From the aspects of students' ability, morality, practice, etc., in the form of situational, modular, garden-like, multi-disciplinary and re-integration, the students are comprehensively evaluated by observing the process of students' comprehensive application of what they have learned to solve problems and complete tasks. Compared with the traditional "final exam", it has the following advantages: (1) is conducive to the smooth transition of children.
Children in the lower grades of primary school are in the process from intuitive thinking to abstract thinking.
The key period of peacekeeping development is the transition from game-based learning to standardized classroom learning. The "non-paper-and-pencil" evaluation at the end of the term focuses on protecting students' enthusiasm for learning, stimulating students' desire and interest in learning, guiding students to master correct learning methods, forming good study habits and helping students successfully pass this turning point.
(B) is conducive to breaking through the limitations of paper-and-pencil evaluation
The limitation of "paper-and-pencil" evaluation is only to examine the learning goals such as cognition and memory that can be embodied in paper media, but it is somewhat stretched for learning goals such as listening and speaking, experimental inquiry, oral communication and teamwork. This single evaluation method overemphasizes the role of screening and selection, while ignoring the role of improvement and motivation. "Non-paper-and-pencil" comprehensive evaluation evaluates students from a developmental perspective, and makes up for the lack of fragmentation of paper-and-pencil evaluation objectives with multi-dimensional evaluation of learning objectives.
(C) conducive to the improvement of teaching evaluation technology
The "non-paper-and-pencil" evaluation changes the "final exam" into a happy garden, and adopts the garden-style examination with "situational task solving" as the carrier, which reflects the students' evaluation in the real situations that students are interested in, permeates the students' literacy test into the game-like activities, and integrates the detection of knowledge and ability into the completion of situational tasks, thus constructing a green evaluation system based on the students' position. This is an improvement on the existing evaluation technology.
Second, the "non-pen and paper" evaluation of operational strategies
The "non-pen-and-paper" evaluation of junior middle school Chinese mainly adopts "situational task solving" as the carrier of garden-based evaluation. The essence of this evaluation form is true.
Investigate students' comprehensive ability to solve problems and complete tasks in the scene, so that students can show their knowledge and application in happy activities.
(A) a scientific grasp of standards, a reasonable set of projects
Generally, four standards are followed: first, it is combined with teaching materials; Second, it conforms to the physical and mental characteristics of students; Third, it embodies the evaluation of multiple intelligences; The fourth is to combine with school-based characteristics. For example, the ultimate evaluation of "Run, Hong Bin" in Jinhua Hong Bin Primary School, the music grading evaluation in Wuyi Hushan Primary School, the happy tour in Tongxiang Experimental Primary School, the kite doll tour in Pinghu Experimental Primary School, the module tour in Hangzhou Caihe No.3 Primary School, and the garden activities of Xiaolingwa in Jiaxing Experimental Primary School are all school-based.
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Junior high school Chinese subjects mainly evaluate four qualities: study habits, pinyin, reading and writing, reading and speaking. The first grade is mainly about games, such as small fish spitting bubbles, blossoming flowers driving, happy trains, kittens fishing and so on. In the second grade, you can appropriately increase the categories of obstacles and challenges, such as buying in small supermarkets, reading stars, reading pictures and talking, reciting texts with interest, and having the courage and knowledge to break through difficulties. But the big module must focus on these four qualities. Some projects inform students as soon as they start school, such as reading; Some projects are notified one week before the opening of the park, such as hands-on operation. Of course, most projects are not notified in advance. For the teachers of project design and project development, it is much more difficult to present a final garden activity closely related to the basic knowledge, basic skills and comprehensive application of this semester's textbooks, which is much more difficult than writing a paper.
(two) to determine the evaluation index and prepare the evaluation plan.
In order to make the evaluation evidence-based, teachers should follow the guidance of curriculum reform.
Thinking, training objectives, subject teaching objectives and students' actual physical and mental development level, from the three dimensions of knowledge and ability, process and method, emotional attitude and values, an evaluation index system is established for students' academic level in four aspects: learning habits, pinyin, literacy, writing, reading and oral English. Table below:
Evaluation index of academic level in China
evaluate
Content evaluation
Index operation
Method grade
Chinese
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study
Habit 1. Classroom listening habits (sitting posture, speaking, listening)
2. Work habits (timely and earnest)
3. Writing habits (writing posture, neat page): self-evaluation by students and mutual evaluation by parents; Teachers' daily observation records
Pinyin 1. Know the initials and finals, and can recite three tables.
2. Write the whole syllable of initials and finals correctly.
3. Be able to save pinyin cards, read and recite.
Writing competition
Garden activities
Learn to read
Write 1. Read pronunciation correctly
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2. Develop good writing habits
3. Write the card correctly and read it.
Reach the standard by stages
Teachers' daily observation records
read
Talk to 1 Like reading.
2. Read the text correctly and fluently.
3. Communicate in Mandarin, and the self-evaluation of students and parents is natural and generous.
Mutual evaluation
Daily observation, visiting the park
(3) Enrich the evaluation forms and organize a visit to the final exam.
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The evaluation form of "non-paper-and-pencil" needs systematic consideration and top-level design of teaching and research section and school guidance office. At the same time, it is necessary to sort out and exchange the experience of the happy garden test of junior middle school Chinese in pilot schools, such as promoting the "modular circuit test" that reflects the core literacy of the subject, the "garden test" that combines activities with wisdom, the "evaluation of practical activities" that uses curriculum elements, and the "study passport" that integrates objectives, processes and evaluations, so as to guide junior middle school teachers to examine students' comprehensive ability to solve problems with knowledge in real situations. Explore the authenticity evaluation of multi-dimensional goal learning, rebuild the academic evaluation system based on process evaluation, let the examination content return to the essence of the subject, let teaching pay attention to the formation of students' academic literacy, and promote teaching to return to the truth. On this basis, organize fun tour activities at the end of the term. Key knowledge, ability and learning required for a semester.
Habitual requirements are scattered in different game activities to test students' learning level in the game. Design of activity form and selection of content
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The rules of the game should be suitable for children's childlike interest, and at the same time, it should reflect the integrity and comprehensiveness of the evaluation, so that students can really play, have fun and learn in it. Through activities, try to make students vague about the concept of examination, cooperate with teachers, students and parents, experience the process of using Chinese knowledge, realize the interest and importance of Chinese learning more deeply, enhance students' self-confidence in learning Chinese, and cultivate their team spirit of unity, cooperation and mutual help. The design of this activity, from the brewing and trial in the spring semester of 20 14 to the end of the winter semester of 20 14, has been relatively mature, such as "flying sheep in the sky" in the first grade of Jinhua Hong Bin Primary School, "simulated supermarket" in Guiyu Primary School in Wuxiang Town, Ningbo, "happy last challenge" in Hangzhou Jianqiao Primary School, and the fourth experimental primary school in Cixi.
(four) do a good job of publicity, standardize the operation process.
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Parents' approval and support is the backbone to promote "non-paper-and-pencil" evaluation. At the beginning of the implementation, the school should widely publicize to parents through letters to parents and parent-teacher conferences, and obtain strong support from parents. You can also hire parents with expertise as the judges of the final tour test, and hire some parents to organize and guide the work, so that parents can participate in it and experience the experience for themselves. At the same time, take the initiative to inform the media in time.