Effective classroom teaching evaluation, that is, through classroom communication and dialogue, can promote students' understanding of knowledge, thinking about the problem and the understanding of mathematics, can help students to correct mistakes, can guide students to think, can stimulate students' interest in the evaluation language is effective classroom evaluation language. Therefore, before we carry out the evaluation of math classroom teaching, first of all, what is the purpose of evaluation?
Purpose of Evaluation:
According to the interpretation of the new curriculum, "the main purpose of evaluation is to gain a comprehensive understanding of students' mathematics learning journey, to motivate students' learning and to improve teachers' teaching ......." Evaluation is not just the screening and selection of learning outcomes, nor is it a single judgment of right and wrong, it should be the teacher's inclination to give an opinion on the performance of students' learning behaviors in the process of classroom teaching. Teachers' evaluation tendency will play an immediate role in regulating students' learning emotions. Whether it is praise or criticism, whether it is a word or a look, will be transformed into students' emotional experience and produce corresponding behavioral performance. Evaluation of mathematics learning should pay attention to the results of students' learning, but also to their learning process; to pay attention to the level of students' mathematical learning, but also to their emotions and attitudes expressed in mathematical activities, to help students know themselves and build confidence. So our position is: judgment and diagnosis synchronization, motivation and promotion of parallel, clear reasoning and guidance *** existence, so that students through the classroom evaluation to achieve the collision of thinking, emotional communication, learning and knowledge enhancement, so as to make classroom teaching because of the evaluation of the beautiful!
So how to achieve such a goal in the classroom evaluation? I think we have to realize such four transformations:
Evaluation principles:
1, the subject of evaluation from bilateral to multilateral transformation.
Under the current educational philosophy, it is advocated that the evaluation of the main body of the pluralistic participation from the bilateral dialogue type to the multilateral interactive, not only by the teacher to evaluate the students, the students can also evaluate the students, not only one-on-one to carry out the evaluation, but also inside and outside of the group evaluation, not only is the real characters to evaluate, but also virtual learning partners to evaluate, for example: in the process of organizing the exercises of a teacher For example, in the process of a teacher's organization of exercises, a multimedia courseware was designed to appear on the screen after the students did the questions and broke through the barrier: congratulations on passing the barrier! The words and favorite cartoon images and so on. On the other hand, we should also pay attention to the evaluation of the object, should not only stay with the subject of the evaluation of the behavior, should also pay attention to the mass of immediate evaluation, such as listeners, collaborators and so on.
2, the evaluation form from a single to a variety of changes.
The form of evaluation should not be limited to verbal presentation, but also through your eyes, movements, gestures, smiles and other body language to achieve the effect of evaluation, but also the introduction of third-party evaluation, such as the language of the learning partner tips, such as the animation effect of the computer classroom, such as the card evaluation, the classroom performance record card, etc..
3, the evaluation language from general to specific changes.
Language is the most direct tool to realize the evaluation of classroom teaching, but also the best method of emotional communication between teachers and students, so our evaluation of students must be real, sincere, sincere, specific, not to talk about sets of words, empty words, falsehoods, big words, can not hurt the students' self-esteem, nor can they exaggerate the students' achievements, say good words is not the same as the absolute encouragement, we should learn to face the student Errors, moderate evaluation of student performance, do not just "you're so good!" "You're great" "You're really good" to let the evaluation language has the color of life, good - good where? Great - how great? Must be specific, not only to judge the students' learning outcomes, but also to let students know the degree of good and the direction of effort, do not let your vague and generalized evaluation become a well-intentioned lie!
4, the evaluation effect from short-term to long-term effect of the change.
Learning evaluation in the classroom is generally instantaneous evaluation, impromptu evaluation, it focuses on the current behavior of students, it has the effect is also mostly short-term, but I think we should not be subjected to the limitations of the classroom, but should be the classroom performance of students as a learning outcome and stage evaluation, semester evaluation combined with the classroom inside and outside of the organic combination of not isolate any one form of evaluation, so as to Establish a complete, scientific evaluation system, so that the classroom evaluation also play its delayed effect, so that the classroom evaluation also become a basic information for students, for the long-term development of students.
If a good teaching design is a kind of predetermined beauty, then a good evaluation is a kind of generative art. Then how to make evaluation show the charm of art? I think we should find a good evaluation strategy.
Evaluation strategies:
A, to "ask" to promote evaluation:
It goes without saying that to ask to promote evaluation is the way the teacher through the question, ask or counter-question to guide the students' self-evaluation and interaction with the other evaluation, so that the students have a sense of evaluation. For example, a teacher in the review check before teaching direct questions:
Example: Teacher slide show 50 + 12 58 + 5 40 + 7 5 + 25 30 + 20
Students independently and directly write the answer
Teachers check the answer with the students
Teacher: look at their own calculations, how ah?
Student: very good!
Teacher: Then draw two little stars on your own oral math paper to praise yourself!
Then again: when students make mistakes in class, we can lead students to self-evaluation in the form of rhetorical questions, or give evaluation in the form of questions to guide the students to the second inquiry, that is to say, the error is treated as the correct answer to re-explore the stimulus to make the "wrong" and "right" to have a "wrong" and "right" to have an evaluation. "Right" contradictory conflict, in the conflict to discover and explore the knowledge method. Contradiction is to intensify the existing knowledge and inherent knowledge of the essential difference between the driving force, when students found in the exploration of the error, it is more interested in exploring the reasons for the error, will be in-depth research, to discover the essence of the problem, and finally come to a sudden realization that this process is really the students to understand the process of formation of new knowledge, it will be more effective in the establishment of a new knowledge of the connection point, helping students to internalize the knowledge, and also helps to extend the knowledge again and expansion of knowledge. At the same time, the spark of thinking in the exploration will continue to stimulate students to learn the power to bring students great fun, students aesthetic qualities to get a full range of development.
B, show "intention" on behalf of the assessment:
The classroom instant evaluation teachers can not only be rich in motivational and inspirational language, mathematical thinking, mathematical learning mode of penetration, and can be a gesture, a look, a smile on the student's classroom performance of the evaluation in a timely manner. It should be noted that, especially criticizing students, pay attention to the protection of students' self-esteem and personality, to give students "a little bit of face", do not frustrate the enthusiasm of students to learn. In the classroom, individual students do not pay attention in class, the teacher should not be loud reprimand, but while lecturing, while naturally walking to the side of the students, with a hand to touch his head, gently put his play things, subtly reminded him to pay attention to and correct.
C, lending "things" award evaluation:
"Give the child to exchange prizes of material incentives is effective for students?" I think it's better to do less material evaluation of children, some material rewards, there is a process of hard work for the child is very good, but some teachers in the classroom there are some such as pencils, apples, learning aids and so on such material rewards. This should not be promoted, and may cause students to have a utilitarian learning process. What I mean by material rewards is to give students a stage-by-stage expectation with the help of material things, for example, some schools implement the "good card" which is a circle with the name of the school written on one side and the word "good" on the other. Every month, the class teacher and subject teacher go to the head teacher to collect the "Good Card", and the class teacher and subject teacher receive a set number of "Good Cards". How do teachers give them to students? If a student performs well in class or gets an A+ on his/her homework, he/she will be given a saffron. The teacher decides how many saffrons he/she wants to exchange for a Good Card according to his/her own subject, e.g., if I teach math, I will get 8 saffrons for a Good Card; if I teach art with fewer classes per week, I will get 5 saffrons for a Good Card. For example, if I teach math, I will exchange 8 safflower for a "good card". Students are very positive about exchanging their "good cards", and they use them to exchange pencils and pens at the team site. Some students who have been storing their "Good Card" for several years can auction it off for something they really like. From the safflower - "good card" - in exchange for prizes, so that there is to cultivate a little bit of awareness of the students, save "good card", is to save money.
D, words "language" real evaluation:
The evaluation through language is the most common in classroom teaching, here only emphasize the teacher's evaluation of the language of the students, to be done for different behavioral subjects real, specific, and only with the heart of the evaluation of the language out of the most effective, in the form of exchanges, so that the student Through your language, tone of voice, semantics to be inspired, to let students know this language to whom? Why? At the same time, it is also necessary to let students understand the right and wrong, degree and orientation of what is said. It is important to make sense of what is being said and to add emotion to what is being said. See 100 Sentences of Wonderful Classroom Evaluation Language for specific evaluation language.
Evaluation results:
Classroom evaluation is born from the classroom, but can not be stopped with the classroom, the results of the evaluation should be used as a parameter, recorded in the student's growth file, recorded in the teacher's teaching manual, regularly organize, reflect and summarize the classroom teaching evaluation to play a role in promoting the development of students, improve the ability of teachers to improve the effect of teaching.
1, the students themselves recorded in the homework, the corner of the book or card, to help students recall the wonderful classroom, analyze the shortcomings of the classroom, accumulation of learning experience, inspire students to work hard again confidence, to guide students to find the direction of efforts.
2, the creation of the classroom evaluation wall, so that students form a habit after each class, to the evaluation wall, writing, drawing, with the heart and the heart of the dialogue between again, on their own or on their classmates to do reflective evaluation, for example: in this class my regret is ......, or in this class XXX performance is very good! ...... I want to surpass him ...... and so on, so that the delayed evaluation after the class, enhance the friendship between students, promote students' self-reflective consciousness, so as to inspire students to follow up the performance in the classroom to further improve.
3, teachers of students' classroom performance can be grasped on the spot, but for a period of time is not necessarily an accurate measure of performance, therefore, it is also necessary for our teachers to classroom teaching evaluation recorded in their own teaching manuals or student evaluation manuals, which will provide teachers with the most authentic and direct reference resources for action research, but also for the student's conduct of the semester evaluation of a basic material.
The classroom evaluation of the new curriculum advocates strengthening the functions of motivation and feedback, helping students to develop their potential in various aspects, to know themselves and to have self-confidence. We teachers have to go to the middle of the students, go to the heart of the students, with our appropriate praise, full of caring criticism, full of hope and encouragement, for our students to build a party of harmony, togetherness and true space, so that they are free to roam in the kingdom of mathematics.
Evaluation of math learning
Songyi Elementary School Liu Huiling
Doing more than twenty years of math teachers, has been in the front line position to struggle, as teaching is the main course, evaluation of student learning is essential. From the previous only consider students' scores, to today's focus on the evaluation of the learning process of students, feel the times are progressing, teaching evaluation is also slowly have changed.
For many years, the test as the only evaluation of student learning, teacher teaching evaluation means. It is no longer able to objectively, comprehensively and diversely reflect the learning situation of students. To change this situation, teachers are faced with many challenges, the biggest one is the teacher's own evaluation concept change. The single form of examination seldom takes into account the individual differences of students, and instead uses a single ruler to measure all students. We know that each student's learning is unique, such as personal interests, personal discoveries, and personal experiences in learning ...... and none of these can be recorded for us by tests. The more multidimensional and personalized the assessment results are, the more comprehensive and specific the student's learning will be reflected.
Teaching evaluation is a process of integrated and comprehensive value judgment of many factors in the teaching process according to the teaching objectives. In the long-term teaching practice, has produced a variety of different evaluation standards and evaluation methods, such as: relative evaluation and absolute evaluation; diagnostic evaluation, formative evaluation and summative evaluation; qualitative evaluation and quantitative evaluation. However, the new teaching mode requires the development of many new abilities of students, and the traditional evaluation standards have considerable limitations for new abilities. The new curriculum standards for mathematics state that the main purpose of evaluation is to motivate students' learning and improve teachers' teaching for the sake of students' mathematical learning process, and that an evaluation system should be established with diversified evaluation objectives and diverse evaluations. The evaluation of mathematics learning should pay attention to the results of students' learning, but also to their learning process; to pay attention to the level of students' mathematics learning, but also to the emotions and attitudes they show, to help students know themselves and build self-confidence. Today's teaching evaluation is no longer a few sentences of the teacher's comments or a math academic performance assessment score. The main body of evaluation is no longer a single teacher. It includes student self-assessment, group evaluation, teacher evaluation, parent evaluation and so on.
First of all, the student self-assessment, which is a kind of student self-motivation and feedback. Babanski pointed out in how to evaluate the effect of the optimization of the educational process: "The behavior of the students, their attitude to learning, the number of good qualities in their personality and the level of upbringing demonstrated by their participation in learning activities allows us to draw conclusions about the effectiveness of education. The creative labor of the teacher can then be most accurately evaluated." In teaching sometimes students are allowed to evaluate their own performance in class. Sometimes a student answers a question and is told to listen to another person's answer and then say what he feels about it, which actually gives the student the opportunity to evaluate himself. Through correct evaluation, students can build up the confidence to learn math well in the process of learning math. For example, in the study of the perimeter and area of rectangles and squares, in the more difficult to do the perimeter of the combination of shapes is that the students are afraid of, according to the different learning situations of students, the students who can independently make the students, please say his thoughts on their own success to do an evaluation, the students are very happy and confident, the evaluation of their own doing is that I'm great, for some of the students through the guidance of students to make their evaluation of the self is also OK, still need to work on it. Students have a correct evaluation of themselves and can find the direction to continue to work hard.
Secondly, the group evaluation, the famous educator Tao Xingzhi once said: "The most effective condition for creativity is democracy. Only democracy can liberate the creativity of the most people, and make the most people's creativity to the highest peak." So our group evaluation must be democratic. Make students realize the importance of the collective. Especially in group cooperation in group evaluation can give full play to the initiative and enthusiasm of the student evaluation, to avoid individual students in the group discussion to produce dependence, not active cooperation and participation in the situation. Such as in the group cooperation after the exchange of students are asked to carry out the evaluation within the group. . Such as so-and-so students speak enthusiastically; so-and-so students have innovation; so-and-so students hands-on ability is particularly strong . So that the whole group not only has a clear division of labor, and each student found their own group of other students' strengths, while they also get other students' affirmation. Let the students in the group evaluation to experience the joy of success in learning mathematics, activate their personality and desire for mathematics. Of course, group evaluation can also be group to group evaluation.
Teachers as the leading role in teaching, teacher evaluation now pay more attention to the process evaluation, pointed out that the student in learning math problems, encourage her to continue to work hard in the future. Through the student learning process of immediate diagnosis, immediate feedback to promote student learning more effective. For example, when I was writing the student handbook, I gave Xiao Li student's math comment: her thinking is very active, she often has innovative answers or solutions to problems, but she still lacks in calculation and needs to continue to strengthen. The comment to Jr. Zhang's student is that you are a serious child with neat homework, high correctness rate, and stable grades. But if you can express yourself more actively in class, you will be even better. The students actually cared a lot about the teacher's evaluation. Obviously, after this, Xiao Li's correct rate of calculation increased, and Xiao Zhang raised his hand more often in class. This is the positive effect of teacher evaluation.
Lastly, parents' evaluation is an essential part of the evaluation system. Because nowadays home education and school education are closely linked. How can I teach math without the strong support of parents? So sometimes students' homework can also ask parents to write comments. Such as my teaching calculator after the students and parents are encouraged to *** with the completion of homework, the students first pen calculator, parents use the calculator to help check and give evaluation, so that the students experience the joy of learning math with their parents, these evaluations on the child to learn math is a kind of motivation.
Academic achievement, both summative and formative belong to the goal of participatory assessment. Achievement assessment is a very serious work, the syllabus should be used as the basis for achievement assessment, the true level of math of the students, scoring must be scientific and objective. Finally, a group quality analysis must be made in order to achieve the purpose of improving teaching and comprehensively improving the quality of teaching.
The new standard for mathematics not only focuses on academic performance but also on the development of students' potential in various aspects. In my teaching, I found that a student in my class is very sensitive to numbers, and he can calculate very quickly and accurately. However, because of his poor language foundation, he had great difficulty in understanding math topics, so his math test scores were not satisfactory. However, I commented that he was a PhD in numbers, which seemed to be an overestimation of him, but from then on he was very confident in learning math. Then his verbal comprehension continued to improve, and eventually he got really good at math, and his other schoolwork improved greatly as well.
The focus is not only on the consequences of learning but also on the learning process and attitudes of students. For elementary school math teachers, they are required to establish a developmental evaluation concept that focuses on students' learning process and emotional experience. To make students really become the master of learning, to realize the different mathematical realities of different students, to effectively reflect the development of students' personality, in the evaluation of students' learning, we must make the evaluation of the function of selection to transfer information, so that the evaluation of mathematical learning to become a channel of communication between teachers and students, to become a guide to the personalized development of students. Emphasis on the process of students' mathematical learning, pay attention to their attitudes and emotions in learning, so that their mathematical learning as a happy experience of the process. This also requires teachers to recognize students' learning achievements not by scores, but by paying more attention to whether students' learning meets their own characteristics and needs. Sometimes there is only one right or wrong answer in math teaching evaluation. But the teacher's evaluation is not in a hurry to announce the correct answer or to evaluate the students' good or bad. Instead, they need to skillfully use process evaluation to make students experience the joy of the learning process. For example, in the teaching of "consecutive addition" some of the students' answers to the practice problems have similar errors. Although there is only one correct answer, the teacher did not evaluate this, but asked the two answers to debate. They said their own reasons for doing so, and after some discussion, they realized that some of the students had the problem of dropping three or four, and the one that should be added did not add to the previous one. At this point, the teacher then took the opportunity to make a concluding evaluation. In this way, the students from such a discussion of the calculation of the law, remember. And this is also a self-evaluation of their own learning process. Really reflects the evaluation of the function of motivation and improvement.
The evaluation of elementary school mathematics teaching should especially pay attention to the progress and changes in the spirit of innovation and practical ability. I've heard that foreign teachers can withhold high marks because students have never asked a question in class. China's examples of high marks and low competence likewise show that evaluation should be focused on the individual development of students, and for the promotion of student development, there is no better place to focus on the learning process and the emotions, attitudes, and pleasurable learning experiences of students. Because nowadays mathematics teaching attaches more importance to individual education, education that promotes students' individuality. Personalized innovation. Like algorithmic diversity is a kind of innovation. The teacher's evaluation here directly affects the tendency of the development of student thinking.
Knowledge and skills, emotion, attitude, values and process and method of attention and integration. Emphasize the process of evaluation and pay attention to individual differences. This requires a change in the paper and pencil test as the only or the main means of evaluation of the phenomenon, the use of a variety of evaluation methods to evaluate students, in addition to paper and pencil test, growth record bag evaluation and performance evaluation. Behavioral observation is a comprehensive evaluation of students' performance in the usual activities of learning and applying mathematics.
Contextual tests and growth records are also an important aspect of math teaching evaluation. Teachers can record them in the form of math journals. With the deepening of the curriculum reform, the math diary has allowed students to enter the mathematical life, the sense that mathematics is realistic and useful, and enhance students' interest in learning mathematics. Students can write mathematical discoveries, mathematical thinking, mathematical methods and so on through the mathematics diary these are a kind of evaluation process of mathematics learning, but also an effective way for mathematics teachers to evaluate students' mathematical ability. Because through the process of students' activities or tasks can not only evaluate what students know, but also evaluate what students can do, but also in the students' actual activities to evaluate the students' innovative spirit and practical ability, cooperation with others, communication and sharing, evaluation of students' interest in learning and learning habits.
It should be noted that the promotion of new evaluation methods does not negate the role of existing evaluation methods such as paper-and-pencil tests, a variety of evaluation methods are for a certain evaluation objectives and evaluation of the content of the service, must be based on different evaluation objectives and evaluation of the content of the evaluation of the selection of appropriate evaluation methods, should be avoided in the reform of the evaluation method of the phenomenon of catching up with the fashionable and formalized. For example, for basic knowledge, it is appropriate to utilize paper-and-pencil tests for evaluation, which can well ensure the coverage and depth of evaluation; while it may be difficult to evaluate students' inquiry, practice and innovation ability with paper-and-pencil tests, which cannot be simply denied. Similarly, using expressive assessment to evaluate students' basic knowledge is not only time-consuming and laborious, but also fails to ensure coverage. Each evaluation method has its own characteristics and advantages, as well as shortcomings, which we must be aware of, such as growth records and expressive evaluation have difficulties and shortcomings such as time-consuming and laborious, difficult to manage, demanding on teachers, and the consistency of evaluation conclusions is relatively poor. Therefore, on the one hand, we should improve the ability of teachers to use various methods to ensure that the scientific nature of various evaluation methods, on the other hand, in the specific evaluation practice to complement the shortcomings, according to the different contexts and requirements of the use of different evaluation methods.
Experts in educational evaluation believe that the role of evaluation is not to prove, but to improve the status quo, which is the best explanation of evaluation. Evaluation of mathematics teaching should be diversified even more so that the procedure of its evaluation is clear and simple, and the method of evaluation is simple and easy to implement. All of this is not only educational, objective, scientific, but also operational, which can be widely used. The implementation of the new curriculum is a long way to go, we must make changes in many aspects to ensure the implementation of the new curriculum. Hopefully, our curriculum evaluation, especially in mathematics, will also lead to more in-depth research.
All in all, as a teacher, how to make the evaluation better motivate students to learn, so that students can have a new goal of learning after each evaluation, is a new direction that I should continue to explore.