The use of classroom evaluation terms is just like the reform of classroom teaching. With the needs of society for people, with our attention to students, and with the needs of students' all-round development, they are being used, promoted, and Popularized. A large amount of evaluation language floods the classroom, bringing a glimmer of vitality to the originally serious and boring classroom teaching, making the original cat-and-mouse-like teacher-student relationship disappear without a trace. The new English curriculum standards propose "to establish an evaluation system that can stimulate students' interest in learning and the development of independent learning abilities. This evaluation system consists of formative evaluation and summative evaluation. English classroom learning evaluation is an important part of English teaching evaluation and is Formative evaluation. First, classroom learning evaluation is the basis for teachers to conduct summative evaluations of students. It records students’ learning effects, learning attitudes, and cooperation with others, providing first-hand information for teachers to conduct summative evaluations. Secondly, classroom learning evaluation is an important means of organizing and regulating teaching. The use of evaluation can stimulate students' interest in learning, activate classroom atmosphere, maintain classroom discipline, and promote smooth teaching in the following aspects. Implementation status:

1. Routine evaluation

The so-called routine refers to the rules that are often followed and implemented. Routineization of English classroom learning evaluation is to make English classroom learning evaluation. It becomes a rule and a system. If it is implemented persistently, the evaluation results will continue to accumulate and become the source and basis of summative evaluation.

To normalize the evaluation of English classroom learning, we need to do something. Multi-faceted work.

(1) Establish good evaluation items. In an English class, there are many items that need to be evaluated, including learning effects, such as listening, speaking, reading, and writing; Attitudes, such as enthusiasm for learning, participation in group cooperation, etc.; learning strategies, such as how to solve problems raised by the teacher, what to do if you encounter difficulties in the learning process, etc. If these items are not listed one by one. Listing tells students that they will not know which aspects to start from when evaluating.

(2) After listing the items, assign each item to A or B. , C, third, etc., give three different reward marks, such as 3, 2, and 1 stars respectively. Record the evaluation results, and grade and comment the students according to the number of stars at the end.

(3) Teach students evaluation methods. To make evaluation routine, students must master the evaluation methods. In the second point, the teacher has given the evaluation items and standards, and then asked students to compare them with the standards. Carry out evaluation training. Teachers should provide students with regular evaluation training and develop good evaluation habits. They should have the habit of listening: listening to what others say to lay the foundation for making evaluations; listening to the evaluations given by others and accepting feedback from others. Talk about the habit of evaluation: pay attention to speaking politely, speak tactfully, and learn from the strengths of others with an open mind. The development of these habits requires long-term training by teachers. At the same time, I can also give items and standards for evaluation. The evaluation content is comprehensively listed in a table, and the standards are given in detail

(Attachment) Primary School Students’ English Classroom Learning Evaluation Form

A (three stars)

B (two stars)

C (one star)

Listen

Listen to the text

Understand everything and be able to accurately Answer the questions given

Basically understand, and be able to give key information on part of the questions

Can only understand part of the text, but cannot answer questions

Speak pronunciation

Able to listen carefully to other people's speeches, including evaluation speeches, obtain information, and give timely feedback

Able to listen to other people's speeches most of the time and understand what they say Information

Listen occasionally, but not too carefully

Speak

Speak English

Be able to skillfully apply the knowledge you have learned to communicate with teachers and Students can answer questions and answers with clear and correct pronunciation

Be able to answer the questions raised by the teacher in a timely manner, and conduct Q&A with classmates on the sentence patterns they have learned

Be able to imitate sentence patterns and compose sentences

Speaking of evaluations

Be able to actively and confidently express evaluations of yourself and others, make evaluations that are pertinent and comprehensive, and pay attention to polite speech

Be able to express evaluations of yourself in a relatively pertinent manner and other people's evaluation, pay attention to speaking politely

Be able to express your evaluation of yourself and others

Read

Read aloud

Conversation and When writing, the pronunciation is accurate and clear, and the language is fluent

The pronunciation is relatively accurate and the language is relatively fluent

The pronunciation is not accurate enough and the reading is not fluent

Writing

The format is correct, the writing is smooth, and the page is neat

The format is correct, the writing is neat, and the page is neat

The format is correct

At the end of the semester, I based on the students’ stars Make rewards. The reward method is: five symbols can be exchanged for a moon, five moons can be exchanged for a sun, and five suns can be exchanged for a notebook with encouraging words written by the teacher. In this way, students receive different rewards based on their performance in class, which avoids the disadvantage that only students with excellent studies can win awards, while students who do not study well cannot get rewards, and it is more conducive to mobilizing the enthusiasm of those who are lagging behind in learning. .

2. Interesting rewards

Primary school students are interested in activities of various parts of the body. They like to move their bodies, have exaggerated movements, and like novelty. How to make evaluation have a more lasting impact on students is to visualize and visualize the evaluation results. The simple "Good" and "Wonderful" evaluation methods in English teaching can no longer satisfy and attract students. English teaching has its own subject characteristics. Taking advantage of this characteristic, teaching content and teaching activities can be evaluated in English teaching. Group cooperative learning is a common teaching activity in English classes, and evaluation can also be done in groups. For example, when learning the topic of animals, in view of students' love for animals, evaluation can be combined with this topic. The team that wins the competition becomes the king of the forest, with the power to grant status to animals and manage the animals in this forest. The team members collected the animal hoods from the whole class and gave the animals new identities: "You're a dog. This is for you." "You're a monkey."... The classroom suddenly turned into a forest full of animals. The king of the forest gave the order, "Kangaroos, please jump." "All the bears dance, please."... The class was full of laughter. Becoming the king of the forest is the dream in every child's heart. What is more important than realizing the dream? Attractive? What child doesn’t want to take English classes? In this way, in addition to laughter, students can also combine the knowledge they have learned and use the language freely.

Another example: The first unit English class of Sanxia studied the two sentence patterns "Where are you from?" and "I'm from...". The new words involved are national The name consists of four words: China, America, Canada, and Australia. I carefully designed the teaching and made four kinds of flags: China, America, Canada, and Australia. And divide the whole class into four groups, and each group chooses a kind of picture flag. Students who answer the questions correctly can get a picture flag for their group and put it on the blackboard. When the teaching reaches the point of practicing the "I from..." sentence pattern, there is a climax. One student said "I from China." The teacher unexpectedly took out a small Chinese flag and gave it to the student. The child who received the teacher's gift returned to his seat with his face filled with joy and the envious eyes of his classmates. At the same time, the classroom exploded, and students rushed to raise their hands and ask to speak.

In addition, primary school students like intuitive and concrete things, and will have a strong possessive desire for their favorite items. They will take very direct and rapid actions, and the process of action will be very focused. An interesting certificate can attract students to devote themselves wholeheartedly to teaching activities. The production of certificates is also very simple and meets environmental requirements. When we teach, we often draw some pictures or collect patterns on related topics. After class, we often just pile the pictures aside or throw them away casually. This is a waste of resources. In fact, we can use these images to create a special certificate. For example, when studying the topic of food, encourage students to draw or collect some pictures of food before class. After the teaching activity, collect all the pictures in the class and give each group a prototype certificate. According to the performance of this class Select different numbers of animals in turn and stick them on the prototype certificates to form the final certificate. Of course, at the end, the teacher must not forget to formally sign and seal to confirm the legitimacy of the medal. The teacher's serious attitude will definitely infect the students to cherish the results of their efforts and correctly treat the real evaluation results in the certificate. Placing certificates on the wall will always spur and encourage students to make progress and study hard.

3. Praise for effectiveness

One of the important tasks in primary school English curriculum reform is to build students' self-confidence in learning. Praise is an effective way to build self-confidence. A child needs encouragement and praise just like a seed needs water. German educator Di Stowei said: "The art of teaching does not lie in the ability to teach, but in motivating, awakening, and encouraging." How to let children experience success and have confidence in the English class, a big factor lies in the teacher How to use the art of encouragement and praise in evaluation to give effective praise.

We should grasp different praise scales for students with different knowledge levels. Students in the same class have differences in both knowledge level and personality characteristics. If the same evaluation criteria are used, for some students, praise will be too frequent and the motivational meaning brought by praise will be lost. However, for other students, The promotion effect will be lost because the standard of praise is too high to be achieved, both of which will make the praise ineffective and meaningless. Therefore, the ruler used by teachers to praise students is not the size of the task, but the amount of effort put in to complete the task. A more capable student should be commended for reciting dialogue within a class, and a less capable student should be commended for being able to memorize words. Because this seems to us to be a small task, but it is the result of the efforts of some students. We can evaluate students' classroom performance in terms of language, and we use the diversity of languages ??to reflect the differences in student evaluations.

For example, for a student whose performance is not good enough, encourage him: "OK! You are good try! (Good, keep up the good work!)"; for a student whose performance is average, say to him: "Good! You are right! (Good! You got the answer right!)"; to the student who performed better, praise him: "You are very good! (The answer is great!)"; to the student who performed well, say to him emotionally: "You are excellent! Awesome, that’s a great answer!)” When a student gets an average evaluation, he will participate more actively in class activities and strive to get a better evaluation; when a student hears the best language evaluation, his heart will definitely feel better. Honey is sweet. However, we should avoid using evaluation language too frequently and overwhelming students. We can also make the following attempts in daily teaching: in the form of group cooperation, in a unit of study, set different learning goals for different students in the group. As long as students achieve their own goals, they will be successful. Group members must cooperate to complete the following tasks: A. recite words and read text dialogues (one person); B. perform text dialogues (two people); C. improvise dialogue performances (one person, dialogue with one person from other groups). The team is assigned personnel based on the abilities of each member. As long as you complete the task, you can accumulate points for this group. In this form, students are given different evaluation criteria. Students complete tasks of different difficulty according to their ability. For each student, it is a challenging but achievable goal. Only in this way can praise be effective and students will Continuously pursue progress.

4. Inspiring sharing

Sharing is actually the process of experiencing previous successes, 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 like seeds long for nutrients. Praise can bring a short-term sense of accomplishment and self-confidence to students, but sharing can bring a sense of accomplishment and self-confidence to the students. It extends beyond forty minutes and is even stronger and more durable. Sharing in primary school English teaching should focus on affirming students' success and building self-confidence in learning, that is, motivating sharing.

Psychologist William James has a famous saying: "The most profound principle of human nature is to hope that others will appreciate you." Therefore, when students succeed, we must not forget to share it with them and affirm their success. For example, affectionate and warm actions such as shaking hands, patting shoulders, and touching heads can bring joy to students' body and mind; when necessary, let students and parents around them share their successes, so that they can be recognized by everyone. In this way, students' inner learning motivation generated by the sense of success will be lasting, and their determination and confidence in overcoming difficulties will be enhanced. Especially 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 during classroom teaching, because I believe that the teacher’s brilliant smile will always remain in the students’ hearts. Flowers that never wither. This requires the teacher not to simply share, but to infiltrate positive encouragement and use his little success as a support to make him believe in his success, change everyone's long-term view of him, and make him full of hope for himself. Full of hope for him to completely change the backward situation from the inside and outside, that is, through encouraging sharing, create a new beginning.

In short, the use of classroom learning evaluation can cultivate students' correct outlook on learning, build self-confidence, and promote student development. When teachers use evaluation, teachers should remember to use some simple, popular, and colloquial classroom terms as much as possible in class, so as to improve the actual efficiency of classroom teaching.