1. Incentives are the basis for the implementation of new curriculum evaluation
“For the development of every student” is the core concept of the new curriculum reform and a major breakthrough in the evaluation reform. What this concept pursues is not to draw precise conclusions for students, nor to give students a grade or score to compare with others, but to understand students' development needs, pay attention to the differences between those being evaluated, and pay attention to students' progress in the learning process. and changes, providing timely evaluation and feedback to help students understand themselves, emphasizing the use of feedback to promote student improvement and promote student improvement. To use a vivid metaphor: evaluation is no longer a sieve for grading, but a pump for stimulating student development.
How to make motivating evaluation truly a catalyst for student learning and teacher teaching? I believe that teachers’ evaluations come from their sincere love for students, and they use keen eyes to capture the fleeting “glitters” of students, that is, to find the foothold of students’ individualized performance, make praise situational, and then provide encouragement. The language of expectation can maximize the effect of praise. In the classroom, evaluation must go beyond and break through the traditional unconscious and simplistic evaluations such as "You answered this question correctly" and "No, sit down and think about it again." It must be constructed to stimulate students' learning activities and make them more effective. It is a classroom developmental evaluation system that maintains long-term, internalized, positive emotions and attitudes. Therefore, during evaluation, teachers should pay special attention to the impact on students' emotions and feelings, focus on emotional investment, and encourage students with short, appropriate, and enthusiastic words. For example: "You know so much!" "You really have your own opinions." "It doesn't matter if you answer wrong, the teacher also makes mistakes sometimes!" "You are very smart. I believe you will read or answer better next time. "These passionate words will surely raise timid hands high. Teachers’ seemingly ordinary but extraordinary words are the sunshine of children and the life of the classroom.
Encouragement and praise are the magic weapons of education. They have endless temptation for students and are undoubtedly a stimulant for students' learning. With this kind of enthusiasm, the classroom is full of vitality and vitality. Instead of spending a lot of time and energy demanding students, it is better to use a little effort to encourage them, so that every student can experience the joy of success, feel the joy of learning, and let them all develop freely and harmoniously. In short, our teachers should be full of enthusiasm, full of spirit, and rich in emotions, even if it is a smile, a look, a thumbs up, a handshake, a pat on the shoulder, a touch of encouragement, a smile to the students. The caressing of the head is all evaluation. It is like the fragrance of flowers and the refreshing springs. This kind of evaluation is simple and direct. Although it is not a record, it plays an important role in the growth of students. Who can say that it is not an evaluation?
2. Diversity is the core of the implementation of new curriculum evaluation
The American Harvard University psychologist Gardner proposed the theory of multiple intelligences, which had a huge impact on the education sector and directly Influence teachers to form a positive and optimistic "student outlook" and a reconstructed "intelligence outlook" and "educational outlook". Teachers should be willing to evaluate, observe, accept and appreciate students from multiple perspectives, discover and develop students' potential, pay attention not only to students' academic performance, but also to their overall development, with special emphasis on cultivating students' abilities and innovative spirit. This is exactly the reform direction advocated by the new curriculum student evaluation. The evaluation content is diversified and the evaluation standards are stratified to understand the needs of students in their development, help students understand themselves, build self-confidence, and promote students' development at their original level, that is, attaching importance to evaluation. It plays a constructive role in students' individual development and establishes an evaluation system that promotes students' comprehensive development.
1. Diversification of evaluation content
Starting from the purpose of improving students’ Chinese literacy, the past evaluation of primary school Chinese teaching emphasizes subject knowledge system, neglects comprehensive Chinese ability, and emphasizes intelligence. Quality, one-sidedness of attitudes and habits. Pay attention to the comprehensive evaluation of knowledge and abilities, methods and processes, emotions and attitudes. The specific scope includes items such as literacy and writing, writing, oral communication and comprehensive learning abilities. Some of these contents can be classified into the cognitive domain, while others belong to the non-cognitive domain.
In the evaluation of cognitive fields, attention should be paid to the evaluation of students’ basic knowledge points and the evaluation of their language ability development level. The evaluation contents proposed by the "Chinese Curriculum Standards" include: literacy and writing, reading, writing, oral communication, and comprehensive learning abilities. Evaluation in non-cognitive areas mainly includes learning attitudes, habits, interests, etc.
These factors are motivation factors for students to learn Chinese and are also important contents in the evaluation of Chinese teaching in primary schools. The "Chinese Curriculum Standards" propose that the evaluation contents in non-cognitive areas include: literacy and writing, attitude towards reading, interest in writing, attitude towards cooperation with others, civilized and etiquette literacy, spirit of exploration and innovative consciousness, and autonomy and enthusiasm for learning.
2. Diversity of evaluation standards
Evaluation standards are the measurement scale for teaching evaluation and the premise and basis for teaching evaluation. The traditional primary school Chinese teaching evaluation is influenced by the selection and elimination purpose of educational evaluation. It pursues unified values, which obliterates students' individual differences, and the scientific nature and motivational function of teaching evaluation are seriously affected. In order to optimize teaching evaluation, efforts can be made from the following three aspects:
(1) Allow different students to meet standards asynchronously. For students who can meet the standards in advance, teachers will use this as a basis to create conditions for them to promote students to master more knowledge, abilities, and develop their specialties. For students who cannot reach the goal on time, teachers help them find the crux of the problem, help them improve, and implement delayed evaluation so that they can feel the joy of success during the evaluation process.
(2) Implement a multi-level evaluation strategy that varies from person to person. We must respect differences and adopt a hierarchical evaluation strategy to help students at each level establish their confidence in self-development, see their own progress and success in a timely manner, and develop and improve to varying degrees.
(3) Use open-ended questions to assess students. To evaluate the quality of students' Chinese learning, don't stick to the memory of knowledge when it comes to assessment questions. Students should learn to use knowledge to solve practical problems, or express unique insights on a certain problem and put forward their own designs and creativity.
3. Diversified evaluation methods
Scientific evaluation methods are the guarantee for achieving correct evaluation purposes, implementing comprehensive evaluation content, and implementing flexible evaluation standards. How to make teacher's evaluation promote the development of each student? I think we can work hard through the following evaluation methods:
(1) Implement hierarchical evaluation. Establish a comprehensive and correct view of differences in classroom teaching, base on students' actual differences, focus on differences in students' development, implement differentiated teaching, and promote differentiated development. Layered teaching and layered evaluation in the classroom can meet the different needs of different students, so that every student can experience the joy of success, thereby stimulating students' enthusiasm for learning. For example, the layered test questions focus on examining students' memory of the content and knowledge of the text, as well as their understanding and application of the content.
(2) Combine oral evaluation with written evaluation. The directness, speed, situationality, high frequency and other characteristics of oral evaluation provide an effective way for teachers to guide their value and influence their emotions. Oral evaluation and communication between teachers and students runs throughout the classroom to stimulate students' interest and enthusiasm for active participation. However, the randomness and unrecorded nature of oral evaluation limit the scope and effect of oral evaluation to a certain extent. Only when it is combined with written evaluation that is profound and long-term in effect can it play a greater role. When writing evaluations, try to pay attention to the use of language and use more encouraging language. Even if it is not praise but criticism, you should also pay attention to the euphemism of the language.
(3) Teacher evaluation and student evaluation are integrated. Teachers' evaluation in teaching is divided into immediate evaluation and delayed evaluation. Immediate evaluation is conducive to promptly correcting shortcomings and errors in learning, encouraging students, and promoting students' all-round development; delayed evaluation uses encouraging behavior and language to allow students to speak freely, fully promote democratic teaching, and improve the depth of students' understanding. The two can better achieve the purpose of evaluation by using each other. Moreover, evaluation in teaching is not a "patent" for teachers. Let students participate in evaluation and become a member of the evaluation subject. Turn evaluation into a process of active participation, self-reflection, self-education, and self-development, forming a positive and democratic process. Evaluation relationships are more conducive to self-understanding, building self-confidence, and thus promoting student development.
3. Paying attention to the process is the key to implementing new curriculum evaluation
Constructivist learning theory believes that knowledge is not obtained through teachers, but is learned by learners in a certain situation, that is, social and cultural background. Next, with the help of teachers, learning partners, etc., and using relevant learning materials, it is obtained through meaning construction. This means that learning is a process of meaning construction in a certain social and cultural context, with the help of others, that is, through interpersonal collaborative activities.
In the learning process, teachers, as helpers and facilitators for students to actively construct meaning, should pay attention to the evaluation of students' learning process and guide students to master correct learning methods. In teaching practice, it is very important for teachers to achieve good results in students' learning process, broaden their learning world, make timely evaluations, and summarize their language learning experience.
The "Chinese Curriculum Standards" require: "Highlight the integrity and comprehensiveness of Chinese course evaluation, and evaluate students from several aspects: knowledge and abilities, processes and methods, emotional attitudes and values, so as to comprehensively examine students Chinese literacy", and also pointed out that "both formative assessment and summative assessment are necessary, but formative assessment should be strengthened." It is advocated to adopt the method of growth record (growth portfolio) to collect materials that can reflect the students' Chinese learning process and results. This clarifies the best choice for teachers to evaluate the learning process. The evaluation method of the portfolio focuses on the evaluation of the process, collecting student works to demonstrate learning progress, and conducting a comprehensive evaluation of the entire process of student learning. In addition to helping students and teachers understand the status of learning and progress, it plays an important role in the development of students' autonomy, reflective ability, and creativity. It not only reflects students' mastery of knowledge and skills, but also reflects other aspects of students, effectively overcoming the practice of single evaluation standards and one-sided emphasis on student performance.