In layman's terms, a proposition is a topic. Therefore, the proposition of subject teaching involves all aspects of the teaching process. Proposition not only refers to various tests and surveys, but also includes pre-class, classroom training and after-class exercises. Among them, classroom training includes various reading guidance questions, consolidation and feedback exercises, and practical operation questions. Because of the time, I focused on learning: topic 3, problem diagnosis and skill guidance of the overall design of training questions.
The training questions in each stage of Chinese teaching are also roughly divided into preview questions, classroom training questions, extracurricular homework questions and stage review questions. Let's talk about the preview questions first. From the perspective of students' learning, preview is a good start in the process of seeking knowledge and the initial link of learning a lesson. In the process of preview, students will inevitably encounter some new knowledge and try their best to use their knowledge and ability to understand, analyze and absorb it. Realize the integration of knowledge and ability. This is conducive to cultivating the habit of thinking consciously and improving the ability to analyze and solve problems. From the perspective of teachers' teaching, students' preview can greatly improve classroom efficiency, save teaching time and get twice the result with half the effort.
Preview is so important that the design of preview questions is also very important as a link to guide students to do preview tasks well. However, the old and rigid design concept of preview questions is often a common phenomenon.
Academic evaluation of primary school Chinese 2 Through the evaluation of academic evaluation of primary school Chinese, we have a comprehensive and in-depth understanding of the evaluation of primary school Chinese academic performance, and deeply feel and appreciate the importance of evaluation. In the past, many comments on children were not conducive to the improvement of children's interest in learning and the healthy development of children's body and mind, and sometimes there were even wrong aspects. They pay too much attention to quantitative evaluation and ignore children's all-round development and individual differences. For example, after each exam, we always artificially designate one-third of the children as "good children", one-third as ordinary students and one-third as "poor children". This one-sided evaluation, not only does not help the development of the educated, but will suppress and undermine the development of children, which runs counter to the current purpose of quality education.
I have the following experience to communicate with my peers:
First of all, effective evaluation should be for the further improvement of children.
Staff member Liang said: "The most important purpose of evaluation is not to prove, but to improve". The purpose of evaluation is to improve children's grades, find out their own shortcomings, foster strengths and avoid weaknesses, and constantly improve, so that children can achieve success and development step by step. For example, checking Chinese homework, teachers should not do it alone, but should advocate interactive checking between children. Doing so can improve children's enthusiasm for doing homework to a greater extent, and also allow children to communicate, improve and make progress together.
Second, effective evaluation is the motivation to motivate children.
In the evaluation of primary school Chinese learning, we should be good at discovering children's specialties, and then give appropriate encouragement to stimulate children's internal potential, so that the evaluation of primary school Chinese learning can become the starting point for liberating children, so that every child can have self-confidence and get comprehensive health, personality and positive development. For example, some children's Chinese homework is always poor, but in the evaluation, we can't directly say where they are on a business trip, but try to find out the advantages and highlights in the homework to encourage and praise, so that these children can gain confidence. As long as the children make progress in their next homework, our evaluation is successful. I think a small step a day is a big step in ten days. Such an incentive method is very effective.
Third, promote children's development with diversified evaluation.
The previous evaluation was that the teacher had the final say, and a ruler measured it to the end. This ruler is not necessarily a good ruler, and the evaluation is easy to make mistakes. Effective diversified evaluation can make children progress. For example, when evaluating a child's speech, we should evaluate it from different aspects and encourage other children to participate in the evaluation of classroom speech. Only by realizing the diversification of evaluation methods can every child have the opportunity to become an excellent person and promote the all-round development of children's comprehensive quality.
Fourthly, primary school Chinese academic evaluation can also promote the development of teachers.
Teachers should keep abreast of children's learning through classroom observation, encourage and strengthen the right ones, guide and correct the wrong ones, and at the same time, teachers should reflect on their teaching methods in time, sum up their own shortcomings and provide help for the next teaching. The improvement of teachers is to sum up, improve and make progress in practice. I think the success or failure of children is a mirror of the success or failure of teachers' teaching, so the development of teachers can not be separated from children, and the development of children can not be separated from teachers.
In short, teachers should establish the concept of lifelong learning, create a democratic and harmonious learning evaluation atmosphere, let children grow up healthily in effective evaluation, let teachers develop teaching art in effective evaluation, improve teaching quality and make contributions to China's education.
Evaluation of Chinese Academic Achievement in Primary Schools 3 Under the concept of new curriculum standards, we advocate open teaching content and open teaching form with only one purpose-to promote students' ability development. How to really promote the development of learning? "New Curriculum for Minority Languages" points out: "The purpose of Chinese curriculum evaluation is not only to examine the degree to which students have achieved their learning goals, but also to examine and improve students' Chinese learning and teachers' teaching, improve curriculum design and perfect teaching process, so as to effectively promote students' development. "Visible, perfect evaluation system plays an important role in promoting. Through practical analysis, under the guidance of the new curriculum standard concept, the open evaluation system can effectively promote the development of students' ability.
One. Open evaluation mode
"Chinese Curriculum Standard" points out: "Examination is only one of the evaluation methods that comprehensively adopt various evaluation methods." In addition to the evaluation of students in exams, we should put the evaluation into ordinary teaching behaviors, such as homework evaluation, in-class learning evaluation, after-school learning evaluation, etc., to comprehensively evaluate the formation process of students' ability.
1. Integrate evaluation into daily work.
The improvement of primary school students' Chinese quality is based on stock knowledge and is a step-by-step process. Therefore, it is required to carefully evaluate the "usual homework". Teachers should carefully correct and record students' usual homework and take it as the first-hand information to evaluate students' Chinese quality. When correcting homework, you can directly use the grade record system, which can be divided into four grades according to the quantity and quality of the completed homework: excellent, good, passed and to be passed. The evaluation of homework can be divided into six parts: pinyin, literacy, writing, reading, exercises and Chinese communication. In order to increase the interest, we can set up the form of "Chuangguan Integral", which is suitable for each student's reality and respects the students' choice. At the same time, in order to improve the positive effect of homework evaluation, teachers should increase the evaluation density and enhance the transparency of evaluation. Teachers give priority to the evaluation of junior students, and after the evaluation, students are required to communicate individually. Middle and senior grades can be evaluated by teachers and students. The teacher gives the students homework correction records, and asks the group leader to organize this group of students to compare their original homework, so that students can evaluate each other, check themselves, affirm their achievements and progress, and correct them in time if they find any deficiencies. At the end of a semester, there will be a general evaluation of "usual homework"
2. Integrating assessment into classroom learning
Classroom learning is the main channel for the development of students' Chinese learning ability, which should be promoted through teacher-student evaluation and student evaluation. Whether it is situational learning activities or routine learning activities, teachers' evaluation should not only play a leading role in knowledge and ability, process and method, emotional attitude and values, but also strive to create a relaxed and good evaluation atmosphere, so that students can reflect through self-evaluation and mutual evaluation, compare and distinguish right from wrong, foster strengths and avoid weaknesses. For example, when I was teaching elephants in the Yellow River, I first showed the pictures of elephant bones to the students, and asked them to ask questions. Then I entered the text with questions, and then inspired the students to boldly imagine the origin of elephant fossils. Other students bravely questioned, and cultivated students' imagination, expression and listening ability through self-evaluation, peer evaluation and teacher evaluation.
3. After-school learning evaluation
Teachers' evaluation of students' extracurricular learning can be carried out by organizing colorful competitions for students; The self-evaluation of students' after-school learning can be carried out by reflecting on the after-school learning process and judging their own learning effect; At the same time, after-school learning can be evaluated by exchanging after-school learning results; Parents' evaluation can test children's learning effect by observing and recording their learning process and methods. For example, reciting ancient poems and beautiful essays "one minute before class", taking turns to carry out diary exchange activities, and using the time of reading and writing class to carry out "you read and I speak" activities, so that students can experience, explore, feel and show themselves. For another example, our classroom has opened up spaces such as "learning garden" and "growth garden" to display some good works of students, such as diaries. At the same time, we also use the red scarf radio program to let the children show their skills there. When they heard the sound of their books on the radio, the children were very excited and their parents were happy with their achievements.
Two. Open evaluation content
Based on the evaluation concept of the new curriculum, Chinese examination should break the situation that a test paper is divided into three parts: basic knowledge, reading and writing, and focus on choice and unique answer. Instead, we should make a comprehensive, comprehensive and multi-angle evaluation with students from the aspects of accumulation and application, reading and thinking, reading and communication, composition and innovation, synthesis and practice, so as to reflect the core idea of the new curriculum to promote students' all-round development. For example, the evaluation of reading and thinking mainly examines students' perception, understanding, evaluation, appreciation and expression of written materials, which can be mainly investigated from three aspects: first, reading materials in class; The second is the reading of extracurricular materials; The third is the accumulation in life (for example, what books you have read, what people, things and natural phenomena you are interested in, etc.). ) Reading and communication can be examined through oral examination. For example, junior students draw lots to read short passages with phonetic notation, and middle and senior students can inspect pictures, watch TV, speak spoken English and make short speeches on an event. In addition, you can also combine oral and written tests, listen to the recording or the teacher's dictation, and then give a written answer.
Three. Open evaluation problem
The design of evaluation questions should consider the learning situation of students at different levels and design propositions with different projects and requirements. Asking questions can meet the learning and development needs of different students, so that each student can find his own bright spot in the dialogue with the proposer and experience the joy of success, such as the following question: Please read the following materials carefully and complete the exercise. (Elective course "Apologize with a humble apology" (omitted))
1. Please comment on the practices of Lin Xiangru or Lian Po. Tell your true feelings.
2. Contact the people and things in the story and talk about the significance of this story in the real society (say as much as you can).
This open-ended question type gives students a space to fully express their feelings, attitudes and values. When students come into contact with this situation, their hearts are free, and the scene is born, which not only improves their listening, speaking, reading and writing abilities, but also trains their thinking and innovation abilities.
Four. Open propositional form
For a long time, it seems natural for teachers to assign homework, teachers to make propositions and students to finish them on time. But for students, such evaluation activities are passively accepted and imposed by the outside world. After all, they are somewhat "forced". The proposition under the new curriculum concept allows students to participate in the proposition and make their own propositions. Because the process of students' proposition is the process of learning, thinking and active exploration. Based on this understanding, I made a bold attempt in practice. For example, I planned a "homework supermarket"-"knowledge amusement park" on the classroom wall of my class, and agreed with the students that after learning a text, they could design an assignment by themselves or two or three people and post it in the "homework supermarket". This assignment design requires attracting "buyers" in the supermarket. At the same time, students can freely choose their favorite homework in the "homework supermarket", who picks the homework and who checks it after completion. Each class was awarded the best "designer" and the best "challenger". This will build a stage for students to show themselves, practice and innovate, and build a platform for independent learning and active development, which students are very interested in. It has greatly cultivated students' innovative consciousness and the spirit of unity and enterprising, and also exercised their learning ability.
In short, in Chinese teaching in primary schools, teachers should open the evaluation system to help students know themselves, build self-confidence, develop their personality, tap their potential, give play to their subjective initiative and develop their abilities.
After the new round of primary school Chinese 4 curriculum reform, the unified examination from primary school to junior high school was cancelled, which weakened the screening and selection function of evaluation examination. However, the effect of curriculum reform and the improvement of students' learning quality need to be reflected by effective academic quality evaluation; What problems still exist in curriculum reform and how to improve classroom teaching also need effective academic quality evaluation to find out. Therefore, many evaluation projects aiming at students' academic quality have emerged in various places.
However, the Chinese curriculum standard of the new curriculum not only expounds "the nature and position of the curriculum, the basic concept of the curriculum and the design idea of the curriculum standard", but also stipulates the core objectives (overall objectives and stage objectives) of the curriculum, and also puts forward the most important implementation suggestions (suggestions on compiling teaching materials, developing and utilizing curriculum resources, teaching suggestions and evaluation suggestions), which can be said to be an integral upper-level document. There is no clear and behavioral description of students' Chinese literacy and the level of Chinese learning that students should achieve in each year in the curriculum standards. This has brought some difficulties to the study of academic quality in China. Although many evaluation projects have studied this, as of 20xx, there is still no breakthrough.
Under such circumstances, the Center for the Development of Basic Education Curriculum and Textbooks of the Ministry of Education organized and established the China project group "Establishing the Analysis, Feedback and Guidance System for the Academic Quality of Primary and Secondary School Students" in 20xx. By compiling the evaluation tool of students' academic quality based on national curriculum standards, the project team tests the Chinese academic ability of primary and secondary school students, tests the students' ability to correctly understand and use Chinese, and reflects the students' Chinese literacy level; To provide reference for improving Chinese teaching in schools and improving the quality of Chinese education; It provides the necessary basis for further improving the Chinese curriculum design.
First, establish the academic quality testing framework of China.
How to establish an effective testing framework? Our research idea is to fully tap the experience of Chinese education and evaluation in China for many years, and on the basis of the theoretical achievements of Chinese education, through the detailed analysis of Chinese curriculum standards and behaviorism, form a testing framework for Chinese academic quality.
Under this research idea, we first analyze the research experience and problems of Chinese teaching and testing in recent 20 years; Then, the experience of international large-scale test projects such as NAEP, PISA and PIRLs and similar tests in Hong Kong and Singapore are analyzed and summarized. On this basis, the content of Chinese curriculum standards is refined and behaviouralized, forming the basic framework of Chinese academic test. For the initial test framework, we have made appropriate adjustments in combination with the existing primary and secondary school textbooks and the learning reality of students of different ages, and formed the final test framework.
Determined by the nature of the standard reference test, the refinement and behaviorism of Chinese curriculum standards are the most critical links in the process of establishing the test framework. The following article will illustrate this process with the establishment of a reading and writing test framework for the third grade of primary school.
(A) the relevant provisions of the curriculum standards
Relevant provisions in the overall goal:
Learn Chinese Pinyin. Can speak Mandarin. Know about 3500 commonly used Chinese characters. Can write Chinese characters correctly and neatly, and has a certain speed.
Relevant provisions in the stage objectives:
The first phase: learning Chinese Pinyin. Can read initials, finals, tones and syllables as a whole. Can spell syllables accurately and write initials, finals and syllables correctly. Know capital letters and memorize Chinese phonetic letters. You can read Chinese characters with the help of Chinese Pinyin. Know 600 ~ 1800 commonly used Chinese characters, of which 800 ~ 1000 can write. Master the basic strokes and common radicals of Chinese characters, be able to write with hard pen according to the rules of stroke order, and pay attention to the structure of bookshelves. Feel the beauty of Chinese characters. Develop correct writing posture and good writing habits, and write regularly, correctly and neatly. You can use word order and radical index to look up the dictionary and learn to read independently.
The second stage: I have accumulated 2500 commonly used Chinese characters, of which about 20xx can write. Can use dictionaries, dictionaries, and have initial independent literacy.
It can be seen from these goals that not all the goals can be transformed into explicit behavior, and not all the goals that can be transformed into explicit behavior can be examined in the paper-and-pencil test. For example, the goal of "feeling the beauty of Chinese characters initially" is not easy to be transformed into explicit form; "Being able to use dictionaries, dictionaries" is not easy to do in paper-and-pencil exams, especially in large-scale paper-and-pencil exams. Some goals can be merged, while others can be further refined. For example, the premise of "being able to read Chinese characters with the help of Chinese Pinyin" is "learning Chinese Pinyin", so the two can be tested together; And what is the standard of "knowing" in the goal of "accumulating 2500 commonly used Chinese characters, of which about 20xx can write"? Read the pronunciation correctly and understand the meaning? This needs to be further refined into a detectable behavioral goal.
Through the analysis of these goals, we can draw the following conclusions: the reading and writing part can be divided into reading and writing requirements. In terms of literacy, the main requirements are to read the correct pronunciation, know the font, and understand the basic meaning and contextual meaning of Chinese characters (words). Among them, the examination of Chinese Pinyin is integrated with the examination of correct pronunciation. In writing, the main requirement is to write correctly, correctly and neatly. Because the composition can be tested together, the reading and writing part mainly examines the students' reading and writing ability.