The role of student evaluation The first part of evaluation plays the role of encouragement, guidance and quality control in curriculum implementation. From a single standardized examination form to the combined use of various evaluation forms, from focusing on examination to focusing on learning, we should not only promote the improvement of students' original level through evaluation, but also discover their potential, give full play to their specialties, understand their needs in development, and help them understand themselves and build their self-confidence. In the evaluation of music teaching, we should pay attention to all students, give them equal opportunities to express themselves, make every student have the right to learn and enjoy the outstanding cultural and artistic heritage of mankind, encourage them to carry out personalized music activities, help them understand their uniqueness and value, promote students to actively express and enjoy music, enrich their emotional experience and help them form a good aesthetic character.
The new curriculum evaluation puts forward the basic idea of developmental education evaluation. The main characteristics of this evaluation concept and system are: its fundamental purpose is to promote students to achieve their goals, not to check and compare; Attach importance to process evaluation; Pay attention to the comprehensiveness and individual differences of students' development; Advocate the diversification of evaluation methods; Attach importance to the role of students themselves in evaluation. The exploration and practice of developmental student evaluation are carried out from the following aspects:
First, the classroom-focus on performance evaluation
Mathematics teaching process is a process of interaction between teachers and students. In this learning process, students pour out their personal emotional will, and teachers and students exchange ideas, which is directly related to the efficiency and effect of students in the classroom. Therefore, evaluation must pay attention to the learning process.
In the context of student education, performance evaluation refers to evaluating students' development achievements by observing their performance in completing practical tasks. That is, through the observation and analysis of students' performance, the development of students' innovative ability, practical ability, cooperative ability, healthy emotion, positive attitude and scientific values is evaluated.
So in classroom teaching, my evaluation of students mainly includes the following three aspects.
(1) Do you actively participate in the classroom learning process?
Mathematics learning activities; Do you have the confidence to learn math well? For example, after completing the first volume of the seventh grade of Beijing Normal University Edition? 1.4 from different directions? When practicing 1 in class, a classmate suggested that the picture of the car was not true, because he thought that the front and rear wheels could not be in a straight line when the car turned. This is a question that has nothing to do with the answer to the question, but for the first time, I learned that he has a comprehensive observation, can connect with life situations, dares to doubt the correctness of textbooks, and greatly stimulates students' enthusiasm for learning. In the future, they will observe the figures and read the topics.
More meticulous and daring? With suspicious eyes? Go to see the problem. In class, some students even questioned or held different views on what I said, which undoubtedly played a role in promoting and supervising my teaching, and also enhanced the communication between teachers and students, so that I could make progress with the students.
Therefore, when students put forward new discoveries, new ideas and new problems in the process of students, I give them affirmation and encouragement in time. This is a sublimation in the learning process, which is not only a witness of students' efforts, but also a good opportunity to cultivate students' spiritual quality of independent learning and courage to explore.
(2) Whether you are willing to cooperate with others and exchange ideas with your peers in group learning activities.
I usually ask students to discuss, do and study the topics in the textbook in groups, and then communicate. After the class group activities, I will evaluate the cooperation process of some groups, instead of just focusing on the results of cooperative learning. For example, some group members have a weak sense of cooperation and low participation, which affects the atmosphere and effect of the whole group learning; Other groups have a warm atmosphere and high spirits, but they have a guiding role in the classroom, which can guide students to learn to listen and communicate slowly, so as to learn cooperative learning.
(3) When studying independently, can you get a solution through independent thinking?
Methods to solve problems; Have you found an effective way to solve the problem and tried to think from different angles? Whether you can express your thinking process in an orderly way in mathematical language; Whether you can understand other people's ideas and benefit from communication with peers; Whether you have the consciousness to reflect on your own thinking process.
I often give classes to students, explaining how to solve one problem and how to solve multiple problems. Another example is practical and applied homework, such as designing axisymmetric graphics, making three-dimensional graphics, and unit integration after each unit. I encourage students to carry out independent and personalized design and production. For this kind of homework, I focus on evaluating students' creativity and artistry, so that students can express their views on the work and learn from each other's strengths. This process allows students to fully experience the charm of mathematics. You can also learn a lot of knowledge other than mathematics, realize the integration of disciplines, and improve students' comprehensive literacy and practical application ability.
It is worth mentioning that the winners of such competitions are often not students with excellent math scores. This evaluation system provides a platform for students to show themselves and make their personalities known, and makes some students who are not very good at math have a successful experience in math class, which has been realized? Let different people get different development in mathematics? .
Second, homework-pay attention to personal internal and external evaluation.
The basic idea of teaching evaluation of junior high school mathematics new curriculum points out:? Evaluation should be people-oriented, respect individual differences, pay attention to students with difficulties, and allow students who can't reach the goal temporarily to suspend evaluation. Within the scope of standards, different students can have different evaluation standards and methods. ?
1. Selectivity of operation
I often set homework: basic homework; Optional homework. This not only lightens students' schoolwork burden, but also provides extra-curricular expansion space for students with spare capacity.
2. Operation delay
Encourage students to finish their homework independently. As long as you do it yourself, you can hand it in when you do it well. Not everyone will hand it in on time, so that students have enough time to think!
3. Job evaluation
I often use individual difference evaluation to evaluate homework. For example, for the same homework, some students can get 90 points if they miss one question, and some students can get 90 points if they miss three questions. This is mainly based on the students' own situation and through the longitudinal comparison of their own development. Of course, there is often such a comment next to the score: Congratulations, you have made progress again! Today's homework is really beautiful! Don't lose heart, the teacher will help you understand! Hey, this mistake is not the first time. Please correct it as soon as possible. From the seriousness of your homework, the teacher saw that you are still working hard. A girl who doesn't give up easily, the teacher is proud of you! ? -in response, I often see such a small note in my homework; ? Teacher, I will continue to work hard! Thank you, I'm so happy! Teacher, I see. ?
? Teacher, this question is no good. Can you talk about it tomorrow? -
Compared with the cold score, this evaluation method fully takes care of students' individual differences, which is conducive to reducing students' psychological pressure, enhancing self-confidence and learning motivation, and is also conducive to teachers' continuous reflection and improvement of their own teaching.
Third, testing-focusing on diversified evaluation.
Teaching activity is a purposeful activity. The evaluation of academic performance in the new curriculum reform is still inseparable from quantitative evaluation, and its advantages of fairness and conciseness are irreplaceable by qualitative evaluation. Therefore, when evaluating students, we should pay attention to the combination of quantitative evaluation and qualitative evaluation, and at the same time pay attention to the diversification of the presentation of evaluation results.
For example, in the usual exams, in addition to marking papers, I often give oral or written encouragement or criticism according to the different situations of students.
After every exam or final exam, I start by correcting the mistakes on the test paper and ask the students to prepare a corrected book. Each grading is divided into four steps: 1, paper grading 2, self-evaluation 3, correcting wrong questions 4, and teacher's comments.
At first, most students were right? Self-evaluation? I don't think so. Sometimes you can do it in a few words, and sometimes you don't write at all. But when I insist on writing objectively and fairly in every corrected book? Teacher comments? Later, I was pleasantly surprised to find that more and more students learned to sum up the gains and losses of each exam carefully, learned to objectively evaluate themselves and others, and were able to face the next exam with a positive attitude!
There are also clear provisions in the mathematics curriculum standards? To construct the developmental teaching evaluation view, the evaluation subjects and methods should be diversified. ? In this way, the evaluation method of mathematics can be colorful, and the cold score can be warm and emotional.
The Role of Student Evaluation Part II I have been teaching English for seven years. In these seven years of teaching, I have met many types of students, some of whom love learning very much and are very conscious. Some students only study at the request of parents or teachers, and can basically complete the tasks assigned by teachers; Some students want to learn, but they can't control themselves. Some students want to study, but they have problems in intelligence or other factors. No matter how hard they work, their learning efficiency is not high. Some students don't want to study at all, even with the supervision of parents and teachers, it is difficult to complete the basic tasks assigned by teachers.
These types of students are often seen in our teaching. Students who love learning can complete the tasks assigned by the teacher well without any supervision from the teacher. Other types of students are often disturbed by teachers. In order to make these students who don't like learning or make no progress in their studies succeed, I have adopted various teaching methods in my teaching work. For example, I have taken some punishment measures for students who are not serious in class and do not finish their homework after school, but I found that a series of punishment measures can only play a temporary role, but can not play a long-term effect; Another example is communication with parents. Because we are a rural primary school, most parents go out to work, leaving grandparents or grandparents to look after their children at home, so this measure can't achieve good results. Another example is to give full play to the positive role of class cadres and take measures to help students who need help in their studies. But in the end, I found that these measures can only make students learn passively, but they still can't play a fundamental role. Half of the students in the class I teach now are in a passive learning state. What should I do? How can we arouse their enthusiasm for learning and let them take the initiative to learn?
During a home visit to Ray's classmates, Chinese teachers and math teachers told Ray's parents that Ray didn't listen carefully in class, didn't finish his homework, didn't abide by the school's rules and regulations, loved to bully his classmates and refused to change his education. Parents also expressed great disappointment and felt that the child was completely hopeless. I am sorry to hear these words from my parents. In the communication with Ray's parents, I made it clear that Ray is very smart and just a study habit. After listening to my words, my child suddenly became very serious in my English class. Once, the whole class couldn't recite the text, but he recited it fluently. I praised Ray in front of the whole class again. Later, in the teaching process, as long as Zhang Rui made any progress, I would praise him in time. In this way, Zhang Rui became more and more energetic. In a school year, his English scores went from failing to passing, and from passing to 70. Now it's more than 80 points, and now Ray has become a good boy with active learning, and his behavior habits have also improved. As his teacher, I feel extremely gratified.
Through the changes in Ray, I began to carefully observe every detail of every child in my class, whether in study or in life. As long as they make a little progress, I will praise them in time. So far, the students in our class are very active in English learning. Gou Qiushi, a classmate of my class, said: Teacher Luo, I think reciting English is quite interesting! ? . Luo Liyang, who never raised his hand to answer questions, now raises his hand high. When I asked my classmates to read English texts, Liu Ling's classmates would say:? Teacher Luo, let me read it. ? . These students used to be problem students in our class, and their changes are really amazing. I told them: Son, your progress scares me. I'm embarrassed not to praise you. ? . The students all laughed.
Dear colleagues, always praise your student, even if he has many shortcomings. Praise your students often, because maybe you can change the fate of a child.
The role of student evaluation Three people have desires since they came to this world. The generation, development and demand of their desires germinate with the survival and growth of people, the environment and the influence. Innocent and lively children are curious and eager to learn. When they enter school happily and carefree, the teacher's influence and guidance will add fuel to the fire, and their enthusiasm for learning will be maintained and developed. On the contrary, with the passage of time, most children's enthusiasm is halved or even lost, and they are tired of reading. There are many reasons. They don't feel that there is joy in bitterness, and they don't know the dialectical fact that bitterness precedes sweetness. Maybe some teachers have told them this, but it has no effect; Perhaps some parents have told their children that if they don't study hard, there will be no promise and no food, but it is useless. The reasons are not only the pressure of exam-oriented teaching and heavy academic burden, but also the failure to affirm students' academic achievements and hobbies in time, not paying attention to students' learning activities and not knowing how to seek truth from facts and evaluate accurately.
Therefore, teachers must attach importance to and understand the evaluation function of students, so as to mobilize and strengthen their enthusiasm for learning and make them love learning. Everyone hopes that they can get good grades and get good evaluation through study and hard work, especially students. After listening to a class, they do their homework and hand in their homework or papers, and they can't wait to know their grades immediately, expecting teachers' affirmation and evaluation. Because teachers' proper evaluation can inspire and motivate them, make them mentally satisfied, and thus stimulate their initiative in learning. Whether analyzed from the emotional cognitive process and emotional needs of psychology, or tested from the educational purpose and aesthetic education of pedagogy, timely evaluation will have the most direct catalytic effect on students.
Two foreign scholars have done this experiment: divide a class into three groups and take an exam every day after learning. The first group talks about learning results every day, the second group talks about learning results every week, and the third group doesn't talk about results. After eight weeks, the first group was the best, the second group was medium and the third group was the worst. From the ninth week, the first group did not talk about grades, the second group did not change, and the third group talked about academic grades every day. For another example, after eight weeks, my academic performance has changed greatly. The first group had better fall to the end, the second group remained medium, and the third group changed from the worst to the best. It can be seen that this experiment fully proves that students should give feedback in time in their study, and teachers' timely evaluation of students in teaching is an effective measure to improve students' academic performance.
How to evaluate students correctly?
First, evaluate students' learning and achievements.
The focus of the evaluation is to analyze each student's learning situation in two. For students who study well, try to put forward strict requirements on the basis of affirming their achievements, which will urge them to work harder; For students with poor learning, while pointing out their shortcomings, we should also try our best to dig out even a little positive elements, so that they can maximize their strengths and avoid weaknesses and see hope. Poor grades are only temporary, and there are reasons for failure. Teachers should convey confidence and good mood to them in various ways, help them make progress, and make a pertinent evaluation of their studies and achievements. They will make efforts and have confidence in themselves accordingly.
Second, assess students' homework and papers in time. Correct what students hand in.
Homework and papers, whether right or wrong, students are always eagerly looking forward to teachers' comments. If only symbols, grades and scores are evaluated, students will be depressed, even fidgety and complaining, and even weaken their enthusiasm and initiative for future homework, exercises and exams. Therefore, teachers can make guiding comments and encouragement after timely correction, which can not only correct the mistakes in knowledge, but also promote their enthusiasm for learning. At the same time, they cherish time more and more, and know how to make progress in time.
Third, create opportunities and public opinion to evaluate students. Students are enterprising, hope to win, hope to surpass others, and hope to be praised by teachers and classmates. Therefore, in teaching, teachers should create conditions for students, give them space to play their role, and carry out various types of learning competitions, so that students can have more opportunities to show their academic achievements and talents, and teachers can have more opportunities to evaluate them, thus creating a good evaluation public opinion. We should not only evaluate their learning with activities, but also evaluate their behavior, thoughts and spirit according to the activities carried out. ? It is an important condition for students to experience their interest in mastering knowledge. When a person knows both the world and himself, he can form an interest. Without self-affirmation experience, there is no real interest in knowledge. ? (Suhomlinski) Therefore, teachers must also give students the opportunity to test themselves and promote the formation of a benign public opinion to evaluate students.