How to stimulate childlike innocence with appropriate evaluation

In reading children's thinking: the role of children's learning and early childhood education, there is a basic idea: learner-centered and people-oriented courses must give children's thinking due respect, and such courses will make the most effective preparation for children to cope with the inevitable challenges of future learning evaluation. Then, Chapter 9: Learning Evaluation. This chapter well embodies the concept of learner-centered and people-oriented, and I am very touched after reading it. In our daily teaching, children are not given different evaluations, so how to stimulate childlike innocence with appropriate evaluations is very important. Let me talk about some of my thoughts on the evaluation of works of art. Evaluation is an important part of painting activities. The purpose of evaluation is to inspire children, make them have a strong interest in painting activities, and improve their sensitivity and expressiveness to beauty. Traditional evaluation is often placed in the last link of activities, with teachers as the main part and children as the supplement. This evaluation method often contains many teachers' subjective elements, so the evaluation of the same painting in the eyes of different teachers is very different. In order to evaluate children's paintings well, teachers must change their educational concepts and evaluate children's paintings objectively, reasonably and appropriately. First, read children's works carefully. Traditional evaluation is mainly guided by teachers, supplemented by children's participation. Teachers often decide the quality of a painting by their own subjective will, and rarely give children the opportunity to explain, which stifles many children's imagination and creativity in the bud. Therefore, when evaluating, we should respect the children, don't rush to make a good or bad evaluation of their works, but let the children talk about their own paintings first. On the one hand, it is to improve the level of teachers' interpretation of works and carefully interpret each work with children. On the other hand, attaching importance to children's works fully embodies children's subjectivity. Second, the use of the evaluation method of works without inferiority should first pay attention to the evaluation of children's works. Evaluation is a reasonable and appropriate evaluation of children's works. At the end of each activity, I always choose some works with reasonable layout, bright colors and creativity to comment, and take the way of teachers and students' * * comments, so that children can introduce their own works first, then their peers can comment, and then teachers can comment, and then show each child's works so that children can appreciate each other. It turns out that we adopted a grading method for children's works, and as a result, we unintentionally hurt children's self-esteem. A child once asked me, teacher, why don't you give me a five-pointed star? My painting is good, too! This sentence touched me a lot. In order to respect children's self-esteem, we have changed the original grading method, implemented the method of non-inferior evaluation, improved children's evaluation ability of works, tapped the success of children's works and affirmed them in time. Children really want to get even a little praise from teachers, which will double their confidence and thus better promote the development of children's art activity ability. Third, seize the opportunity of appropriate evaluation. The traditional work evaluation is always placed at the last part of the activity, which seems to have become a customary habit. I think there are many time periods for evaluating works. In addition to the evaluation at the end of the activity, we can also evaluate the last work before the next activity, praise the children's progress, and let them gain positive interest in painting and some superficial painting skills. It can also be evaluated when children are active. For the evaluation in the process, some teachers think that evaluation will interrupt children's thinking and interfere with children's painting. I think this evaluation is very important. Because every child has his own ideas and performances in the activities, but his personal ideas are limited after all, at this time, the teacher introduced the creativity and unique performances of individual children, and the chapter of "reading children's minds" learning evaluation gave great inspiration. In the process of evaluating children's learning in the future, we should evaluate carefully, always keep in mind the concept of learner-centered and people-oriented, respect children, and give them an appropriate evaluation that inspires their hearts.