: Can you fill it out in different ways?
seven
seven
The answer is not unique. Students can fill in in different ways, such as from small to large, or from large to small, you can add and subtract 2 in turn ... enrich students' understanding and understand their thinking in the discussion with students.
3. Pay attention to process evaluation
The new curriculum teaching concept holds that classroom teaching should pay attention to process evaluation in order to fully understand students' situation, stimulate their enthusiasm for learning and promote their all-round development. Evaluation should also have this kind of consciousness.
When evaluating students' ability, we can take two to three days to evaluate students step by step, instead of sticking to a once-in-a-lifetime game.
For example, in the following practical activities, students can be evaluated in real time according to the content to promote their development.
(1) Please grab a chess piece at will and then answer the following question: How many? How can you count the number of fragments? According to the students' answers, children can be encouraged to express loudly, praise their different counting methods, praise their counting methods and orderly counting methods, and so on.
(2) Please grab a chess piece at will, compare it with five pieces (the teacher piled five pieces into a small pile in advance), and answer the following questions: Guess how many pieces you caught; Tell me how you guessed. The process of encouraging children to express their thoughts in their own language.
4. Pay attention to the evaluation of comprehensive ability and the integration of disciplines.
We can combine physical education class's evaluation and counting of skipping rope. Children can count themselves while skipping rope, and teachers can send corresponding star stickers according to the number of students skipping rope.
You can take the ancient poetry in the first volume of Senior One as a math test, and ask students to circle the words on the left or the words on the right to investigate the knowledge of "what is a number, what is a number" and "position".
5. Take the surrounding environment as the proposition content to enhance the interest and closeness.
For example, we can evaluate up, down, left and right through the position of facial five senses, and evaluate the knowledge of front, back, left and right through the desks and chairs in the classroom, so that students can use the items in the classroom to compile math problems and solve them. Students use their own clock to set aside the corresponding hour time or how fast, and so on.
Mathematics is just around the corner. We can learn mathematics and use it.
In short, the evaluation of students' mathematics learning should not only pay attention to students' understanding and mastery of knowledge and skills, but also pay attention to the development of students' mathematical thinking, the formation and development of their emotions and attitudes; Evaluation can not only evaluate the mathematics learning of all students horizontally, but also evaluate the mathematics learning of individual students vertically.
I look forward to your good methods and suggestions to communicate with each other. Special thanks to Mr. Cheng for his advice!