How to integrate Chinese language and quality education in primary schools

Everyone longs for recognition from others deep in their hearts, and an ordinary cheer from others will also inject beauty into our lives, and sometimes even affect the development of a person's life. .

——Inscription

The main channel for promoting quality education is in the classroom. The primary school Chinese classroom evaluation mentioned here refers to the appropriate evaluation of students’ participation in learning activities in primary school Chinese classes. The purpose of this evaluation is to strengthen students’ enthusiasm for actively participating in learning activities and awaken and stimulate their desire for innovation. . In the classroom, teachers use evaluation to allow students to taste the joy of success, enhance learning confidence, discover their own shortcomings, clarify the direction of efforts, and promote the development of their potential, personality, and creativity, so that each student has self-confidence and the ability to continue to develop. . The new curriculum reform requires moving from "knowledge classroom" to "life classroom". Classroom is the composition of life activities of teachers and students, and the teaching process should be full of vitality. As an evaluation that permeates every aspect of the teaching process, it should also be full of vitality. Chinese class evaluation should be rich and vivid, impress students with truth, move students with true feelings, and guide students with sincerity, so that Chinese class evaluation can be truly exciting and become "an unforgettable experience" and "an eternal moment" in students' lives. To achieve this goal, I think our teachers’ evaluation should have the following characteristics:

1. Evaluation should return to reality

The famous education evaluation expert Staformom emphasized: Evaluation “ It’s not about proving, it’s about improving”. In every aspect of teaching, we should give full play to the charm of teacher evaluation, appreciate the wonderful self-evaluation and peer evaluation of students, and infiltrate teachers' care and encouragement. This will inject fresh blood into our primary school Chinese classroom and make the classroom a A hall where students linger and gain greater value in life transcendence and personality development.

The praise or criticism of a certain behavior reflected by the teacher in the evaluation terms will have a profound impact on the students' future behavior. Therefore, teachers should make full use of this favorable factor in classroom evaluation, promptly analyze the success or failure of students' behavior, and provide experience or lessons for more students to practice again. Our reviews should be filled with real substance.

We should affirm and encourage students’ correct words and deeds in our evaluations. For example, the word "thorough" is used very accurately. For example, one day in class, when we were sharing our thoughts on the last sentence of "Grandpa's Felt Boots": "When all things in the world come to an end, everything will perish, but Grandpa's felt boots will last forever." Classmate He Jiaheng had a long speech. : What lasts forever is not just grandpa’s felt boots, but also the cherishment of all things in the world, such as the love for life, the cherishment of family ties, the cherishment of resources, etc. I immediately gave him a smile and motioned for him to sit down.

For students’ wrong and inappropriate words and deeds, our evaluation should include criticism, guidance, and guidance. A look can serve as a reminder, a pat on the shoulder can also serve as a reminder, and a support with both hands can serve as a guide. For example, when the students said that the protagonist was very organized, teacher Wu Jiafeng guided him and said that it would be better if he changed it to "planned and arranged." After listening to a student's speech, she told all the students that the learning effect would be better if everyone grasped the key words in the article and thought deeply about it like she did.

Let’s take a look at the following two comments:

1. “You read so well, please encourage me!”

2. “Look, his Reading aloud is not only emotional, but also expressive!"

It is also a compliment when instructing students to read aloud. The former only affirms the students' reading aloud and has nothing to do with what is outstanding. After hearing such comments, students who read know that they read well, but they don't know what is good about them. The students who listened only knew that others read well, but they still didn’t know how to read and what they should pay attention to when they read. The latter not only affirmed the students, but also pointed out the success of the students' reading, which was conducive to the improvement of all students' learning in reading again.

I remember hearing such a first-grade Chinese class. I wasn’t impressed by the specific content, but the teacher’s evaluation of the students’ speeches in class impressed me deeply. A male classmate got up to read a text. He read it very poorly, missing words and adding words that were not smooth. So, the teacher said: "You are very courageous. I am glad to hear you read aloud, but there are a few places that I would like to pay more attention to. (The teacher pointed out the mistakes) Are you willing to read one side again?" The student read it again, and there were typos. , the situation of missing words is much better.

"You have made progress in reading. It would be better if the voice is louder so that everyone can hear it." The child read it again happily. "Read well, loudly and fluently. It would be even better if you slow down a little, pay attention to pauses and master the tone." The child read it again very well, and it was very good. "You read so well, I give you a round of applause!" The teacher took the lead in applauding, and the child smiled happily. ... This is a real and effective classroom evaluation full of artistic appeal and motivation.

Of course, in order to evaluate students' behavior in a timely, correct and in-depth manner, teachers must have flexible classroom adaptability, rich knowledge, keen insight, and quick language skills. Organizational skills. These require teachers to pay attention to tempering in daily teaching practice.

2. The evaluation must be full of true feelings

To reflect the authenticity of the evaluation, we must always pay attention to every move and every smile of the students in the classroom. I still remember what Teacher Mou Li said when discussing the teaching design of the class "I Like" with me: A Chinese class must be able to gently and naturally touch the love string deep in the students' hearts. That is Really good class. It was so impressive that it still remains fresh in my memory. As teachers, we should bring our true feelings to arouse the true feelings of students.

Special teacher Jia Zhimin commented like this when facing a student with a soft reading voice: "You read so beautifully! The teacher wants to thank your parents for giving you a good voice. However, if you It would be even better if you add an expression. If you don’t believe it, try it!” The words of encouragement flow into the child’s heart like nectar and become a positive motivation for the child. Savoring it carefully, it is not difficult to appreciate the broad mind of the famous teacher and his love for children. "You read so beautifully!" All of a sudden, the students tasted the joy of success and experienced the joy of being recognized, and at the same time aroused their positive aspirations. "It would be better if you add expressions." It cleverly adds "sugar-coating" on the surface of the shortcomings, so as not to hurt the students' self-esteem, but also makes them listen to and easy to love. "If you don't believe it, give it a try" inspires students' confidence to challenge themselves. The master's art of teaching evaluation can be seen from this.

The third evaluation should be full of wisdom

Please look at this teaching clip:

Student: "Morning...a colorful rainbow."

Teacher: After listening to him read this paragraph, do you feel like you have walked into the snowy wilderness? (Students have different reactions)

Teacher: Just walked to the edge of the snowy wilderness, right? (Laughter )Ah, I didn’t go in. Who can lead everyone in?

(I read the text again in my life, but I didn’t read it well)

Teacher: Have you gone in?

Sheng: (all laughing) No.

Teacher: No. Maybe the classmate just now led us to the edge of Xueye, and this classmate led us out again. (The student laughs)

Teacher: Let’s see if I can get everyone in. (Normal College Reading, Lead Reading) Are you taking a few steps forward?

Student: Let’s go.

Teacher: Who will lead everyone forward?

This is the "classic" evaluation guidance given by special teacher Zhi Yuheng when teaching "The First Snow". Teacher Zhi used humorous language to suggest to students how to pronounce the "bigness" of snow through audio language. This kind of interesting evaluation can deeply interpret the text, understand the spirit of the text, put yourself in various situations of the text, actively seek the integration of evaluation content and knowledge points, and organically penetrate and attach the evaluation to the learning content to make them integrated. , erasing the traces of deliberate evaluation, making it less rational and mechanical, more emotional and agile, less procedural, and more imaginative and artistic.

Look at another case:

A student is reading the last paragraph of "Guilin Landscape" describing the beauty of the combination of Guilin's landscape. It was a heartfelt and emotional read. Unexpectedly, a swallow suddenly flew into the classroom. The students were in commotion.

Teacher (had an idea): You read all the words in "Landscapes of Guilin" alive. You read them so beautifully. You see, all the little swallows are attracted to the scenery you described. (Students laugh)

Teacher: Whose reading aloud not only intoxicates us, but also intoxicates the swallows outside the classroom?

The whole class is immersed in it, and another life is filled with emotion again Read it aloud.

Because the teacher used the wisdom of "Big Chinese" to skillfully develop generative resources, the unexpected "branches" that happened in the class were skillfully grafted onto the students through poetic comments. The "backbone" of learning is up to protect a lively and orderly classroom. This kind of classroom evaluation full of personal charm and adaptability creates a harmonious and harmonious space of true love, and activates students' unlimited innovative thinking. This kind of impromptu evaluation is rooted in scientific educational concepts, profound cultural heritage and solid daily teaching skills.

A teacher teaches "Young Runtu" and there is this link:

Teacher: Ask this group to talk about how you studied the matter of "picking up shells". (Student Report)

Teacher: Do students from other groups have anything to add?

Student: Teacher, I have a lot of shells. Can you bring them up for everyone to see?

Teacher: Yes, please bring it up.

(Students brought up a lot of shells and showed them to everyone through physical projection.)

Teacher: Can you name these shells?

Sheng: No. (He lowered his head involuntarily)

Teacher: Since you can’t name these shells, please take them all down!

Student: (holding a shell in hand, hanging his head, and returned to his seat without saying a word)

Soviet educator Suhomlinsky believed: Deep in the human heart We all have a deep-seated need to be appreciated. This need is even stronger for children. In this case, the child who displayed the shell had every reason to be appreciated. 1. It was not easy to collect a large number of shells before class, but he did it, which shows that he has a sense of responsibility and perseverance. 2. He completed the tasks assigned by the teacher best, which shows that he is motivated and loves learning. 3. Dare to show his learning results in class, which shows that he is positive, optimistic and has a flamboyant personality. 4. His behavior is a role model for other students, and his behavior can have the effect of "moistening things silently" subconsciously. However, the teacher in the case let the students leave disappointed because they could not name so many shells! You can imagine the impact such comments have on students! Perhaps, just such a casual evaluation by the teacher ruined the bright future of this student with many excellent qualities; perhaps, China also lost a great scholar, archaeologist, and scientist because of this... How terrible this is fact.

4. Evaluation should pay attention to strategies

Last year, teacher Yao Chuanying and I went to Chengdu to observe classroom teaching activities in four cities across the country. I still remember that slogan: The art of teaching is endless. It is about imparting knowledge, but also about motivating, awakening and inspiring. I think evaluation should be one of the teaching arts, or a specific manifestation of the teaching art.

1. Implement student self-evaluation

The traditional evaluation concept believes that only teachers, elders, and sages are qualified to evaluate others, and they are the subjects of evaluation; students, however, only Can be used as an object of evaluation and accept the "careful guidance" of teachers. Now it seems that this view is obviously out of date. In the learning process, children receive evaluation from many aspects, because they complete their own learning through communication and cooperation, and receive a lot of attention throughout the learning process (including themselves, of course). Therefore, evaluation cannot be allowed. The subject walks into a narrow alley, and the denotation and connotation of the evaluation subject should be examined accordingly. Students, parents, teachers, and learning partners should all be part of the evaluation subject. Student self-evaluation, student-student peer evaluation, teacher evaluation, and the concerns of others are all integral parts of the evaluation process. Self-evaluation is an integral part of self-awareness and a very important ability in the personal ability structure. Self-evaluation can eliminate the oppositional emotions and doubts of those being evaluated and mobilize their enthusiasm for participating in evaluation. Self-evaluation should be an internalized educational process.

For example, after a student finished reading an excerpt from "Go By Yourself", I guided him and said, "How do you think the reading was?" He smiled shyly and said, "The reading is relatively good. "It's fluent, but the voice is smaller." "Can you try it again?" Can I try again?" This time, he read with great emotion, and there was warm applause in the classroom. Learning to self-evaluate helps students form a correct understanding of themselves, which is also the most difficult ability to cultivate.

But we have to make great efforts to cultivate this ability in students, because this ability will accompany the children throughout their lives. This also reflects our ultimate care for students.

In the Chinese classroom teaching competition last semester, Teacher Yin Bin’s class ended with a link like this: Children are here in this class. Those who think they have learned the best please stand up. A group of People stood up triumphantly; those who thought they had learned better please stand up, and another group of people stood up with a smile; students who were dissatisfied with their studies please stand up. Several children stood up confidently. At this time, all the children in the class stood up. At this time, the teacher lost no time and said affectionately: Children, at the end of each class, you can think about how you have learned, then you can continue to improve, and you will be an excellent child. This link makes full use of students' self-evaluation and brings out the motivating effect of this evaluation. Of course, it also implements students' self-evaluation.

I took over the Chinese class of this grade in the fourth grade. Although the Beijing Normal University textbook we are using now will soon disappear from our classroom, I still think it is a very good textbook. Textbook, I am very reluctant to give up on this. The most lovely thing about it is that there is a content at the end of each unit, which is self-evaluation and other people's evaluation. It uses the content of the textbook to require students to conduct self-evaluation of their own learning in each unit combined with other people's evaluation. And gradually develop a habit. We know that these requirements are effective and useful only when the requirements of teachers, parents, and other aspects are internalized into students' own internal requirements. Otherwise, external force will always be just external force, always floating in the air.

2.

Respect the individual differences of students

The new classroom should be a classroom full of humanistic care, so humanistic care cannot be lacking during evaluation. A humanistic classroom is a democratic classroom. In a democratic classroom, teachers and students have a mutually respectful relationship. "Squatting down to communicate with students" is not a form of squatting down, but the essence of teachers respecting students. Teachers should respect students' personality and opinions. They should also truly respect students' differences. They should be able to appreciate differences, encourage differences, teach students in accordance with their aptitude, treat students differently, and develop individuality. In the classroom, teachers should enthusiastically care about every student, guide every student patiently, carefully discover the potential of every student, praise every student's shining points with kindness, and create a school full of humanities. Caring classroom assessment. Especially for students with learning difficulties, we should encourage them enthusiastically. We can set steps for them to fail, but "picking eggs from their bones" can also "turn decay into magic.

New Curriculum The reform “pays more attention to students’ development, focusing on the evaluation of factors closely related to students’ physical and mental development and lifelong development, such as whether they love learning, whether they actively participate, and whether they can cooperate with peers. The "new curriculum reform" pays great attention to the individual differences of students, paying attention to both students' strengths and areas of difficulty. It advocates adopting different evaluation methods that are oriented to all students and promote students' all-round development. This requires us to focus on students' development. In the process of growth and development, students' mistakes and shortcomings should be viewed correctly. Even if there are mistakes, they are understandable mistakes. They should not get angry, but should guide students to learn from their mistakes, learn not to make mistakes from their mistakes, and grow up from their mistakes. , will truly promote the comprehensive and healthy development of students.

The evaluation perspective should be diverse. The evaluation should focus on the construction of students' three-dimensional goals, and should pay attention to their knowledge, abilities, process methods, emotions, attitudes, values, etc. Only through diversified evaluation can it be possible to discover the strengths of each student and develop their potential. Do not look at students in a fixed way. Some students may not have good test scores, but they may perform well in a class. . Maybe his performance is not good at ordinary times, but there are moments when his wisdom shines. There is a classmate named Li Xiangting who often fails to complete his homework on time, which is a headache for his parents when he comes to pick him up every week. It also made the teacher uncomfortable. But one time when my class was choosing a candidate to host the flag-raising ceremony, his performance stunned me. His standard movements and clean and powerful language made me and the classmates in the class look at each other with admiration. He was often asked to answer questions in class, read the text emotionally, and often praised him every time. Gradually, he began to change, and the teacher would blush when he made a mistake. On the day of the "March 8th" Festival event, the children were asked to tell about their mother's mistakes. Our classmate broke down in tears while talking about the few examples of her care for herself when she was growing up, and to express her gratitude to her mother.

But the transformation of a child is not a simple matter. Just after this activity, his mother came to pick him up. Unfortunately, he had another unfinished homework, and only a little. He felt aggrieved because he had indeed forgotten and his mother beat him angrily. It sounds really strange. In the past, his parents had never been so angry when he had to make up homework every week. This time they beat him just because they forgot and they were in the classroom. I immediately tried my best to persuade the mother and son to leave, and faced them with a serious evaluation of the child's recent performance, and told the mother what the child said during the activity. The mother and son hugged each other and cried, which moved many people present. To be honest, this child has not been left to make up any homework in the past few weeks. Sometimes teachers are like this. Outsiders think there is nothing worth being happy about, but they will be happy alone for a long time.

Students who study poorly are like pearls scattered in the grass. Once the teacher discovers him and brushes off the dust on his body, you will find that every "pearl" is so dazzling.

Chinese subjects encourage students to have different perceptions and understandings, that is, personalized understanding. A thousand readers have a thousand Hamlets. Our classroom evaluation should respect students' different experiences. Special teacher Sun Jianfeng teaches "The Biggest Ear of Wheat". A male student is seriously reading a passage from Socrates in the sixth natural paragraph. He reads it sonorously, powerfully and resoundingly. After the reading, Teacher Sun commented: "If I were one of your students and heard your serious and philosophical words, I would definitely realize that you are a severe Socrates." , Teacher Sun asked a female classmate to read Socrates' words. After reading, Teacher Sun commented: "Sneaking into the night with the wind, moistening things silently. Your words that nourish people's hearts like spring rain penetrate into my heart. You are "A Moderate Socrates." In the same reading of the sixth natural paragraph, Teacher Sun made different evaluations due to the different personalities and perceptions of the two students, demonstrating Teacher Sun's ingenious art of flexibly grasping the evaluation scale. , fully reflects the respect for the individual development of students.

There is another case: the teacher asked students to read the text aloud. A boy with average grades and few words raised his hand, and the teacher named him and asked him to read it again. Originally, this student could read fluently and emotionally under the guidance of his parents before class, but due to nervousness, he missed one sentence. "Le" is a word, but he has made progress compared to before. The teacher also asks everyone to comment. Some said: He even read the sentence wrong, one word was missing. Some said: His voice is too soft. Some people say: He reads without emotion. The student was judged to be worthless. The teacher then said: "Who can read better than him." So the student sat down with his head lowered and never took the initiative to speak again.

In this case, faced with the student’s negative evaluation of the student, can the teacher take into account the psychological feelings of the person being evaluated and guide from another angle: “But he made one less mistake than last time. Words! This shows that he is making progress. "Who can read better than him" can be replaced by "We will listen patiently again, I believe you will find that he has made progress." What will the effect be? Just imagine, this student will definitely. Under the teacher's trusting eyes and everyone's expectations, I worked hard to read well. Under the guidance of the teacher's generous evaluation, other students will no longer just focus on his shortcomings such as mediocre grades and reticence, but will shift their attention to discovering his progress and use the student's original experience and original skills to improve his performance. The level is used as a reference, affirming his progress today, and believing that his progress will be greater every time. Change "error correction" to "finding excellence" to encourage and help students gain successful experience. This kind of mutual evaluation is a kind of Chinese education that uses Chinese language time and space to give love to the evaluator. It is a silent nourishment of love in the Chinese classroom to the person being evaluated. It cares for every evaluation subject and every learning subject. Let all students' Chinese literacy be well developed on the original basis.

3. Appropriately grasp the timing of evaluation

Last semester, when teacher Yin Bin was teaching the class "What I want is a gourd", he asked the students shortly after the class started, "From the picture on the right, What did you see?" Zeng Xiangyong's well-behaved daughter was quickly asked to answer, "The leaves are yellow, and the gourds are falling one by one." At this time, the teacher immediately said kindly: You observed carefully and answered well. It's also very clear. Everyone should learn from her. The child sat down with a proud and confident smile, and the children all nodded firmly, very seriously.

I think this teacher organically combines Chinese classroom evaluation with organizational teaching, which not only truly affirms the students' learning results, but also encourages the students and points out the direction for the children's learning. It can be said that it kills several birds with one stone. Soon, she asked another question: "In what aspects does the text describe the cuteness of small gourds?" Based on the students' answers, she wrote "leaves, vines, flowers, small gourds" on the blackboard, and then asked "What did the author write first, and then what did the author write?" What? What did you find?" One child replied, "It is written from the beginning to the end." The teacher in the class laughed, but the teacher in the class did not laugh it off, but gave timely instructions: "This is called the growth of plants. order, you can also write in this order when writing about plants in the future, so that the composition will be clear and organized. This is the order of the composition. "A few clever sentences not only evaluate the students' speeches, but also affect all students. I have provided guidance on speaking and writing, so I can accurately grasp the timing of evaluation and provide timely guidance, which is really ingenious.

Under normal circumstances, due to the influence of fixed thinking, novel, unique and creative insights often appear in the second half of the thinking process, which is what we often call "enlightenment" and "insight" inspiration". If a final evaluation is given prematurely to a question that may have multiple answers, it will inevitably stifle the spark of students' innovation and divergent thinking. This requires the use of delayed evaluation, which allows more students to have a broader thinking space, gallop their imagination in a harmonious atmosphere, speak freely, inspire each other, and brainstorm, so as to obtain more and better innovation inspiration, and also So that individual thinking can be fully developed.

When Teacher Wu Jiafeng was teaching "Uta", he started the class to check the students' self-study. The teacher wrote many words in the book on the blackboard, and the students easily read them correctly and understood the meanings of the words. But I have difficulty understanding the word "logic". At this time, Teacher Wu said, the teacher won’t talk about this word now. Let’s connect it with the text to understand it later, okay? It's a good way to ask students to read with questions. Able to effectively maintain students' interest in learning. It was also in this class, when the teaching went to the next stage, Teacher Wu asked the question "Is it good for Uta to travel alone in Ouzhou?" Most of the children said yes, Teacher Wu said, they all said yes, that is not necessarily true, we will stay for a while Please read the text carefully before discussing. Later, after careful study and heated discussions among students, the students' views did change. This kind of grasp of the timing of evaluation should be a sign of the teacher's ability to control the classroom with ease.

4. Effective use of evaluation resources

When teacher Zeng Shan asked "What are the changes in water" during the lesson "What am I", a child said a lot of relevant knowledge. The teacher immediately praised him for learning a lot of knowledge in extracurricular reading. Immediately, one child said, "I also want to read more extracurricular books." Another child said, "I also learned a lot of knowledge." The teacher's comment quickly inspired the children. Interest in learning can allow many students to enjoy the joy of success and generate a sense of pride and motivation to continue learning.

Last year’s teaching and research activities in the area, our school’s teacher Lu Yang gave a charming lesson on "Wuhua Mountain". The teacher was fully prepared for this lesson and the whole class was exciting. The beautiful teacher, lovely students, and clever responses made us listeners fully feel the charm of the primary school Chinese class. What is even more commendable is that the teachers inspired the sparks of wisdom in the children, and the children's speeches were very exciting. One child even spoke of the figure of speech as metaphor and personification. After all, our teachers are young and busy completing the links in the lesson plans, but these sparks among students are fleeting. Later, when we reviewed the class, we mentioned that if we use it wisely, we will get twice the result with half the effort. And it will definitely make our class even better.

5. Use body language skillfully

Teachers often use language to evaluate students’ speeches and students’ classroom learning. In fact, teachers can also have many evaluation methods. A caressing touch on the head, a cordial handshake, an affectionate hug, a heartfelt applause, a strong thumb, and a sincere compliment, all of which can spread an emotion and a feeling. After every student answers a question or asks a question, he always hopes to get praise and affirmation from the teacher. Therefore, teachers should use as many words of appreciation and encouragement as possible when evaluating students, so that students can have a sense of satisfaction and achievement in being recognized. Special teachers Yu Yongzheng, Jia Zhimin and other teachers are good at this. Special-grade teacher Yu Yongzheng inadvertently asked a male classmate to read the text in an open class. The classmate read the text accurately, fluently and with emotion.

After listening to his reading, Teacher Yu took the initiative to step forward, smiled and shook hands with the boy, and said sincerely: "You read so well, and the announcer is no more than that. I am not as good as you in reading this text." "My classmates and I want to hear you read it again." Before he finished speaking, the teachers and classmates who listened to the class gave warm applause. This applause was given to the students who performed wonderfully, and especially to Teacher Yu who made sincere evaluations of the students. . Emotions are people's psychological and attitudinal responses to objective things. Positive emotions can make the classroom full of humanistic charm. The world of childhood is an emotional world, and external stimulation directly affects children's emotions. A good teacher should grasp students' joy and generate positive emotional experiences, so as to maximize students' enthusiasm and initiative. Under the teacher's timely evaluation language, students can realize that we are paying attention to their subtle progress, and share the happiness brought by this progress with them, and strive for greater progress for students.

When Teacher Lu Yang was guiding students to reflect the changes in Yingzi through reading aloud, he asked a boy to evaluate himself. The boy quickly realized his shortcomings in reading aloud and was willing to try again. He was obviously better than before. Much better, the teacher smiled approvingly, and then the child sat down happily and successfully entered the next teaching session.

When Teacher Zhang Jie taught "The Green Ivy", she guided the students to understand the word "approachable". This is what she did. First let the children imagine what Mr. Ye would say kindly to Xiao Fuxing? The students were asked to adjust their emotions first and said kindly with a smile like the teacher. The children quickly followed the instructions and their imagination was in place. "You will definitely become a great writer like me if you work hard?" Teacher He nodded with a smile and motioned for him to sit down. In this process, the teacher's guidance was successful in the form of evaluation, and an approachable Mr. Ye was vividly displayed in front of the listeners.

If a successful class is a moving symphony, then the classroom evaluation is undoubtedly the soul-shaking notes in this music. In a harmonious classroom, the most striking thing is the teacher's classroom evaluation.

In short, teachers should pay attention to the development trend of each student in the classroom, use scientific evaluation to guide students' healthy development, use intelligent evaluation to awaken students' dormant potential, and use artistic evaluation to stimulate students' creative creativity. enthusiasm. I think that with the support of love and the nourishment of wisdom, evaluation will definitely become a more gorgeous flower in the art of education.