First, evaluation is for development.
The "Outline" points out that "the purpose of evaluation is to understand the development needs of young children in order to provide more appropriate help and guidance." Accordingly, when evaluating children's learning situation, teachers should pay attention to children's participation and understand their needs from whether they have mastered knowledge and skills in the past, so as to provide positive and timely help and guidance and promote their development.
Once, let the children look at three pictures that are biased towards application problems. Wang Cong is eager to try. When he looked at these pictures, he said, "There are three rabbits on the grass, and two rabbits are coming again. There are always five rabbits on the grass." After praising his boldness and enthusiasm, we know that children can't understand the interrogative sentences of application questions, so we have a serious discussion with them again After class, I asked them to write some application problems for their peers to calculate. As a result, all the children did well in the exam.
In mathematics activities, some children often can't reach the correct results at once, so they have to keep exploring in operation. At this time, the teacher's proper evaluation can not only solve the doubts in the children's hearts, but also enhance their self-confidence and encourage them to grow up through exploration.
Second, the evaluation should be comprehensive.
The Outline points out that evaluation should "fully understand children's development, prevent one-sidedness, and especially avoid the tendency of focusing only on knowledge and skills while ignoring emotion, sociality and practical ability". Our preschool education should cultivate high-quality "complete children", and people's qualities are various. In mathematical activities that emphasize thinking, logic and reasoning, we should not only emphasize the mastery of knowledge and skills, but also consider the development tendency of children's emotion, interest and cooperative communication ability.
The math activity of "Circle Drawing Group" in the big class aims to review the division and combination within 1 1 and cultivate the flexibility of children's thinking, which is completed in two teaching hours. In the second teaching activity, please write down the number of groups with colored pens of different colors. As a result, some children drew many groups and the records were correct. some
The record of children's circle is correct, but only two adjacent groups can be considered, so the probability of several groups is small; There are also some recording errors when the children draw circles. It can be seen that the first kind of children have strong thinking ability, observation ability and visual observation ability, while the second kind of children can understand the teacher's requirements and all kinds of abilities are generally developed. The third kind of children are too young to know the composition of numbers within 1 1, but they are not solid and are easily disturbed by other factors, such as the color of pens and peers, so the error rate is high. In the past, we only evaluated the correctness and mistakes of homework, explained it a little and consolidated our understanding. But that time, we didn't do that. Instead, the second kind of children's operation paper was displayed first, which was clean, neat and clear, so that children could see it at a glance, and the requirements for drawing circles deepened again. Then, the children collectively compare the two assignments before and after. Everyone says that the second one is better than the first one (the first one has mistakes), and the conclusion is that the child has improved. Then I showed the first kind of children's homework paper, and colorful pens would be circled. Everyone gave a "wow" when they saw it. From the children's surprise, we can see their appreciation for this assignment. I said, "As long as you put your heart into it, don't worry, I believe you can do it so well next time." The third kind of children, who are not interested in homework because they don't have a good method, are willing to start with a pen and praise them as good children who are helpful and let them experience another sense of success. After the activity, I corrected my homework with them, and everyone was happy as a result.
Comprehensive evaluation requires teachers to observe attentively in teaching activities, pay attention to discovering various characteristics of children's participation and analyze them in detail. Comprehensive evaluation needs teachers' sincere care for children, so as to continuously discover educational opportunities and promote the development of all children.
Third, the evaluation method should be natural.
The "Outline" points out that the evaluation of children's development should pay attention to "adopting natural methods in daily activities and education and teaching. Observing children's typical behaviors and accumulated works is an important basis for evaluation. "
In mathematics activities, the evaluation of children's development should be random rather than random, natural rather than rigid, and should not be evaluated for the sake of evaluation. There must be something to say, well-founded, affectionate and righteous. Our evaluation of children, whether in the form of eyes, words or actions, as long as
As long as it plays a positive role in children's development, children will understand that this is successful and natural. Grasping the time, place and limit of evaluation, and establishing the belief that children are development, our understanding of children will be comprehensive and objective, and the evaluation will be the best and most natural. This will also promote the development of children.
Fourth, the evaluation should avoid horizontal comparison.
The outline puts forward: "Recognize and attach importance to children's individual differences, avoid using unified standards to evaluate unusual children, and carefully use horizontal comparison in front of children." Ten fingers are long and short, and trees in the forest can't be as tall, but all fingers are indispensable and trees have their own uses. As long as it is useful, it will become useful. Only by acknowledging the differences between children and avoiding utilitarian color can we correctly evaluate children's performance in mathematics activities.
I remember that when the children in the big class just learned to write, their performance was different. Some are dignified and generous, comfortable at first glance, and some are wobbly. Especially in the morning, the numbers he writes are like little people who don't obey orders, jumping up and down and twitching left and right. Chen Chen is a child with strong self-esteem. If he doesn't pay attention, it will definitely dampen his interest in learning to write. So we avoid peer comparison. While helping him, we always give him the best, evaluate his homework before and after with him, and make him feel that he is making progress. After a period of persistence, Chen Chen's self-confidence increased and he became interested in writing. Now his writing style is basically equal to everyone else's. It can be seen that the evaluation of children should avoid horizontal comparison and pay more attention to their progress, so as to protect their self-esteem, enhance their self-confidence and promote their development.
We should "look at children from the perspective of development" and attach importance to the evaluation of children's development in teaching activities, which can not only promote children's all-round development, but also promote the improvement of our own teaching technology.