(1) Combining theoretical test with computer assessment to test the mastery of knowledge and skills.
According to the goal of information technology course, we should not only understand the related concepts and characteristics, but also master the use of common information technology tools. This requires us to have not only theoretical tests, but also skills evaluation in the actual teaching evaluation. Theoretical examination is suitable for concentrating a large number of students in a short time, which mainly examines students' mastery and understanding of the basic knowledge of information technology, but it can't reflect the practical operation skills well, which requires us to examine students' computer skills in peacetime. In fact, these two aspects complement each other. Computer examination not only examines students' operational skills, but also deepens their understanding of textbook knowledge. On the other hand, theoretical examination is not only an examination of basic knowledge, but also provides a theoretical basis for future computer skill operation and establishes a knowledge base.
For example, in the teaching of algorithm and programming, it is not only the theoretical mastery of grammar and algorithm, but also the real application of the designed program in a specific environment. This requires the combination of theory and practice to provide students with a real environment, thus reflecting their ability to find and solve problems, thus summarizing the general rules of algorithm and program design application.
(B) the combination of students' self-evaluation and group mutual evaluation, process evaluation.
In the new curriculum reform, it is required to comprehensively use various process evaluation methods to comprehensively examine the training process of students' information literacy. That is to say, in practice teaching, process evaluation is as important as summative evaluation. So how to evaluate the process in actual teaching? Through theoretical research and practical operation, I think students' self-evaluation and group mutual evaluation can be adopted.
1, student self-evaluation
Students' self-evaluation methods can be provided by teachers, allowing students to self-evaluate their learning attitudes, behaviors and learning results against standards, and adding students' feedback on classroom teaching. Let them reflect on what they have learned in the learning process, which aspects are excellent, which aspects are still insufficient, how to improve, and suggestions for teachers' teaching. This evaluation method not only pays attention to the differences among students, but also greatly develops students' personality and creativity, and will also provide a basis for our teachers' future teaching. Table 1- 1 is my self-evaluation table for students when teaching Flash animation.
2. Group mutual evaluation
Group mutual evaluation is based on cooperation. Through group evaluation, students can not only know the importance of collaborative learning, but also develop the habit of collaborative progress and learn from each other horizontally. Group mutual evaluation is suitable for the production of large-scale tasks or works. Team members should have a clear division of labor, which requires Qi Xin to work together to complete the task, and it must be based on a certain situation and need certain environmental support.
For example, let students cooperate to make a web page, which requires material collection, material processing, script writing, program organization and so on. At this time, we can use the form of group cooperation, through which we can understand the production process of students and the production situation of groups. Of course, teachers and group members can negotiate in advance and make a group mutual evaluation form. Table 2 is the group evaluation form in the web design course.
(3) Establish an electronic portfolio to conduct a comprehensive process and result evaluation.
Electronic portfolio is very useful in information technology practice teaching. Generally speaking, according to the different evaluation purposes, electronic portfolio can be divided into two types: achievement record bag for recording the best works and growth record bag for showing the progress process. In the teaching of information technology courses, one or both of them can be adopted according to the teaching needs. The overall goal of information technology course is to improve students' information literacy. This also shows that improving students' information literacy is a long-term and sustainable development process. In the usual teaching, we should not only attach importance to the teaching of each class, but also establish the overall development concept of the course. We should not only pay attention to current teaching, but also pay attention to students' past knowledge accumulation; We should not only pay attention to students' academic performance, but also pay attention to the development of methods and abilities used by students in the process of obtaining academic performance. Therefore, I think the establishment of electronic portfolio can realize the integration of the two, which can not only see students' learning achievements through electronic portfolio, but also understand students' learning process through electronic portfolio.
For example, in my usual teaching, I set up a tree directory according to the class on the teacher's machine or server, and each student has a folder. At ordinary times, students can classify their collected materials, experience in the learning process and their own works to form a student electronic portfolio.
In the "finished work", students put their best works in it as the basis for proving their achievements; "Material collection" can collect pictures, websites, music and other materials to provide information for large-scale operations; "Learning experience" can include students' learning experience, self-evaluation of works, suggestions and opinions on teachers' teaching, etc. "Making works" includes students' homework, draft works, revised drafts, etc. "Other" can put things that students are interested in. Teachers can know the highest level of students according to the "finished works" and give appropriate guidance and comments. Of course, other students can also participate as a platform for communication and mutual learning. According to the comparison of works in Making Works, we can understand the students' progress in stages and put forward the areas that need to be improved or worked hard. According to "learning experience", we can understand students' usual learning situation and suggestions to teachers, so as to improve teaching in time. For the understanding of "Other" column, we can see students' personal hobbies and interests, so as to teach students in accordance with their aptitude.
After trying out the electronic portfolio, I found that students prefer to study information technology courses, can see their own achievements, and have a confidence in success. I think that although this method is somewhat complicated to operate and the workload of teachers is relatively large, it is still worthy of recognition as a long-term and continuous evaluation method.
(d) Use observation to evaluate performance.
Observation is mainly the observation of students' study habits, quality and attitude, and mainly the observation and record of students' interests, abilities, hobbies and emotions in the learning process. For example, what kind of things students like, students' enthusiasm for information technology courses, students' initiative in learning information technology courses, whether students use computers as required, whether they play games in class, whether they love mechanical equipment, whether they can solve simple hardware failures, class discipline and the completion of classroom tasks. Form an impression as a usual performance evaluation. However, we should also know that the impression obtained through observation is easily incomplete or biased. This also requires our teachers to pay attention to the authenticity and effectiveness of observation and form scientific, reasonable and objective conclusions by combining other evaluation methods.
In a word, the evaluation mechanism is very important for improving students' information literacy, promoting students' development and improving teaching level. Only by constantly exploring, practicing and improving, and rationally using various evaluation methods can we achieve a win-win situation for teaching and learning.