I really don’t understand whether this slogan is encouraging or sarcastic.

1. What are teachers’ classroom evaluation terms

Classroom evaluation can be roughly divided into three forms: teacher-student evaluation, student-to-student evaluation, and student-teacher evaluation. Teacher classroom evaluation refers to the teacher’s evaluation of students. Teachers' classroom evaluation words are teachers' verbal evaluation words for students' learning activities in the classroom. It is an immediate, impromptu and instantaneous language. For example, we are familiar with: "You are right!", "This answer is incorrect!", "That's great!", "You are very focused today.", "You didn't listen well.", etc., these are all Teachers’ classroom evaluation terms. Different teachers will have different classroom evaluation terms. In teachers' oral classroom evaluations, teachers' value tendencies and evaluation concepts are often hidden behind their evaluation words.

2. How to treat teachers’ classroom evaluation terms

There are definitely two aspects to the evaluation of anything, positive and negative. It is human nature that each of us likes to receive positive comments, like to be praised, affirmed, and praised. This is especially true for children, and our mentally retarded students are no exception. In the process of their growth, they received far more rebuke and denial than praise and encouragement, which made most of them feel inferior, timid, afraid to try, and not good at performing. They were afraid or resisted what others gave them. Negative comments are most prominent among transfer students from general schools. Children's growth is actually spent in the process of trying and exploring, and other people's positive comments about them often encourage them to see, listen, think, learn, and do things faster and more boldly. power. For example, a child may be indifferent to being asked to sing a song for everyone at first, but if after he finishes singing, he hears something like, "You sang so poorly!" "Sing", will he still be willing to sing in public after the first or second time? If on the contrary she hears encouragement, affirmation, and praise, I believe that even if she does not have great talent, she will become more and more fond of singing and be willing to express herself. In children's original thinking, there is no awareness of "I did well" or "I did not do well". Their evaluation standards are mostly influenced by the evaluations given to them by adults.

Therefore, there is a more urgent need for appreciation education in our special education classrooms. We must not be stingy with our praise and praise for every small shining point of students, and give more positive comments to students with intellectual disabilities. In fact, with the continuous changes in teaching concepts, every one of our teachers has realized this, and it has been reflected in our classrooms. There are fewer cold faces, simple, rude, sarcastic, and even random abusive language. Even less, and encouraging words such as "You are so good!", "You are awesome!", "You are so good!", "You are so smart!" and so on "heat up quickly" and can even be said to be used with high frequency. use.

So when it comes to this, many teachers will say, are positive comments meant to praise students? Then don’t you point out the students’ shortcomings, mistakes, and deficiencies? This is my personal understanding. Positive reviews are not the same as praise. In addition to praise and affirmation, positive reviews often include further requirements and suggestions for improvement. In other words, it is to find the shining points of students, tap their potential, and enable them to develop their enthusiasm for active self-development. Let's go back to the example we just gave. If the child doesn't sing very well, can we make a positive evaluation like this: "You are very brave. If you can sing louder, it will definitely sound better. Try again, okay?" I think this kind of classroom evaluation language is definitely more effective than "singing too softly, please sing louder, sing again".

3. How to improve the effectiveness of teachers’ classroom evaluation terms

In fact, teachers’ classroom evaluation terms may seem like a simple and small issue, but in actual implementation there are many details that deserve our attention. . Next, I would like to explain one by one through some cases:

Case 1:

Who will read this word? "The teacher asked in class with a smile. "I'll read it, I'll do it!" "Many people raised their hands, and the teacher was very happy. "You read! "With the teacher's finger, a little boy started reading with a loud voice. Just after he finished reading, the teacher extended his thumb, "That's a great read, praise! ". "Read it again. "The teacher named another little girl. This girl's pronunciation was standard, and her tongue-waving pronunciation was perfect. After reading, the teacher also gave a thumbs up, "That's a great read! "Bah bang bang!" "There was another round of applause.

Then we started to read the text. There was a student who read every word correctly but had no sense of the language. The teacher said: "You are great!". There was another student whose voice was particularly loud and confident. The teacher said: "You read so well." !” Another student also read out his feelings, and the teacher was very satisfied: “That’s great, praise him!”

Do you think there is any problem with this teacher’s classroom evaluation language?

: His classroom evaluation terms are merely formal. Today's students are getting worse and worse in terms of mental retardation. Although the students who are praised are very happy, do other students or themselves, including themselves, really know why the teacher praises them and what they are worth learning from? Such classroom evaluation terms become mere formalities, lose their due value and meaning, and cannot have a positive guiding and enlightening effect on students. In our classrooms, many teachers simply say "good" or repeat the students' answers loudly after students answer questions; such evaluations are only simple affirmations and negatives, limited to right and wrong on the knowledge level. , without cultivating and developing students' learning methods, study habits, and thinking development. Through evaluation, other students can learn to appreciate others and get inspiration from them.

For example, when reading instructions. Teacher: Who will play the lion king and issue orders to the animals. A classmate stood up and read aloud: "From now on, you will take turns to be the "King of Beasts"... but he read it softly, without the momentum of a king. The teacher commented like this: "This lion king seems to be old. , no more strength. But the Lion King in the text disagreed. He said, "Although I am getting older, my majesty as a king has not diminished!" ’ Who will play the Lion King again? "When the students heard this, they all raised their hands and rushed to read it. Another student read it sonorously and powerfully, with great air. The teacher commented again: "What a majestic lion king! "The student was very happy. The students' enthusiasm for reading aloud was also mobilized, and they all imitated the second student to read.

Conclusion: Teachers' classroom evaluation terms should guide and inspire students. Function.

Case 2:

A teacher was in class and student A answered a question correctly. The teacher said: "Praise him! The whole class said to A: "Great, great, great, you are great!" "Student B answered a question correctly, and the teacher said, "Praise him!" The whole class said to B: "Great, great, great, you are great!" Student C also answered a question correctly, and the teacher said, "Praise him!" The whole class said to C again: "Great, great, great, you are great!" ”

Do you think there is any problem with this teacher’s classroom evaluation terms?

: Regardless of the object or level, the evaluation given is exactly the same. Such evaluation terms are excessive Abuse and frequent use in the classroom have lost the motivating effect on students. Students are accustomed to hearing the same high-level evaluations from teachers, and their strong psychological expectations are weakened. Such evaluation terms are like a trump card to let students know. Only when they perform particularly well will they receive such an evaluation, so that they can feel the joy of success when they get the highest honor through hard work. Otherwise, students lose motivation. On the other hand, students' learning time and evaluation are wasted. With the scientific development of the incentive function, students' development can enter a virtuous circle. On the basis of a strong awareness of evaluation and a clear purpose of evaluation, generally speaking, evaluation is mainly based on incentives. One is to praise outstanding students; the other is to affirm and motivate. The third is to be tolerant and encourage underachievers

In addition, teachers often use comments such as "too good", "excellent", "really smart", "emotional" and "well said". The comments on the lips have become the teacher's mantra, and they are blurted out subconsciously whenever they are inadvertent. Students are accustomed to such comments and often respond to them with a numb attitude. How to change this state will be injected into the teacher's evaluation. . Some studies have shown that the function of human facial expressions in transmitting information is far greater than that of words themselves. Therefore, when we implement evaluation, our teachers must pay attention to the cooperation of tone, expression and speech, so that students can feel the teacher's evaluation from their hearts through these details. It is sincere and not just a formality. Only in this way can students be encouraged through their own emotions, so that they can truly experience the joy of success from the depths of their souls.

Conclusion: Teachers' classroom evaluation terms should be diversified, multi-level, and vary from person to person. They should be used in a certain way and should not be abused.

Case 3:

Xiao Ming is a student who is very inattentive in class and likes to do small tricks.

He was very serious in class that day. After he answered the questions, the teacher commented: "Well, Xiao Ming's performance was really good today. He usually likes to do little tricks in class and doesn't listen carefully. Today He listened really carefully.”

Do you think there is anything wrong with this teacher’s classroom evaluation language?

: It is obvious that the teacher did not pay attention to the student's psychological experience at that time when making the evaluation. The teacher's original intention was to affirm the student's progress and highlight his good performance today through comparison before and after, but in fact, it formed a silent impact on the child. The incentives that hurt teachers have also lost their proper meaning. Why touch and hit again? The teacher's well-intentioned encouragement has become a silent harm in the students' hearts.

Conclusion: Teachers’ classroom teaching evaluation should take into account students’ emotional experience and protect students’ self-esteem and thirst for knowledge

Case 4:

In an art class At school, the teacher took out an apple and showed it to the students and asked them what it was? The child’s answer was apples. The teacher said that today we will draw apples, and then explained the method of drawing apples and asked the children to follow the drawings. By the time of the final review, all the other children drew round apples according to the teacher's pattern, except for one child who drew a square apple. If you were this art teacher, how would you evaluate it?

: The teacher did not comment immediately, but first asked the child "Why?" The answer was: Round apples will always roll away when placed on the table, but they will not fall off if the apples grow into square ones. Get out. The teacher commented like this: Maybe "square" apples will grow in the future. You are a child who is good at thinking and can find ways to solve problems. Let us applaud for the "square" apples that will grow in the future.

The teacher did not evaluate immediately, but had a very careful listening process. Only by listening carefully and communicating with students emotionally and ideologically in a timely manner can he make an initial more effective evaluation.

Conclusion: Teachers must be good at listening.

The guidance and evaluation full of love and wisdom are like the spring rain that "sneaks into the night with the wind, moistening things silently" and has a subtle impact on students. Appropriate praise, caring criticism, and hopeful encouragement can help students create a pleasant and relaxed learning atmosphere, create a space for students to understand themselves and build self-confidence, and create a harmonious place for our education and teaching. , a space where emotions are harmonious.