Effective classroom teaching evaluation, that is, through classroom communication and dialogue, promotes students' understanding of knowledge, thinking about problems and understanding of mathematics, helps students correct mistakes, guides students to think and stimulates students' interest. Therefore, before evaluating mathematics classroom teaching, we must first make clear what the purpose of evaluation is.
Purpose of evaluation:
According to the explanation of the new curriculum, "the main purpose of evaluation is to fully understand students' mathematics learning process, motivate students' learning and improve teachers' teaching ..." Evaluation is not only the screening and selection of learning results, but also a single right and wrong judgment. It should be teachers' tendentious opinions on students' learning behavior in the process of classroom teaching. Teachers' evaluation tendency will play an immediate role in regulating students' learning mood. Whether it is praise or criticism, whether it is a sentence or a look, it will be transformed into students' emotional experience and produce corresponding behaviors. The evaluation of mathematics learning should not only pay attention to students' learning results, but also pay attention to their learning process; We should pay attention to students' mathematics learning level, and pay more attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence. Therefore, our orientation is: judgment and diagnosis are synchronous, encouragement and promotion are parallel, and understanding and guidance coexist, so that students can realize ideological collision, emotional exchange and knowledge improvement through classroom evaluation, so that classroom teaching can be beautiful because of evaluation!
So how to achieve this goal in classroom evaluation? I think the following four changes should be realized:
Evaluation principle:
1. Evaluate the change of the subject from bilateral to multilateral.
Under the current educational concept, the multi-participation of evaluation subjects is advocated. From bilateral dialogue to multilateral interaction, not only teachers can evaluate students, but students can also evaluate students, not only one-on-one, but also group evaluation inside and outside the group, not only real person evaluation, but also virtual learning partner evaluation. For example, during a teacher's practice, a multimedia courseware was designed, which appeared on the screen after the students gave a question: Congratulations! Words and favorite cartoon images, etc. On the other hand, we should also pay attention to the objects of evaluation, not just the actors, but also the public's immediate evaluation, such as the audience and collaborators.
2. The change of evaluation form from single to diverse.
The form of evaluation should not be limited to the presentation of language, but also through your eyes, movements, gestures, smiles and other body language to achieve the evaluation effect. In addition, third-party evaluation can be introduced, such as the language tips of learning partners, such as the animation effect of computer courseware, such as card evaluation and classroom performance record cards.
3. The change of evaluation language from generality to concreteness.
Language is the most direct tool to realize classroom teaching evaluation, and it is also the best method for emotional communication between teachers and students. Therefore, our evaluation of students must be true, sincere, sincere and concrete, and we can't say cliches, empty words, lies or big words, which can neither hurt students' self-esteem nor exaggerate their achievements. Good words do not mean absolute encouragement. We should learn to face students' mistakes directly and evaluate their performance appropriately, instead of blindly saying "You are great" and "You are really great". It is good to make the evaluation language alive-what is good? Good.-How good? To be specific, we should not only judge students' academic performance, but also let them know the good level and the direction of their efforts. Don't let your vague general evaluation turn into a white lie!
4. The change of evaluation effect from short-term effect to long-term effect.
Classroom learning evaluation is generally instantaneous evaluation and impromptu evaluation, focusing on students' current behavior, and its effect is mostly short-term. But I don't think it should be confined to the classroom, but we should combine students' classroom performance as a learning achievement with stage evaluation and semester evaluation, organically combine the inside and outside of the classroom, and don't isolate any evaluation form, so as to establish a complete and scientific evaluation system and let classroom evaluation also play its delay effect.
If a good teaching design is a kind of preset beauty, then a good evaluation is a kind of generated art, then how to make the evaluation show the charm of art? I think we need to find a good evaluation strategy.
Evaluation strategy:
First, to "ask" to promote evaluation:
It goes without saying that promoting evaluation by asking questions means that teachers guide students to conduct self-evaluation and interactive evaluation by asking questions or setting questions, so that students have the awareness of evaluation. For example, a teacher directly asks questions in the review before teaching:
For example, the teacher's slide presentation is 50+ 12 58+5 40+7 5+25 30+20.
Students write the answers independently and directly.
The teacher checked the answers with the students.
Teacher: Look at your own calculations.
Health: Great!
Teacher: Then draw two little stars on your own paper and praise yourself!
Another example is: when students make mistakes in class, we can guide students to make self-evaluation in the form of rhetorical questions, or give evaluation in the form of questions, so as to guide students to explore again, that is, take mistakes as correct answers, stimulate methods to make their "wrong" and "right" conflict, and discover and explore knowledge in the conflict. Contradiction is the driving force to aggravate the essential difference between existing knowledge and inherent knowledge. When students find mistakes in their inquiry, they are more interested in exploring the causes of the mistakes, and then they will conduct in-depth research and discover the essence of the problems. Finally, they will suddenly realize that this process is really a process for students to understand the formation of new knowledge, and then they will establish the connection point of new knowledge more effectively, which will help students internalize knowledge and help students extend and expand their knowledge. At the same time, the thinking sparks generated in the exploration will constantly stimulate students' learning motivation, bring great fun to students and develop their aesthetic quality in an all-round way.
B. Representative evaluation of "meaning":
Teachers can not only infiltrate students' mathematical thoughts and learning methods with inspiring and inspiring language, but also evaluate students' classroom performance in time through a gesture, a look and a smile. It should be pointed out that, especially when criticizing students, we should pay attention to protecting students' self-esteem and personality, "save some face" for students, and don't dampen their enthusiasm for learning. In class, when individual students are not paying attention, the teacher should not yell loudly, but naturally walk up to the classmate while giving lectures, touch his head with his hand, gently put away what he plays, and skillfully remind him to pay attention to correction.
C, won the "things" award:
"Is the material reward for changing prizes for children effective for students?" I think it is better to give children less material evaluation. Some material rewards are good for children to study hard, but some teachers have some material rewards such as pencils, apples and school tools in class. This should not be advocated, which may cause students' utilitarianism in the learning process. I mean to give students a phased expectation with the help of materialized things. For example, the "good cards" implemented by some schools are circular, with the name of the school written on one side and the word "good" written on the other. Every month, the teacher in charge of the class and the teacher in charge of the class go to the brigade counselor to receive "good cards", and the teacher in charge of the class and the teacher in charge receive a specified number of "good cards". How does the teacher give it to the students? If students behave well in class or get an A+ when doing homework, they will get a red flower. Teachers will decide how many red flowers to change into a "good card" according to their own subject characteristics. For example, if I teach math, I will change eight red flowers into a "good card". If I have fewer classes every week, I will change five red flowers into a "good card". Students are very active in exchanging "good cards". Students use "good cards" to exchange pencils, pens and so on in the brigade. Some students can auction off the "good cards" that have been stored for several years and replace them with things they like very much. From red flowers-"good cards"-in exchange for prizes, thus cultivating students' consciousness, saving "good cards" means saving money.
D. comments on "language":
Language evaluation is the most common way in classroom teaching. Here, we only emphasize the teacher's evaluation language for students, which should be true and specific to different actors, and the evaluation language spoken with heart is the most effective. Let students be inspired by your language, tone and meaning in the form of communication, and let them know who this language is for. Why? At the same time, let students know right and wrong, degree and direction. It should not only be meaningful, but also add emotion to the text. Please refer to sentence 100 of Wonderful Classroom Evaluation Language for specific evaluation language.
Evaluation results:
Classroom evaluation comes from the classroom, but it can't stop at the classroom. As a parameter, the evaluation results should be recorded in students' growth files and teachers' teaching manuals, regularly sorted out, reflected and summarized, so that classroom teaching evaluation can promote students' development, improve teachers' ability and improve teaching effect.
1. Students write their own notes on homework, book corners or cards to help students recall the highlights in the class, analyze the shortcomings in the class, accumulate learning experience, inspire students' confidence in further efforts, and guide them to find the direction of their efforts.
2. Create a classroom evaluation wall, so that students can form a habit after each class, write and draw on the evaluation wall, have another dialogue with the soul, and make a reflective evaluation of themselves or their classmates. For example, my regret in this class is …, or XXX's performance in this class is very good … I want to surpass him … and so on, so as to delay the after-class evaluation, enhance the friendship between students and promote students' self-reflection.
3. Teachers can master students' classroom performance in class, but they may not be able to accurately measure students' performance in a period of time. Therefore, it is necessary for our teachers to record the classroom teaching evaluation in their own teaching manuals or student evaluation manuals, which will provide the most authentic and direct reference resources for teachers' action research and the basic materials for students' semester evaluation.
The classroom evaluation of the new curriculum advocates strengthening the function of encouragement and feedback, helping students to develop their potential in many aspects, know themselves and establish self-confidence. We teachers should go among the students, enter their hearts, and use our proper praise, caring criticism and hopeful encouragement to build a harmonious and harmonious truth space for the students and let them roam freely in the kingdom of mathematics.
Mathematics learning evaluation
Yi Song Liu Huiling primary school
I have been a math teacher for more than 20 years and have been struggling in the front line. Because I teach the main course, it is essential to evaluate the students' learning situation. From only considering students' grades in the past to paying attention to the evaluation of students' learning process now, I feel that the times are progressing and the teaching evaluation is slowly changing.
For many years, examination has been the only means to evaluate students' learning and teachers' teaching. It can no longer reflect students' learning objectively, comprehensively and in multiple ways. To change this situation, teachers face many challenges, the biggest of which is the change of teachers' own evaluation concept. A single examination form rarely takes into account the individual differences of students, but uses a ruler to measure all students. We know that each student's learning situation has its own uniqueness, such as personal interests, personal discoveries and personal learning experiences ... which can't be recorded for us in the exam. The more multidimensional and personalized the evaluation results are, the more comprehensive and specific the students' learning will be.
Teaching evaluation is a process of comprehensive and comprehensive value judgment of many factors in the teaching process according to the teaching objectives. In the long-term teaching practice, many different evaluation standards and methods have emerged, such as: relative evaluation and absolute evaluation; Diagnostic evaluation, formative evaluation and summative evaluation; Qualitative evaluation and quantitative evaluation, etc. However, the new teaching mode needs to cultivate many new abilities of students, and the traditional evaluation criteria have considerable limitations on new abilities. The new curriculum standard of mathematics points out that the main purpose of evaluation is to encourage students' learning process and improve teachers' teaching, and an evaluation system with multiple evaluation objectives and evaluations should be established. We should pay attention to students' mathematics learning level, and pay more attention to students' emotions and attitudes, so as to help students know themselves and build up their self-confidence. Today's teaching evaluation is no longer a teacher's comments or a math achievement evaluation score. The subject of evaluation is no longer a single teacher. It includes student self-evaluation, group evaluation, teacher evaluation and parent evaluation.
First of all, let's talk about students' self-evaluation, which is an encouragement and feedback to students. Babanski pointed out when evaluating the effect of educational process optimization: "Students' behavior, their learning attitude, the number of good qualities in their personality and their educational level in participating in learning activities can make us draw a conclusion about the educational effect. Teachers' creative work can get the most accurate evaluation. " In teaching, students are sometimes allowed to evaluate their performance in class. Sometimes students answer questions, ask them to listen to other people's answers, and then talk about their feelings. In fact, this is also an opportunity for students to evaluate themselves. Through correct evaluation, students can establish confidence in learning mathematics well in the process of learning mathematics. For example, when learning the perimeter and area of rectangles and squares, it is difficult to combine the perimeter of graphics. Students are afraid of difficulties. According to students' different learning situations, ask them to talk about their feelings and evaluate their success. The students are very happy and confident. The evaluation of myself is that I am great. For some students who have passed the guidance, self-evaluation is ok, and efforts are still needed. Students have a correct evaluation of themselves and can find the direction to continue their efforts.
Followed by group evaluation, the famous educator Tao Xingzhi once said: "Democracy is the best condition for creativity. Only democracy can liberate the creativity of the most people and make the creativity of the most people reach its peak. " So our group evaluation must be democratic. Let students realize the importance of collectivity. In particular, group evaluation in group cooperation can give full play to the initiative and enthusiasm of students' evaluation and avoid the situation that individual students are dependent and do not actively participate in group discussions. For example, after group cooperation and communication, let students evaluate in the group. If a classmate speaks enthusiastically; Some students are innovative; So-and-so students have strong hands-on ability, so that the whole group not only has a clear division of labor, but also each student has discovered the advantages of other students in his group and has been affirmed by other students. Let students feel the joy of learning mathematics successfully in group evaluation, activate their personality and yearning for mathematics. Of course, group reviews can also be group reviews and group reviews.
Teachers are the leaders of teaching, and now teachers' evaluation should pay more attention to process evaluation, point out the problems existing in students' learning mathematics and encourage her to continue her efforts in the future. In the process of students' learning, it is more effective to promote students' learning through immediate diagnosis and immediate feedback. For example, when I was writing a student handbook, I commented on elementary mathematics: I have active thinking and often have innovative answers or problem-solving methods, but I still have some shortcomings in calculation and need to be further strengthened. The evaluation for Xiao Zhang is that you are a serious child, with neat homework, high correct rate and stable grades. But you will be better if you can express your ideas more actively in class. Students actually care about the teacher's evaluation. Obviously, after this, Xiao Li's calculation accuracy has improved, and Xiao Zhang's hands in class have also increased. This is the positive role of teacher evaluation.
Finally, parental evaluation is essential in the evaluation system. Because now family education and school education are closely linked. How can my math teaching leave my parents' strong support? So sometimes parents can write comments on students' homework. For example, after I teach calculators, I encourage students to finish their homework with their parents. Students use pens first, and parents use calculators to check and evaluate them, so that students can feel the joy of learning mathematics with their parents. These evaluations are a kind of motivation for children to learn mathematics.
Academic achievement, whether summative or formative, belongs to goal participatory evaluation. Performance evaluation is a very serious job. Taking the syllabus as the basis of performance evaluation and testing students' real mathematics level, the evaluation must be scientific and objective. Finally, in order to improve teaching and improve teaching quality in an all-round way, it is necessary to analyze the quality of the group.
The new curriculum standard of mathematics should not only pay attention to academic performance, but also pay attention to the development of students' various potentials. In teaching, I found that a student in my class is very sensitive to numbers, and he can calculate quickly and accurately. However, because of his poor Chinese foundation, he has great difficulty in understanding math problems, so his math exam results have been unsatisfactory. But I think he is a doctor of numbers, which seems to overestimate him, but since then he has been confident in learning mathematics. Later, his language comprehension improved continuously, and finally he really learned mathematics well and made great progress in other courses.
We should not only pay attention to the consequences of learning, but also pay attention to the learning process and attitude of students. For primary school mathematics teachers, they are required to establish a developmental evaluation concept that pays attention to students' learning process and emotional experience. In order to make students truly become the masters of learning, to realize the different mathematical realities of different students, and to reflect the development of students' personality, the function of evaluation should be changed from selection to transmission of information when evaluating students' learning, so that mathematics learning evaluation can become the channel of communication between teachers and students and the direction of students' personalized development. Pay attention to students' mathematics learning process, their attitudes and emotions in learning, and let them regard mathematics learning as a happy experience process. This also requires teachers not to judge students' academic achievements by scores, but also to pay attention to whether students' learning meets their own characteristics and needs. Mathematics teaching evaluation sometimes has only one right or wrong answer. But the teacher's evaluation is not in a hurry to announce the correct answer, nor is it in a hurry to evaluate the quality of students. Instead, it is necessary to skillfully use the process evaluation to make students feel the happiness of the learning process. For example, when teaching continuous carry addition, some students made similar mistakes in the answers to exercises. Although there is only one correct answer, the teacher did not evaluate it, but let people with two answers argue. Let's talk about the reasons why we do this ourselves. After some discussion, we found that some students themselves have the problem of forgetting things, and the one that should be advanced was not added to the last one. At this time, the teacher took the opportunity to make a summary evaluation. In this way, students got the rules of calculation from such discussions, which are still fresh in their memories. And this is also a self-evaluation of their own learning process. It truly embodies the incentive and improvement function of evaluation.
The evaluation of mathematics teaching in primary schools should pay special attention to the progress and changes of innovative spirit and practical ability. I heard that foreign teachers can't give high marks because students never ask questions in class. China's example of high marks and low energy also shows that evaluation should pay attention to students' individual development, and the best focus for promoting students' development is students' learning process, emotion, attitude and pleasant learning experience. Because the current mathematics teaching pays more attention to personality education and publicizes the education of students' personality. Personalized innovation. The diversification of algorithms is an innovation. The evaluation of teachers here directly affects the development trend of students' thinking.
Concern and integration of knowledge and skills, emotions, attitudes, values, processes and methods. Emphasize the process of evaluation and pay attention to individual differences. This requires changing the phenomenon that paper-and-pencil test is the only or main evaluation method. Besides paper-and-pencil test, growth record bag evaluation and achievement evaluation, students should be evaluated by various evaluation methods. Behavior observation is mainly to comprehensively evaluate students' performance in their usual learning and applied mathematics activities.
Situational test and growth record are also an important aspect of mathematics teaching evaluation. Teachers can record it in the form of math diary. With the deepening of curriculum reform, math diary brought students into mathematics life, realized that mathematics is realistic and useful, and improved students' interest in learning mathematics. Students can write mathematical discoveries, mathematical thinking and mathematical methods through math diary, which is an evaluation process of mathematics learning and an effective method for mathematics teachers to evaluate students' mathematical ability. Because students can not only evaluate what they know, but also what they can do, their innovative spirit and practical ability, their cooperation, communication and sharing with others, and their learning interests and habits.
It should be pointed out that advocating new evaluation methods does not deny the role of existing evaluation methods such as paper-and-pencil test. All evaluation methods serve certain evaluation objectives and contents. Appropriate evaluation methods must be selected according to different evaluation objectives and evaluation contents to avoid following the trend and formalization in the reform of evaluation methods. For example, for basic knowledge points, proper use of paper and pencil evaluation can ensure the coverage and depth of evaluation; However, it may be difficult to evaluate students' exploration, practice and innovation ability with paper-and-pencil test, which cannot be simply denied. Similarly, using performance evaluation to evaluate students' basic knowledge points is not only time-consuming and laborious, but also can not guarantee coverage. Each evaluation method has its own characteristics and advantages, but there are also shortcomings. We must have a clear understanding of this. For example, growth records and performance evaluation are time-consuming and laborious, difficult to manage, demanding teachers, and the consistency of evaluation conclusions is poor. Therefore, on the one hand, it is necessary to improve teachers' ability to use various methods and ensure the scientificity of various evaluation methods; On the other hand, we should learn from each other's strong points in specific evaluation practice and adopt different evaluation methods according to different situations and requirements.
Educational evaluation experts believe that the role of evaluation is not to prove, but to improve the status quo, which is the best explanation for evaluation. The evaluation of mathematics teaching should be diversified, the evaluation procedure should be clear and simple, and the evaluation method should be simple. All this is not only educational, objective and scientific, but also operable and can be popularized. The implementation of the new curriculum has a long way to go. To ensure the implementation of the new curriculum, we must make changes in many aspects. I hope that our curriculum evaluation, especially our mathematics curriculum evaluation, will also move towards a more in-depth research road.
In short, as a teacher, how to make evaluation better stimulate students' learning enthusiasm and let students have new learning goals after each evaluation is a new direction that I should continue to explore.