How to evaluate such undergraduate students

Correctly evaluating students plays a crucial role in the growth of their lives, so we need to treat every student correctly and give full play to the role of "evaluation". My principle of evaluation of students is: motivation is better than praise, praise is better than criticism, so that students "in the smile to recognize the shortcomings, in a relaxed and happy atmosphere by the love of incense, and comprehensively promote the healthy growth of students. So, how to evaluate students in order to achieve the best educational results? Here are some of my own views on this issue. First, the evaluation should motivate students Sukhomlinsky said: "The joy of success is a driving force to continue learning." Teachers in the classroom "incentive" evaluation will make students produce joyful emotions, this experience can promote students consciously to the direction we advocate. For this reason, I listen carefully to the various questions raised by students and treat them fairly. For example, a student is always intimidated when answering questions in class, so I encourage her, "Speak slowly and say it again." When she said the second time more skillful, I will smile and praise, after many incentives to evaluate, her answer more than once skillful, from which she found the confidence. To the students' shortcomings, teachers full of teacher feelings, through love, with a kind tone of voice, pointing out the direction of their efforts and expected to achieve the goal, such as unsatisfactory homework, you can indicate "if a little more careful, it would be better." Such comments. Another example: I often use a "look who's law more" to encourage students to express their personal unique insights, expanding the students' thinking space, when the students answer correctly, said: "You have their own unique ideas, very good! So that students are recognized and encouraged. When students answer the wrong or off-topic, I first affirm the reasonable components, and then point to guide. Oral evaluation as far as possible to constantly change the expression, the tone should be sincere, to be full of love and wisdom of the language to inculcate, infect the students, so that the students bathed in the teacher's personalized evaluation. All this allows each student to have the joy of success, in the incentive to enhance the interest in learning. Second, good at discovering students' "bright spot", positive education in teaching, we often hear some teachers reprimanded students: "How do you fight again?", "You are the class in the classroom? You are the worst student in the class", "You are the dumbest student in the whole school". Those students who are privately judged by teachers as "poor students" are criticized all the time, and in the long run, they just don't care. Every one of us in education should not just blame the students, we should put ourselves in their shoes and think about the real cause of the problem. Should squat down to see the students, more to find the poor students on the "bright spot", change the negative evaluation of the negative for the positive evaluation of encouragement, to promote the healthy development of the "poor students". Facts have also proved that, as long as the "poor students" more care, encouragement, praise, more tolerance, appreciation, more developmental perspective on them, to help them analyze the "poor students" causes, to put forward coping strategies, they will be able to get back! "I am also a good child, a good student" feeling. If the "poor students" took the initiative to clean the classroom today, the teacher can say in front of the class: "You can take the initiative to clean the classroom, which is a sign of love of labor, such as you can take the initiative to learn, it would be better." And then the teacher said: "This issue of the blackboard newspaper please copy, I believe you will do a good job of this work!" Third, against the absolute evaluation, promote the moderate use of relative evaluation in school education and teaching, we often see some teachers to students to develop a number of behavioral boxes, and to quantify. Such as gymnastics should be how, should not be how, denial of responsibility on the deduction of points, answering questions in class correctly on the points, which is the absolute evaluation of students. This kind of evaluation is undoubtedly effective, it can make students know what they should do, and play a guiding role. Insisting on absolute evaluation will cause students to mechanically adapt to those check boxes and form a stereotypical character. Our education and teaching process, may be the absolute evaluation and relative evaluation combined use. For example, in doing exercises, the teacher evaluates the students in this way: a student is very standard, a student is also good, a student did a little worse. Another example, in answering questions, teachers use this method to evaluate students, "you answered accurately, he answered well, you answered a little off." Students "listen" to not only easy to accept, but also have the determination to do better, the formation of the situation than learning to catch up and help. Of course, the use of relative evaluation should be moderate, not always the best students, a student the worst, so that some students have a "only I am the only one, arrogant" feeling, while the other part of the students are discouraged, have an inferiority complex, and even in the learning of anorexia, and may be with the teacher to produce confrontational emotions. Fourth, the evaluation of students should be moderate too heavy criticism will lead to anxiety and fear of students, excessive praise will make students complacent, forgetful, and a lesser degree of criticism can not play a vigilant role; and praise to a lesser degree is not easy to stimulate students' emotions. In today's curriculum reform classroom teaching, we often see such lively encouragement and praise "great, great, you're great; line line line you really good", "you are smarter than the teacher" and other praise endless, painting smiley faces, painting red flags, painting red flowers and so on all over the place: stickers, gold stars, awards paper doves and so on. Gold star, prize paper doves, etc., at any cost; patting shoulders, stroking the head, holding hands, very into the love, etc. ....... These evaluations are many, many, the teacher is very enthusiastic but can not stimulate the students' enterprising spirit. For some praise, students not only do not move, on the contrary, but also laugh and self-deprecating, and even resentment. Thinking about the above questions, what do children need to evaluate? In fact, the child needs is with true feelings, appropriate, objective praise. This kind of praise is precious, y touched the hearts of students, in order to become the students' internal, inexhaustible learning motivation. After years of teacher education, many teachers gradually abandon the "punishment" means, the implementation of more praise for students, more encouragement, I do not know that this "more" and may form a kind of misdirection, resulting in adverse consequences. From the current point of view, into the "wrong zone" of praise there are several kinds: open mouth that is to praise, too much overuse of praise, praise inappropriate proportion, praise, praise of the only good words, etc., as well as the formation of this "misguided" praise. The key to these "praise" is not realistic, so that students or complacent, or blind complacency, and even breed a kind of opportunistic mentality. Fifth, the evaluation of students in place in a timely manner on the evaluation of students in place in a timely manner, which helps students and parents to understand the situation in a timely manner, to find the problem and correct it in a timely manner. To change the past kind of "end of a one-time total account" of a single evaluation, for students in different stages, different periods and even in a class in different periods of achievement and performance, seize the opportunity to make timely evaluation. To summarize, to correctly evaluate students must use a combination of static and dynamic, internal and external, words and deeds. "One more ruler, one more batch of good students", the more evaluation methods and approaches are used, the more standardized and comprehensive the feedback information obtained will be. In addition to this, as an educator, can not be completely to the same standard level of evaluation of all students, but should face the actual students: how much development can develop how much development, progress is good.