First, routine assessment
The so-called routine refers to the rules that have been followed and often implemented. The regularization of English classroom learning evaluation is to make English classroom learning evaluation a rule and a system, which is implemented persistently, and the evaluation results are accumulated continuously, which becomes the data source and basis of summative evaluation.
We need to do a lot of things to make the evaluation of English classroom learning routine.
(1) Evaluation of the project. In an English class, there are many items to be evaluated, such as listening, speaking, reading and writing. Have a learning attitude, such as enthusiasm for learning and participating in group cooperation; There are also learning strategies, such as how to solve the problems raised by teachers, how to deal with difficulties in the learning process and so on. If these items are not listed and told to students, they will not know where to start when evaluating.
(2) Give the evaluation criteria. After listing the items, each item should be divided into three grades: A, B and C, and three different reward signs are given, such as 3, 2 and 1 star. Record the evaluation results. At the end of the term, grade the students and make comments according to the number of stars.
(3) Teaching students the methods of evaluation. To make evaluation routine, students must master evaluation methods. Second, the teacher has given the evaluation items and standards, and then let the students conduct evaluation training against the standards. Teachers should regularly evaluate students and develop good evaluation habits. Have the habit of listening: listen to other people's speeches and lay the foundation for making comments; Listen to others' comments and accept others' feedback. The habit of saying evaluation: pay attention to speaking politely and tactfully, and learn the advantages of others with an open mind. The formation of these habits needs the long-term cultivation of teachers. At the same time, for the evaluation of evaluation, items and standards can also be given. Therefore, I will comprehensively list the above evaluation contents into a table and give the standards in detail.
(Attached Table) Primary School Students' English Classroom Learning Evaluation Form
A (three stars)
B (two stars)
C (a star)
listen to
Listen to the text
Understand everything and answer the given questions accurately.
Basic understanding, can give some key information about the problem.
I can only understand part of the text, but I can't answer questions.
pronounce
Be able to listen carefully to other people's speeches, including comments, get information and give timely feedback.
Many times, I can listen to other people's speeches and understand the information contained in them.
Listen occasionally, not very carefully.
say
speak English
Can skillfully use the knowledge learned to ask and answer questions with teachers and classmates, and pronounce clearly and correctly.
Be able to answer the teacher's questions in time and ask and answer questions with classmates about the sentence patterns you have learned.
Can imitate sentence patterns and make sentences
Say evaluation
Be able to speak out your comments on yourself and others with initiative and confidence, and the comments are pertinent and comprehensive, and pay attention to speaking politely.
Be able to speak more pertinently about yourself and others, and pay attention to your manners.
Be able to say something about yourself and others.
read
read aloud
Lang's pronunciation is accurate and clear, and his language is fluent.
Pronunciation is more accurate and language is more fluent.
Pronunciation is not accurate enough, reading is not fluent
write
The format is correct, the writing is smooth, and the page is neat.
The format is correct, the handwriting is neat, and the page is neat.
Correct format
At the end of the semester, I will reward students according to their stars. The reward method is: a moon with five constellations, a sun with five moons, and five suns in exchange for an encouraging book written by the teacher. In this way, students get different rewards according to their performance in class, which avoids the disadvantage that only students with excellent learning can win prizes, while students with poor learning can't get rewards, which is more conducive to mobilizing the enthusiasm of latecomers.
Second, fun rewards.
Pupils are interested in the activities of various parts of the body, like physical activities, exaggerated activities, and like freshness. How to make evaluation have a more lasting impact on students is to visualize the evaluation results. Simple "good" and "wonderful" evaluation methods in English teaching can no longer satisfy and attract students. English teaching has its own subject characteristics, and teaching activities can be evaluated in combination with teaching content. Group cooperative learning is a common teaching activity in English class, and evaluation can also be studied in the form of groups. For example, when learning animal topics, students' love for animals can be evaluated in combination with this topic. The winning team becomes the king of the forest and has the right to give animals identity and manage the animals in this forest. The team members collected the animal headgear of the whole class and gave the animal identity again. "You are a dog. This is for you. " "You are a monkey." ..... The classroom suddenly became a big forest of animals, and the king of the forest gave the order, "Kangaroo, please jump." "Ask all the bears to dance." ... the classroom is full of laughter. Being the king of the forest is every child's dream. What is more attractive than realizing your dreams? Which child doesn't want to have an English class? In this way, in addition to laughter, students can use the language freely in combination with what they have learned.
Another example is: "Where are you from?" And "I come from …" are the names of countries, including China, the United States, Canada and Australia. I carefully designed the teaching and made four national flags of China, the United States, Canada and Australia. And divide the class into four groups, each group chooses a flag. Any student who answers the question correctly can get a flag for the group and stick it on the blackboard. When teaching begins to practice the sentence "I come from ……", there will be a climax. A student said, "I'm from China." The teacher unexpectedly took out a small flag of China and gave it to the students. The child who got the teacher's gift was filled with joy and returned to his seat in the envious eyes of his classmates. At the same time, the classroom seemed to explode, and the students scrambled to raise their hands and ask to speak.
In addition, primary school students like intuitive and concrete things, and they will have a strong possessive desire for their favorite items, and the actions they take will be very direct and rapid, and the process of action will be very focused. An interesting certificate can attract students to devote themselves to teaching activities. The production of the certificate is also very simple and meets the requirements of environmental protection. In teaching, we often draw some pictures or collect patterns of related themes. After class, we often put the pictures aside or throw them away casually, which is a waste of resources. In fact, we can use these pictures to make a special award. For example, when studying the topic of food, students are encouraged to draw or collect some pictures of food before class. After the teaching activities, collect all the pictures in the class and give each group a prototype certificate. According to the performance of this lesson, select different numbers of animals in turn and paste them on the prototype certificate to form the final certificate. Of course, in the end, the teacher must not forget to formally sign and stamp to confirm the legitimacy of the medal. Teachers' earnest attitude will certainly infect students to cherish their own efforts and treat the real evaluation results in the awards correctly. Sticking the certificate on the wall will always spur and motivate students to make continuous progress and study hard.
Third, praise for effectiveness.
One of the important tasks of English curriculum reform in primary schools is to establish students' self-confidence in learning. Praise is an effective way to build self-confidence. Children need encouragement and praise just as seeds need water. German educator Dostoevsky said: "The art of teaching lies not in the ability to impart, but in inspiring, awakening and encouraging." How to make children experience success in English class and have a sense of self-confidence depends on how teachers effectively use the art of encouragement and praise in evaluation and praise.
For students with different knowledge levels, we should grasp different praise scales. Students in the same class have differences in knowledge level and personality characteristics. If the same evaluation criteria are used, for some students, praise is too frequent, which loses the incentive significance brought by praise, but for others, it will lose its promotion effect because the praise standard is too high, making praise useless and meaningless. Therefore, teachers praise students' rulers not for measuring the size of tasks, but for the efforts made to complete them. In one class, students with strong ability can recite dialogues, while students with poor ability can remember words. Because this seems to us to be a very small task, but it is the result of the efforts of some students. We can evaluate students' classroom performance from the perspective of language, and we use the diversity of language to reflect different evaluations of students' union. For example, for students who don't perform well enough, encourage them: "OK! You are a good attempt! (Yes, keep going! )"; For the average student, say to him, "OK! You are right! (good! You got it right! )"; For the students who perform better, praise him: "You are great! A: Good answer! )"; For excellent students, I said to him emotionally: "You are excellent! Great! What a good answer! ) "When a student gets a general evaluation, he will actively participate in classroom activities and strive for a better evaluation; Students are definitely sweeter than eating honey when they hear the best language evaluation. However, it is necessary to avoid using evaluation language too frequently, so that students are at a loss. The following attempts can also be made in daily teaching: in the form of group cooperation, in the study of a unit, different learning goals are set for different students in the group, and students will succeed as long as they achieve their own goals. Team members cooperate to complete the following tasks: a. Recite words and read the text dialogue (one person); Act out the text dialogue (two people); C impromptu dialogue performance (one person in a group, one person talking to other groups). The team assigns people according to the ability of each member. As long as you complete the task, you can accumulate points for this group. It is a challenging but achievable goal for every student to adopt this form and give students different evaluation standards. Only in this way can praise be effective and students continue to pursue progress.
Fourth, encourage sharing.
Sharing is actually a process of success before experiencing, experiencing, reviewing and reflecting on your own successes and shortcomings. When children succeed, they are very eager to share with others. They are eager to share, just as seeds are eager to nourish. Praise can bring students a sense of accomplishment and self-confidence in a short time, while sharing can extend students' sense of accomplishment and self-confidence beyond 40 minutes, even more firm and permanent. Sharing in English teaching in primary schools should focus on affirming students' success and establishing self-confidence in learning, which means encouraging sharing.
Psychologist william james has a famous saying: "The most profound principle of human nature is to want others to appreciate you." Therefore, when students succeed, they must not forget to share and affirm their success. For example, shaking hands, patting shoulders and touching the head can all bring pleasure to students' body and mind. When necessary, let his classmates and parents around him share his success, let him be in a recognized position and satisfy his sense of success as much as possible. In this way, students' inner learning motivation generated by their sense of success will last for a long time, and their determination and confidence to overcome difficulties will be enhanced. Especially the students who have been lagging behind in the class have a stronger desire to share their success with others. I often give students a trusting look and a kind smile in classroom teaching, because I believe that the teacher's bright smile is a flower that never fades in students' hearts. This requires teachers not to simply share, but to infiltrate positive encouragement, with their small success as the support point, to make him believe in his own success, to change people's long-term view of him, to make him full of hope for himself, and to completely change the backward situation from inside and outside, that is, to create a brand-new beginning by encouraging sharing.
In a word, the application of classroom learning evaluation can cultivate students' correct learning concept, establish self-confidence and promote students' development. When using evaluation, teachers should remember to use some simple, popular and colloquial classroom language as much as possible in order to improve the actual efficiency of classroom teaching.