Student evaluation under the new curriculum standard

Students' evaluation of the new curriculum standard 1 Through studying the new curriculum standard, I once again clearly realized that the core of primary school Chinese is, first of all, surname language, which is the unity of instrumentality and humanity. Secondly, the primary school's nickname is the language education for children, and it is the education for children to learn and use their mother tongue. Our Chinese class should have the following characteristics.

First, it reflects the taste of China people.

The so-called Chinese flavor is the literary flavor of Chinese, including Chinese, literature, images, artistic conception, artistic conception, philosophy and interest, which is also the beauty of Chinese. So, China people.

The classroom should have a strong Chinese flavor. The process of Chinese teaching is to guide students to experience, discover and feel the beauty of language, the emotional beauty of the author and the artistic conception of the article. First of all, Chinese teaching must start with language and guide students to recite Chinese works repeatedly. Give students enough reading time, let students embrace the language with heart in Lang Lang's book, have a direct dialogue with the author's mind, and experience the author's great personality, profound thoughts and beautiful sentiments in the strong shock of thinking and emotion. Teachers guide students to read aloud repeatedly, read a lot, read carefully, and recite body odor repeatedly in affectionate reading, so that students can appreciate the beauty of language and words, thus understanding the author's implication and unexpected situation. Secondly, we should guide students to understand and appreciate the works from multiple angles, levels and even creatively in the sufficient thinking space around the Chinese ontology, so as to identify and appreciate the beauty of emotion, language, image, artistic conception, philosophy and interest in the text, and to have a strong thirst for knowledge and creativity, so as to love the language of the motherland more.

Second, reflect children's tastes.

The language of primary school is the language of children. The task of Chinese teachers is not to teach and manage students, but to provide students with a more active and open platform for Chinese practice through texts. In the process of return, Chinese teachers should consciously and voluntarily become organizers, servers and helpers of students' practice from beginning to end. Stimulate students' reading desire and passion; Insight into the difficulties and obstacles that students may encounter in the process of Chinese practice; Induce students' development and creativity as readers; Lead students into a new Chinese world through Chinese class. Chinese class should reflect children's taste, and more importantly, it should highlight children's dominant position and integrate children's spirit into Chinese class, so that children's voice, childlike innocence and childlike interest can be truly reflected in teachers' awakening, encouragement and encouragement. In teaching, children have their own children's touch, children have their own children's interpretation, children have their own children's feelings and children have their own children's dreams. The master of Chinese is a child. We should respect the original expression of children, understand the true meaning of language, and let children express their true feelings. In Chinese class, we should respect children's language world and make them taste like children.

Third, reflect personal taste.

The taste of Chinese in Chinese class generally refers to the aesthetic characteristics of Chinese teachers in the teaching process, such as handling teaching materials, organizing teaching activities, choosing teaching methods, using teaching language and teachers' manners, which are true (authentic), sincere (sincere and profound) and new (novel and unique). This aesthetic style is reflected in the whole teaching process and is appreciated and experienced by students, which attracts students deeply or shallowly, long or short. As the ancients said, writing is like a man. Today people say: class is like composition. It can be seen that the lesson is logical as it says, just as there are no two identical leaves in nature, and there are no two teachers with absolutely the same personality in the world, because even if the age and education are the same, everyone's personality, temperament, feelings and specialties are always very different. So how to make Chinese class full of personal flavor?

First, when teaching, you should have books in your mind and people in your eyes, that is, the teaching materials should be spoken from your mouth and from your heart. When learning textbooks, we should also study students and be familiar with them.

Second, highlight the advantages and form a personalized teaching style. Every teacher has his own strengths and weaknesses. To foster strengths and avoid weaknesses is to highlight that people have nothing to do with themselves in Chinese class and show a distinct personality.

In the process of new curriculum reform, an interesting Chinese class should make listeners feel like spring breeze and have a special taste in their hearts.

Students' evaluation of the new curriculum standard 2 I calmed down and carefully read the new curriculum standard again, which impressed me deeply. Deepen the understanding and experience of the new curriculum reform, and further realize the necessity and urgency of the new curriculum reform.

First, strengthen the cultivation of students' Chinese literacy

Throughout the history of Chinese teaching, in ancient times, it was said that someone could write good words and letters, and his Chinese literacy was good; On the contrary, saying that someone's language level is poor often means that this person can't understand a basket of words. It can be seen how simple the purpose of Chinese teaching in ancient private schools is. But although simple, it contains the eternal truth that the church has the basic ability as a "person". Therefore, Chinese teaching must be student-centered, improve students' Chinese literacy and lay a solid foundation for their future study and work. This foundation is reading back, talking and writing. Eloquent, eloquent and extraordinary in writing, isn't it the best evaluation of a person's high level of Chinese? At present, many teachers in Chinese teaching are bound by the unified examination and evaluation system of the education department and have not completely got rid of the examination-oriented education model. To a great extent, Chinese teaching in primary schools is still beating around the bush in "speaking", "practicing" and "testing". The purpose of Chinese teaching in primary schools should return to cultivating students' basic literacy. Cultivating students' Chinese literacy is the essence of Chinese teaching.

The new Chinese curriculum standard clearly states: "Chinese curriculum should be devoted to the formation and development of students' Chinese literacy. Chinese literacy is the basis for students to learn other courses well, and it is also the basis for students' all-round development and lifelong development. " Chinese class should cultivate students' thoughts and feelings of loving the language and writing of the motherland, guide students to correctly understand and use the language and writing of the motherland, enrich language accumulation, cultivate language sense and develop thinking, so that students can have the ability to read, write and speak to meet the actual needs.

Second, pay attention to students' reading recitation

As the saying goes, "You can recite poems even if you are familiar with 300 Tang poems", and ancient sages have long pointed out the importance of reading in Chinese teaching. As we all know, the teaching method of ancient private schools is very simple, that is, familiar reading becomes reciting, every little makes a mickle, and then it is integrated into existing ones. Blindly reading and reciting, under the rule of hard reading and reciting, have not a large number of Confucian scholars been cultivated? This shows that "reading" still plays a considerable role in learning Chinese. We can see that some Chinese teachers put "reading" on the shelf and try new tricks in reading teaching. Teachers simply "speak for the sake of speaking" and students simply "learn for the sake of learning". The "method" seems flexible and diverse, and the classroom is quite lively, but students know little about its essence after learning for a while and soon forget it. It's like a cursory tour is just a "tour here". When a teacher is teaching a travel story, in order to stimulate students' interest in learning, the teacher uses a small tour guide to let students study in groups first, then communicate in groups, take the students on stage in turn, and introduce the characteristics of scenic spots to the students in their own language. Use advanced teaching media to show students a series of intuitive pictures in teaching, and then ask students to introduce the relevant materials collected before class. The whole class is rich in content and novel in mode. Students are interested and learn a lot. On the surface, students have gained a lot, but because they have not read the text aloud, their substantive understanding still lacks considerable connotation, and some students have not even talked about it in a class, which obviously does not help to interpret the content of the text.

The new Chinese curriculum standard clearly puts forward that "we should pay attention to reading aloud and reading silently." Let students gradually learn to read intensively, skim and browse. Cultivate students' extensive reading interest, expand reading scope, increase reading volume, and advocate doing less questions, reading more books, reading good books, reading good books and reading whole books. Encourage students to choose their own reading materials. The total amount of extracurricular reading in nine years should be more than 4 million words. "Reciting is undoubtedly a good way to accumulate Chinese literacy. Modern psychological research shows that memory is the basis of all intelligence. Zhu once said: There are three kinds of reading: mind, eyes and mouth. This "three" is the synergistic effect of multiple analytical institutions participating in activities at the same time. Psychologists have long concluded that the synergy of multiple analytical organs is the best. Therefore, recitation is the premise and foundation since enlightenment. Only by reading repeatedly can we truly appreciate the meaning, interest and literary spirit of the text.

Third, pay attention to students' exploration of since the enlightenment.

At present, Chinese teaching, whether it is the old-fashioned "teachers talk and students listen", the renovated "teachers ask and students answer" or the reformed "teachers dial and students turn", is still teacher-centered, and the situation of "usurping the master role" is still obvious. In fact, Chinese teaching is to guide students to feel the experience in reading and emphasize students' since the enlightenment inquiry. Suhomlinski said: "I am convinced that only education that can inspire students to educate themselves is the real education." "since the enlightenment" is the way for students to form self-education. On the basis of "reading", "understanding" the essence. Understand "Tao" with "Wen" and learn "Wen" with "Tao". Of course, students' exploration since enlightenment must not take the form of self-understanding, but must be carried out under the guidance of teachers and discussion between teachers and students. In the exploration of enlightenment, there should be the cultivation of thinking, the training of language and the spark of innovation. I will effectively combine the "345 high-quality and efficient classroom" teaching mode to improve the quality of classroom teaching.

Fourth, Chinese life, expanding Chinese teaching from in-class to extracurricular.

First of all, we should renew our ideas and establish a correct view of Chinese education. It is necessary to free students from the heavy academic burden, let them "do less problems and read more" and let them become masters of their spare time. Emphasis should be placed on "intensive reading teaching" in teaching, so that students can finish most of their homework in class. Therefore, we should pay attention to children's experience and solve the contradiction between the abstraction, generality and typicality of Chinese curriculum and the concreteness, diversity and uniqueness of children's life through the intermediary of children's experience and experience. Starting from children's experience world, guide children into the imaginary world and emotional world of the text, and take children's self-experience as an opportunity to arouse children's thoughts and feelings expressed in the text. Even if students express some "whimsical" and opposite views, don't deny them easily. What we often see is that it is the "childish words" of students who are innocent and naive, revealing the innocent nature of children and shining with wisdom. Life is a classroom. To cultivate students' daily oral communication ability, only by practicing in daily life and accumulating income from life bit by bit can a person's oral communication ability be formed. Therefore, teachers should break the boundaries between in-class and out-of-class, establish a view of Chinese, make Chinese ubiquitous in life, extend the classroom of oral communication to students' colorful lives, and pay attention to nature, life and society.

Fifth, highlight the experience of primary school students' Chinese learning and stimulate their interest in learning.

Experience is a practical process of seeking the unknown with positive psychological activities, and it is the basic way to acquire direct knowledge, form learning ability and stimulate creative potential. Experience in Chinese teaching refers to the process of providing students with sufficient opportunities for learning and communication based on their existing life experience and knowledge background, highlighting their dominant position, expanding their free time and space for learning, thinking and experiencing, advocating personalized understanding and paying attention to reflecting their cognition and thinking psychology. Experiential learning should run through the whole process of Chinese teaching. Students should not only think with their brains, but also see with their eyes, listen with their ears, speak with their mouths and operate with their hands-that is, experience with their own bodies and feel with their own hearts. The content of Chinese textbooks is very rich, including heroic stories, beautiful mountains and rivers, natural science knowledge, fairy tales and fables, etc. , not only infected by vivid stories, appreciated by beautiful language, but also influenced by humanistic quality. Teachers should design the whole experience scheme for students in teaching, so that students can experience perception, thinking, accumulation, emotion, cooperation, innovation, challenge and success, promote the perception and internalization of knowledge, cultivate emotion, open wisdom and accumulate good status quo. The true meaning of students' learning lies in "since the enlightenment". The experience of Chinese teaching can stimulate students' internal motivation, enhance their attitudes, consciousness and concepts, and develop their good personalities such as courage to explore, keep forging ahead and value orientation, which should be paid full attention to in teaching.

Sixth, fully mobilize students' initiative in learning.

Chinese teaching process refers to the degree of students' participation and way of thinking in the learning process. Students' learning achievements are not necessarily tangible products, but may be to put forward an idea, produce a plan, plan an activity, and pay attention to learners' choice, judgment, interpretation and application of what they have learned in the process of learning experience, so as to make some discoveries. The whole process of Chinese teaching should be a process in which all students accumulate and participate in learning. Students' age, knowledge accumulation and personality characteristics determine their differences in learning quality. Therefore, there must be differences in learning results. No matter how big the difference is, they should be affirmed and encouraged as long as they actively participate in the process of learning and research. Admitting differences means respecting students' learning process. To reflect the process of Chinese teaching, it is necessary to fully mobilize students' learning initiative, give students time to think independently, let students think while reading, experience the exquisiteness of language expression and get the pleasure of emotional experience. Give students time to discuss and communicate, and the forms of discussion and communication can be varied, or study at the same table, or discuss in groups, or communicate freely, so as to achieve the purpose of everyone participating and expressing their opinions; Give students time to ask questions and ask difficult questions. In the process of learning, students are encouraged to boldly ask valuable questions and seek solutions. Reflecting new views on students and quality in the teaching process is a challenge to the previous evaluation concept of focusing on learning results and ignoring the process, which should arouse our thinking.

In short, under the new curriculum, new learning methods and new teaching atmosphere, teachers need to lead students to open up a new world of Chinese learning and life. In this world, teachers and students will grow together and make continuous progress!

Students' evaluation of new curriculum standards. During this period of time, learning the new curriculum standards has made me have a more intuitive understanding of the new requirements of Chinese teaching and provided new ideas for the next step of teaching.

The purpose of the new curriculum reform is to make students learn more, more widely and more easily the knowledge that will benefit them for life. So, what is good for students' life? Besides listening, speaking, reading, writing, exploring and thinking, the quality and accomplishment of culture should also be something that can benefit people for life. Culture can make people go beyond the superficial realm of life, enter the realm of self-improvement of personality that is not bound and bound by technical experience or instrumental rationality, look at the world with wisdom and spirituality, respond to the world and express the world. Cultural personality is the deep structure of personality and the "root" of individual life spirit. Chinese teaching in junior high school should have such a cultural pursuit, laying a solid spiritual foundation for students' lifelong development!

The unity of instrumentality and humanism is the basic feature of Chinese curriculum, which is essentially different from other disciplines. If the interpretation of an article enlarges "instrumentality" without restriction, it will inevitably become a natural science, obliterating the profound connotation of Chinese characters and abandoning the influence of excellent culture on students, not to mention improving moral cultivation and aesthetic taste, especially the teaching of classical Chinese. Some teachers have this situation, which leads to students' weariness of learning and boring Chinese classes. On the contrary, if we only pay attention to "human nature" and analyze the thoughts and feelings in the works, without considering the application methods and skills of language and writing, and only pay attention to the influence of text content on students, it will become an ideological and moral course and abandon the basic idea that "Chinese course is also a practical course"

In Chinese class, you must taste Chinese! It should cultivate people's ideological and emotional development, cultivate students' value in improving humanistic quality, and of course, let students acquire knowledge and improve their ability in Chinese courses. For example, in reading teaching, not only the methods and skills of learning language and writing, but also thoughts, emotions and attitudes should evolve imperceptibly in this process. On April 9-13, our Laizhou held a rematch of the excellent Chinese course. The contestants teach prose, poetry and classical Chinese respectively. Teacher Liu Dongfang, a researcher, has always stressed to the judges and contestants that no matter what style, it must be the unity of instrumentality and humanism, which should not only cultivate students' thoughts and emotions, but also cultivate their ability to feel, understand, appreciate and evaluate. This kind of guidance and guidance for teachers fully conforms to the spirit of the new curriculum standard. At the same time, starting from the new curriculum standard, she also instructed teachers to encourage students to read independently, encourage students to express freely, advocate independent, cooperative and inquiry learning methods, and attach importance to students' unique feelings. Teachers only give timely guidance and solve reading problems through cooperative learning. Such a class is undoubtedly open and full of vitality. So in this competition, a large number of excellent lesson examples emerged. All the Chinese teachers who have attended the class say that this year's Chinese quality class evaluation is the most Chinese.

As long as we understand the connotation, essence and essence of the new curriculum standard, and then unswervingly implement it in the classroom, then our Chinese class will definitely have the taste of Chinese!

The new curriculum standard student evaluation 4 strengthens the functions of encouragement and development. The new curriculum standard points out that students' learning evaluation should be the evaluation of learning effect and process, which mainly includes physical fitness and sports skills, cognition, learning attitude and behavior, communication and cooperation spirit, emotional expression and so on. And through student self-evaluation, mutual evaluation and teacher evaluation. The functions of discrimination and selection should be weakened in evaluation. Incorporate students' progress into the evaluation content. In the evaluation process, we should pay attention to students' learning effect and reaction, and attach importance to the evaluation opinions of social stakeholders. This makes the new curriculum standards more reasonable, comprehensive and humanized in the evaluation of students' learning, and fully embodies the concepts of "health first" and "people-oriented".

First, the traditional mask class students performance evaluation problems

After consulting, investigating, collecting and analyzing, the commonly used evaluation methods and existing problems are summarized as follows:

1, the quantitative evaluation of individual sports skills is outstanding.

The evaluation of students' performance is basically based on the "quantification" of individual sports ability and physical fitness as the final index. Whether it meets the "Student Mask Qualification Standard" is the assessment result of the mask class, but the performance of students' knowledge and skills, process methods, psychology and emotion is not the comprehensive embodiment of the assessment result.

2. Too much emphasis on "unified" standards, ignoring individual differences and lacking diversity.

The objective evaluation of physical education curriculum lacks the education and evaluation of students' non-intellectual social factors such as cooperation consciousness, innovation ability, adaptability and humanistic accomplishment; The current evaluation is out of line with the needs of learning society, the evaluation of physical education curriculum objectives is lagging behind, and it is not in harmony with the reform of curriculum content. Although students choose to attend classes, due to the single quantitative evaluation method, they are discouraged from some projects and lose the original intention of "people-oriented" and the demand for sustainable development education. Students blindly complete the evaluation requirements, and it is difficult to be a lifelong mask.

3. The evaluation effect is not obvious.

The previous evaluation paid too much attention to the degree of students' "learning" and the final results of students' sports, but ignored the progressive relativity standard of students' self-development, which failed to truly reflect students' innovative consciousness and the purpose of lifelong sports. Students' enthusiasm and other outstanding performances (such as active participation in auxiliary teaching and innovative performance) are limited to verbal praise, which stifles students' initiative and creativity in learning. Lack of humanized and inspiring education and management.

Function of sports evaluation under the concept of "health first"

1, the integration of scientism and humanism. The physical practice course first embodies the "technical" characteristics-physical exercise. The course focuses on physical exercise, combining physical exercise with thinking activities to master sports knowledge, technology and skills. Therefore, physical exercise is a distinctive feature that distinguishes it from all cultural classes. Secondly, it embodies the characteristics of "emotion"-the development of non-intellectual factors. Physical education learning can't be separated from cognition, whether it's physical cognitive process (skill mastery) or general cognitive process (concept mastery), they will have an impact on people's emotions. However, due to the direct experience and physical experience in physical education courses, interpersonal communication between teachers and students and between students is more complicated. Therefore, it plays a special role in the development of students' non-intelligence factors. Third, it embodies the characteristics of "human nature"-the coordinated development of body, mind and society. The "technical", "emotional" and "humanistic" nature of physical education curriculum determines that the evaluation of physical education teaching effect can not be based on only one orientation, thus avoiding one-sided and mechanized evaluation of physical education teaching effect.

2. The improvement of autonomous learning ability is the embodiment of health first.

"Health first" is the primary task of physical education teaching, which unifies teaching, learning, practice and evaluation, cultivates students' autonomous learning ability, and realizes the harmonious unity of the teaching process of imparting knowledge and skills with the fitness process of exercise and maintenance, the cultivation process of sports consciousness, habits, self-study ability, the exercise process of psychological and social adaptability, and the supervision and evaluation of results.