The development of Chen Juan students in the primary school of Hefei Iron Fourth Bureau Middle School is a process, which is the result of many factors. Effective developmental evaluation of Chinese classroom will greatly enhance students' interest in learning Chinese and mobilize their motivation and potential. This kind of evaluation emphasizes the constant attention to students' development in Chinese classroom, and timely evaluates students' learning progress and behavior changes. The new curriculum standard requires the establishment of an evaluation system suitable for the new curriculum. After the curriculum reform, what should we evaluate students on? The Chinese Curriculum Standard (experimental draft) points out: "To highlight the integrity and comprehensiveness of Chinese curriculum evaluation, we should evaluate it from the aspects of knowledge and ability, process and method, emotional attitude and values." "Chinese learning has the characteristics of attaching importance to emotional experience and sentiment, so quantification and objectification cannot be the main means of Chinese curriculum evaluation." After reflection on self-teaching and observation and research on other courses, I think the following points should be paid attention to in implementing effective evaluation of students' development in the classroom: 1. The evaluation should pay attention to the three-dimensional curriculum objectives as a whole, and the three aspects of knowledge and skills, process and method, emotional attitude and values are interrelated and integrated. In teaching, the learning of academic content and the learning of non-academic content are inseparable and completed in the same process. The content of non-academic evaluation is an important part of the training goal of the new curriculum. This evaluation should be closely combined with academic evaluation, pay attention to students' experience and practical results, and the evaluation results should be qualitatively described. As for the evaluation method, the clever use of evaluation media in classroom teaching not only evaluates the mastery of knowledge, but also evaluates emotions, attitudes, values, innovative spirit, cooperation ability and study habits. In teaching practice, I have gone from awarding red stars and pasting red apples at the beginning to being able to set up some awards that can promote students' development according to curriculum standards and teaching contents, such as "cooperative little star", "thinking little doctor", "progressive little star" and "writing little star". The content of evaluation is three-dimensional and diversified, so as to promote the all-round development of students and make them adapt to the needs of the times and social development. In class, I pay attention to every aspect of children's development and give affirmation to those who perform well in one aspect. The following is a case in my teaching practice. One semester, a new student was transferred to our class. He used to grow up in the countryside, with a strong dialect and a little stuttering, so it was difficult for people to understand when he spoke. In the first few Chinese classes, he sat there quietly, listening attentively, but saying nothing. I saw this scene in my eyes and was anxious in my heart. How can you improve your oral expression ability if you don't speak enthusiastically and participate in classroom activities? If the teacher "forces" him to stand up and answer questions when his subjective consciousness is unwilling, it may make him feel at a loss and backfire. Therefore, I decided to look for opportunities to encourage him to speak. On this day, the text we attended was "Smith". The fascinating story and vivid role language made many children want to read the dialogue in the text loudly on the basis of their own understanding. A group of children's colorful role readings brought the whole class into the kingdom of fairy tales. When I read aloud for the last role performance, I was delighted to find that the queen bee sitting in the corner raised her hand slightly and stared at me tightly, as if to ask: Can I try? I didn't hesitate to name the queen bee and let him read what the fox said. The students who read the narration successfully completed their tasks, and it was Wang Bee's turn. As soon as he finished reading the first sentence, almost all the students were amused by his "unusual and slightly stuttering" voice, and several naughty boys took the opportunity to comment, "Why is he reading like this?" "Is he reading?" ..... Originally orderly classroom like fried pot, messy. The queen bee's face suddenly turned red. I immediately made a gesture of silence, and the class immediately became silent. I looked around at the whole class and stopped for three seconds without speaking. Some students realized that they had just acted badly, lowered their heads and dared not look me in the eye. I said, "Do you know what the teacher wants to say to Wang Feng most now?" "I don't know." At this moment, I came to the queen bee, held out my thumb and said loudly to the queen bee, "You are really something!" Many students were stunned by my actions and words. "Wang Bee used to live in the countryside. Due to the influence of many factors such as the environment, his Mandarin is not standard and fluent enough. Today, he stood up to speak, which may attract ridicule from other students, but he didn't shrink back, didn't close himself, and dared to show himself in front of the whole class. Doesn't this behavior of courageously challenging himself make us pay tribute? Shouldn't we learn from Wang Feng? " After hearing this, many students cast an admiring look at Wang Feng. "Classmates, Wang Feng has made remarkable progress in writing because of his own efforts. I believe that he will certainly gain something in speaking and reading through his own continuous practice and exercise." As soon as I finished speaking, the whole class spontaneously burst into thunderous applause. With my encouragement, Wang Feng continued to read aloud. This time, the students did not burst into laughter, but listened patiently, and then sincerely helped him point out the areas that needed improvement. In this case, the teacher's "unexpected" praise not only made students admire Wang Bee's brave behavior of showing themselves, but also made Wang Bee gain self-confidence to continue speaking. Teachers' evaluation of students not only pays attention to their learning achievements, but also pays attention to their emotional and quality development. Teachers should be good at discovering the bright spots of students in different aspects from the classroom, instructing and guiding them, so that students can establish a positive attitude of striving for progress. According to the actual situation of students, teachers should give timely and encouraging affirmation to students' performance and make developmental evaluation. 2. Classroom teaching runs through flexible evaluation from beginning to end. As an effective way of communication between teachers and students, it runs through classroom teaching from beginning to end. These seemingly ordinary and unusual words of teachers are children's sunshine and classroom life, which greatly stimulates children's interest and initiative to participate, and provides space for students' development to the maximum extent. Evaluation can also permeate all aspects of the teaching process. For example, in the teaching of "Crow Drinking Water", I show my self-study requirements and let the students learn the second section of the text by themselves. I observed that except a few students who are still busy turning pages, all the other students can finish it quickly. The teacher smiles and gives a thumbs up, or nods to praise the students who have done the right thing, and corrects several children who can't. In this way, timely evaluation and feedback are combined in the teaching, which not only makes us know fairly well, takes care of the differences, but also improves the teaching efficiency and effect. It can also be evaluated in a timely manner during the learning process. When I was studying "Writing by Huai Su", students wrote new words in Tian Zi Gerry. I found that one student was not attentive enough to write and was lazily prone on the table. So I said, which student can write as seriously as Huai Su and become the second Huai Su? Everyone sat up straight, and the sitting posture was more correct than before. The child who didn't concentrate on writing was infected by other children and sat up straight. It can be seen that the developmental evaluation throughout teaching has many opportunities, a wide range, high efficiency and strong operability, which can better reflect the educational concept of teaching students in accordance with their aptitude and people-oriented, help students know themselves better, build self-confidence, and give full play to the incentive and regulation functions of evaluation.
3. Know yourself and participate in evaluation Experts point out that the purpose of letting students evaluate themselves is to cultivate their self-reflection and self-monitoring ability, while letting students participate in the evaluation process of others is a process of learning and communication, which can not only clearly recognize their own strengths and weaknesses, but also improve their critical thinking and enable students to learn to communicate, cooperate and share. Teachers should not only pay attention to and evaluate students' words and deeds in the classroom, but also strengthen students' abilities of self-knowledge, self-reflection and self-evaluation. If the students finish reading a text, the teacher can ask the students, "Are you satisfied with your reading?" Students realize their own shortcomings, and if time permits, they can read it again and experience the success and joy after improvement. After the group cooperative learning, the teacher can guide the students to evaluate their performance in the group simply. Are you happy to cooperate and communicate with others? Students can examine themselves more clearly in self-evaluation, improve themselves and enhance their initiative in learning. From these, we can see that the main body of evaluation should be students, teachers should fully believe in students' ability, give students the power of evaluation, and let students evaluate themselves and each other. Teachers' task is to guide, monitor and show students' evaluation activities.
4. Teachers' evaluation should be scientific and artistic, and teachers should also pay attention to moderate evaluation terms. Some teachers like to evaluate students' homework or speeches in such languages as "Great", "Great", "You are so smart" and "The teacher likes you so much". In my opinion, this kind of evaluation uses too many words, and if it is used much, it will not be inspiring. Because this kind of evaluation lacks specific direction and is a shallow evaluation. Teachers' evaluation language should be targeted and oriented. In the course of teaching Butterfly Valley in Taiwan Province, I face every student with an affable smile, strive to create a harmonious and relaxed teaching atmosphere, and listen patiently and carefully during the students' speeches. Some students are fluent in reading, and I will give them timely praise, such as: "I am deeply intoxicated by your reading"; The speech is fluent and natural, and the point of view is correct and distinct. You can praise "You speak really well. After listening to your description, I immediately want to fly to the Butterfly Valley for a visit" and "You are really a little butterfly who loves to think". If answering questions and reading the text are not satisfactory, I encourage them not to be discouraged. What do you think of your reading? Can you try again? I'm sure you will read better this time than last time. ""Never mind, think again, ok? " ; Some students have novel methods to solve problems, and I commented: "Your idea is very unique. It seems that you are a good boy who loves to think!" ; Some students put forward different views from others and clearly expressed their own ideas. It can be evaluated: "You are good at listening to others' speeches and dare to put forward your own different opinions. It is a good quality, and your concept is clear, your words are accurate, and you are good at thinking from multiple angles. It is great!" This kind of evaluation affirms the students' performance at a high level, and also provides an example for the whole class to learn, which is clearly oriented. This puts forward new requirements for teachers from the perspective of specialization. Teachers should have the keen ability to find problems and the responsiveness to solve problems quickly, which requires us teachers to have a higher cognitive level. Effective developmental evaluation of students in Chinese classroom will add luster to our Chinese classroom. With the deepening of the new Chinese curriculum reform, it still needs our constant thinking and research to achieve better evaluation results.