I often think: I can participate in such training and learning, is the leadership and teachers of their previous work of affirmation and recognition, we have high hopes for me. Thinking about it, I was a little sweaty, because I really accumulated very little, very shallow. This time I can have such an opportunity to learn and exchange, I really cherish. Through the study, I have broadened my horizons, which makes me refreshed, and my teaching concepts have changed drastically. I not only want to change that traditional concept of education, set up a correct view of teachers and students, but also to enhance the belief in the love of education. Only from the concept of renewal, allowing students to put forward unique insights for students to create a harmonious, relaxed "psychological security" environment and unrestrained "psychological freedom" environment, in order to create equality between teachers and students, and joyful teaching of a democratic atmosphere.
Teaching evaluation has always played the role of curriculum reform, teaching reform command and guide. The evaluation of the art curriculum standards proposed: "art course evaluation is to promote the overall development of students, improve the teaching of teachers, and promote the continuous development of the art program." And emphasized that "the importance of the evaluation of the art program is to promote the overall development of students, improve the teaching of teachers, and promote the continuous development of the art program." It also emphasizes that "the diagnostic and developmental functions of evaluation should be emphasized, as well as the role of intrinsic motivation." Therefore, in the art classroom nowadays, there are fewer teachers adopting simplistic negative evaluation, fewer teachers' harsh criticisms, and more praise, appreciation and affirmation for students, which can't be said to be a kind of progress. However, the art classroom presents another worrying "flashy hustle and bustle", "scattered activity", the teacher's praise words loud sensationalism but inevitably make people feel empty, not worth a product, as if the slogan-style evaluation of all kinds of language in the classroom one after another, Thousands of the same, no personality can be said to be cheap small prizes in the classroom flying, inevitably make people feel "empty", "words do not mean anything", we can not deny that these methods are used in the beginning of the effect, but over time, so the evaluation, the form of mania, the language monotonous, away from the text. Language monotonous, away from the connotation of the text and teachers and students outside the spirit of the world, as if a dragon's hand, skimming the surface, the student's heart will not be warm ripples in the lake, the student's heart will not be sprouting the shoots of self-confidence. It is no wonder that as we grow older, with the passage of time, the students were so evaluated, they are accustomed to, and even indifference.
I have made some attempts to improve the evaluation of classroom teaching, so that students can get a comprehensive development under the sun, the following are some of my experiences.
One, through the teaching evaluation, to help students establish self-confidence
Traditional art teaching, too much emphasis on students' mastery of art knowledge and skills, ignoring students' individual experience of art. As a result, most students are unable to experience the joy of learning art, and thus gradually lose self-confidence. Students enjoy art class, but they are afraid to show their talents. In response to this phenomenon, I pay special attention to help students build up self-confidence.
Classroom teaching evaluation should pay attention to the students' self-confidence in learning, and respect their different feelings. Some students are naturally smart, but some students may not be so lucky in learning, the response seems to be slow, as a teacher can not be anxious, but also in the classroom to give these children some unexpected praiseworthy evaluation, but also to these children need to be self-confidence to increase the courage and confidence. Children are natural performers, they will sing, dance, draw and so on to express their feelings about life, every performance will grow a little, when they get praise will be more confident, will also like this activity, performance better. I believe that appropriate praise for children is the sail that pushes their progress.
In the lesson "Our Community," the children all did it, except for one who looked at the others and then at his own colored pencils, but didn't do it. I could see in his eyes that he wanted to do it but was afraid to. I went to his side and asked him why, he said, "I live in the countryside is just transferred, I do not know how to paint the community, I am afraid of painting bad classmates will look down on me, I also do not want to paint is not my hometown of things," the original is afraid of not performing well, it seems that the child is very lack of self-confidence. So I asked him to talk about his hometown, he talked about the house in his hometown, an exclusive courtyard arranged like a villa, the village organizes singing opera in the spare time, people get together, talking and laughing, listening to the child's expression I looked at him with a look of approval. "You talk about your old home as beautiful as a painting teacher believe that you can also draw very beautiful, what you want your old home to become can be drawn, I believe you will be able to show it very well." At this point I saw the child's eyes full of excitement. He finally drew a piece of tiled house, the front of the house was equipped with a gym, the old people were working out, although it was not very beautiful, but he dared to do it to show is a great progress. When the students who drew well went up to the stage to show their drawings, he also came up bravely, I praised him in public, I saw his confident smile.
The child is able to create many graphic expressions of self-feeling based on his own observations and memories of life. The image in the work is not very similar, sometimes very unlike, but the symbolism is very obvious, and it expresses the world in the eyes of the child. For this kind of creativity and expressive ability, we should give timely evaluation, affirmation and praise. If the teacher for these self-perceived inappropriate harshly let the child to correct, then it will be a great harm to the child's self-confidence, so much so that they lose interest in learning, but it is not not not to change but to give him to show him what is wrong, how to correct can make their own work better.
Correctly guiding children's learning, recognizing the characteristics of children's work and evaluating them favorably, and appropriately giving them praise, will help them build up their self-confidence, learn effectively, and boldly express themselves. Let's give our children a little more praise, so that they have more self-confidence.
Additionally, in the evaluation of art assignments, I broke the original grade system and adopted the method of pasting small signs and comments on the assignments. Such as the evaluation of homework, I will paste a small flower to show progress, paste a red star to show innovation, followed by a variety of comments, such as your imagination is very rich, your design is very unique, your color feeling is great, encountered some of the more difficult to recognize the word I will add some pinyin so that students can see more clearly that the teacher teacher seriously treat their work at the same time make students more self-confidence.
Second, pay attention to formative evaluation, improve students' art ability
Before the curriculum reform, art teaching only focus on the evaluation of homework, is a kind of evaluation of teaching results. And there is a certain connection between the teaching results and the teaching process, but the teaching results can't be simply equated with the teaching process, because similar teaching results may come from different teaching processes, and the subtle differences in the teaching process will lead to huge differences in the teaching results. Therefore, only static evaluation of teaching results cannot reflect the value of teaching. The Art Curriculum Standard points out that the evaluation of art teaching should not only evaluate the results of students' art learning through assignments, but also evaluate the development of students' art learning ability, learning attitudes, emotions and values through their performance in the process of art learning. Art is a highly practical subject, students' art ability and level can only be fully reflected in art activities, according to the age and psychological characteristics of primary school students, especially suitable for the evaluation of students in practical activities. In teaching, I use a variety of activity evaluation methods: individual or group. The students' sense of participation in art learning, spirit of cooperation, operating techniques, ability to explore, cognitive level and the ability to communicate and express themselves are evaluated in an all-round and comprehensive manner. For the second grade and above I will also let the students write on the back of the assignment their own vision of such a painting, so that we can better understand his work, his ideas and creative process, the results of the assignment and these linked to the evaluation, correctly and comprehensively evaluated each student, can make them feel a sense of success, improve self-confidence, and play a better role in improving the students' art ability.
Three, pay attention to individual differences, evaluation focus on guiding the development of students
Psychology shows that: individual differences exist objectively, the teacher must be correctly treated in the teaching of individual differences, according to the ability to teach. In the art evaluation can not be fixed rigid standards to measure the students' work, boring cold scores will extinguish the spark of student creativity, breaking the wings of the students' imagination. Because art is different from general subjects, student work is a full of emotionally creative activities products, with distinct and vivid personality differences. Everyone has different preferences and different perceptions of art. Therefore, teachers in the evaluation to recognize and maintain students in the art of personality differences, allowing students to use their own unique way to learn art, for students to learn and free development to create a loose time and space environment.
I remember teaching a student who didn't like to speak in class, the teacher asked him not to answer, and every assignment was either blank or scribbled. I also want to pull him a hand, so often in the side of the guidance, I was in, the work is better, I left, he began to not draw or scribble. Once by chance, I found him drawing all kinds of dinosaurs in his notebook, which was very beautiful. At that time, I thought: he still likes to draw, but he is just not interested in the rest of the art, and his interest is rather single. In the next art class, I showed the students many pictures of dinosaurs, and after the students marveled at them, I told them: these are the pictures of dinosaurs that my teacher found for you from cartoons, and there is a master of drawing dinosaurs in our class. Then he was introduced to the class, facing the class his face red, under the encouragement he drew a picture of dinosaurs on the blackboard, the painting shocked the students, everyone on his painting issued a shriek of sound, then I saw the corner of his eye flashed the pride. After class, I talked to him individually and told him: It's not enough to draw dinosaurs well, there are many other contents in art waiting for you to learn, and I believe you will be able to learn very well and win prizes in art competitions. In the future teaching, I often pay attention to encourage and praise him, he also gradually like the art class, but also more love brain, more love hands, in the district of science fiction painting competition, he also won the prize.
Teaching practice has proved: in teaching, fully respect the students' personal experience, affirm each student's expression, so that each student is full of confidence in themselves. Lower the evaluation standard for students with learning difficulties, and encourage them to explore their potential for students who are good at learning. At the same time, students are guided to compare their own changes vertically and discover their own strengths, which can better promote students' development through evaluation.
Four, strengthen the self-assessment and mutual evaluation, so that students gradually become the main body of the evaluation
"Art Curriculum Standards" evaluation of the first proposal is "pay attention to students' self-evaluation", which reflects the "student development-oriented" view of education and evaluation. The first recommendation of the evaluation of the art curriculum standards is "emphasize students' self-evaluation". In art teaching, I change the phenomenon that teachers are the authority of evaluation, return the initiative of evaluation to the students, and actively guide students to carry out self-assessment and mutual evaluation. In teaching, I often let the students first in their own homework on the back of their own evaluation of the work, and then to the podium to show, and say why this evaluation, where they think they draw very well, where there are still some shortcomings, how to change the good. At the same time, also let other students help him out. Through self-assessment, students are prompted to reflect on their own learning, to understand their strengths, problems, so as to target their learning. Sometimes mutual comments are also used. In the second-grade lesson "If I Were a Giant," the class's homework was first displayed, then each student was given a sticker of a dwarf and asked to put the sticker on the homework they thought was the best. Then ask them: which assignment did you put the sticker on and why did you put it there? What else was not good enough? Students are very motivated, and by assessing each other in a relaxed atmosphere, they are able to look at themselves and respect others, as well as improve their ability to identify, analyze and express themselves. I found that after strengthening self-assessment and mutual assessment, the classroom atmosphere has become more harmonious, and the relationship between teachers and students has become more cordial. Students enhance the sense of responsibility of the master, the collective sense of honor, learn tolerance, understanding, and enhance the confidence and interest in learning art.
Give students a little sunshine, they will be brilliant! Reform of the evaluation method, through the evaluation of the promotion of student development, has become an important issue in front of every art educator. Using a variety of forms of evaluation to bridge the friendship between teachers and students, students and students, and give full play to the function of evaluation to promote the development of students. Through the teacher's evaluation to help students establish self-confidence, and actively carry out self-assessment and mutual evaluation combined with a variety of evaluation methods, in a variety of practical activities to test the evaluation of students, will bring the art classroom teaching into a new world, so that students get the overall development.