How to evaluate Chinese classroom teaching in primary schools under the new curriculum concept

Evaluation criteria of Chinese classroom teaching in primary schools under the new curriculum concept

The so-called classroom teaching evaluation refers to a kind of value judgment activity of the evaluation subject on the elements and development of classroom teaching according to certain value standards.

First, the limitations of the traditional classroom teaching evaluation system

For a long time, the evaluation of classroom teaching in China is the standard of a good class, and teachers' teaching is often the object of evaluation. The biggest drawback of this kind of classroom teaching evaluation is that it ignores the people-oriented education and teaching thought and the ultimate goal of student development. Under the new situation, the disadvantages of the original classroom teaching evaluation are increasingly exposed: the evaluation function pays too much attention to its identification and finality, and it is not educational and developmental; The evaluation criteria and methods are too one-sided; The evaluation subject is too single and so on. These problems have become the shackles of the current classroom teaching reform. Therefore, it is imperative to establish a new classroom teaching evaluation system.

Second, the establishment of Chinese classroom teaching evaluation criteria under the guidance of the new curriculum concept

Under the new situation, classroom teaching evaluation should "establish an evaluation system to promote students' all-round development." "Evaluation should not only pay attention to students' academic achievements, but also discover and develop students' potential in many aspects, understand students' needs in development, and help students know themselves and build their self-confidence. Give full play to the educational function of evaluation and promote students' development at the original level. "It is necessary to establish an evaluation system to promote the continuous improvement of teachers. Emphasize teachers' analysis and reflection on their own teaching behavior, and establish an evaluation system based on teachers' self-evaluation and involving principals, teachers, students and parents, so that teachers can obtain information through multiple channels and continuously improve their teaching level. " In short, the new classroom teaching evaluation should be based on the development of students and the improvement of teachers' teaching level.

(A) determine the principles of classroom teaching evaluation standards

The determination of classroom teaching evaluation standard is the basis of ensuring accurate, comprehensive and effective evaluation, and also the premise of normal performance of evaluation function. The formulation of evaluation criteria for Chinese classroom teaching in primary schools should follow the following principles:

1. Guiding principles

The evaluation criteria of classroom teaching should be clearly oriented, and the thoughts and behaviors of the evaluation objects should be constantly close to the evaluation criteria through evaluation. The guidance of classroom teaching evaluation criteria is mainly reflected in two aspects: first, the classroom teaching evaluation criteria should reflect the current trend of educational development and the training goal of comprehensive and harmonious development, that is, to cultivate people with good character, practical ability and innovative spirit and strong social adaptability. Secondly, the evaluation standard of classroom teaching should reflect the modern teaching concept: the development view based on the development of students' personality; Attach importance to the concepts of activity and communication in the teaching process; Respect the differences of students' individuality and uniqueness.

2. The principle of validity

The effectiveness of classroom teaching evaluation depends largely on the effectiveness of evaluation criteria. The effectiveness of evaluation is the basic requirement for the smooth progress of evaluation activities. The effectiveness of classroom teaching evaluation standard means that the established standard conforms to the characteristics of classroom teaching, can reflect the inherent requirements of modern classroom teaching, and is recognized by the personnel engaged in specific classroom teaching. Therefore, the evaluation criteria of classroom teaching effectiveness should be: first, to reflect the established teaching purpose; The second is to embody the inherent law of classroom teaching; Third, it is necessary to reflect the rich and diverse personality of classroom teaching, so that classroom teaching can be full of vitality.

3. Open principle

Classroom teaching itself is a very complex system with extremely rich connotations. When evaluating classroom teaching, it is impossible to frame the behavior of teachers and students with a unified standard, and a standard cannot cover many complicated teaching behaviors. Therefore, the evaluation standard of modern classroom teaching should be open. This not only leaves a certain space for the evaluator to master the standards in the evaluation process, but also leaves a broad creative space for teachers and students.

4. Feasibility principle

The evaluation standard of classroom teaching should meet the urgent requirements of current society and the development trend of current education reform; At the same time, it should be operable, especially the new classroom teaching evaluation target is more about people's mental state and psychological changes, and the evaluation standard is implicit, so the evaluation is particularly operable, otherwise even the best evaluation standard will not be truly implemented.

(B) the specific content of primary school Chinese classroom teaching evaluation criteria

The new classroom teaching evaluation criteria can be considered from the following aspects:

1. Teaching objectives

Whether the classroom teaching goal can be achieved plays a very important role in judging the quality of classroom teaching. Therefore, the determination of teaching objectives is very important. The goal of modern classroom teaching should reflect the fundamental purpose of human development.

(1) We should regard students as the main body of understanding and development, and attach importance to the cultivation of students' emotions, attitudes and values.

(2) Pay attention to cultivating students' innovative spirit and practical ability, positive self-experience and active self-adjustment ability, as well as the ability to communicate and cooperate with others.

(3) Pay attention to the mastery of students' basic knowledge and skills.

(4) The goal of modern classroom teaching should be concrete, clear, hierarchical and operable, and can reflect the characteristics of Chinese subject.

2. Preparation of teaching conditions and creation of learning environment

The preparation of teaching conditions and the creation of learning environment are important guarantees for the quality of classroom teaching.

(1) Teachers should correctly understand and creatively use textbooks, that is, use textbooks to teach and avoid traditional textbook teaching methods. The choice of teaching content should be epochal, basic and comprehensive, embodying instrumentality and humanity.

(2) The creation of learning environment should stimulate students' interest in further study, inspire students to think and encourage students to innovate.

(3) Be able to make rational use of modern educational technology and teaching resources for classroom teaching.

3. Teaching process

Modern classroom teaching should be student-centered and promote students' development through their active learning. Therefore, classroom teaching strategies and methods should reflect this feature:

(1) Teachers can guide students to actively participate in classroom teaching. Teachers should provide each student with time and space for active participation and opportunities for self-expression, thus expanding their development space. Students should participate in the whole process, all-round participation and full participation, and can participate in classroom teaching in various ways.

(2) Teachers can promote full communication and emotional exchange between teachers and students, encourage students to adopt cooperative learning, and cultivate students' cooperative consciousness and communication skills of "listening, communicating, collaborating and sharing". Teachers should create various forms of communication and consciously provide students with a free, equal, democratic and harmonious classroom teaching atmosphere and situation.

(3) Teachers should create questions and activity situations that are conducive to students' exploration, so as to cultivate students' innovative spirit and practical ability. In classroom teaching activities, teachers cultivate students' innovative spirit through the novelty of designing questions, the language of asking questions and the inspiration of teaching language, encourage students to actively express their opinions, question and ask difficult questions, grasp the key of students' thinking, inspire students' creative thinking, and thus promote students to form their own unique creativity.

(4) Students have a good emotional state in classroom teaching and can enjoy the pleasure of experiencing success.

(5) The differences of students' development should be respected in the process of classroom teaching, so that each student can get the best development at different starting points on the original basis. In classroom teaching, teachers should realize the uniqueness of each student's development and not pursue the average development of each student in all aspects, so that each student can form his own characteristics and distinctive personality.

4. Teaching effect

An extremely important basis for classroom teaching evaluation is the examination of teaching effect. This can be reflected in three aspects:

(1) can achieve the expected teaching objectives, stimulate students' interest in learning, and promote the formation of students' knowledge structure and the development of their basic abilities.

(2) Promote the formation of students' autonomy, initiative and good personality through understanding and blending activities.

(3) Let students get the psychological experience of success, feel the joy of life, and experience the joy of creation and success.

It should be noted that the evaluation standard of classroom teaching is only based on several main dimensions, and more importantly, it is an evaluation concept. From a macro perspective, it starts from the essence of classroom teaching and plays a guiding role in classroom teaching evaluation of Chinese subjects.

In addition, we believe that the evaluation criteria of classroom teaching should not be comprehensive, and not all the above dimensions must be reflected in every class. Classroom teaching evaluation should also consider the problems faced by different levels. For example, the teaching standards of low, middle and high grades should be different.

Third, the design of primary school Chinese classroom teaching evaluation index

Attached Table 1: Evaluation Index System of Chinese Classroom Teaching in Primary Schools

A-level standard for evaluation index of serial number evaluation content

1 Teaching Objectives (1) The determination and embodiment of teaching objectives can accurately reflect the basic guiding ideology and curriculum concept of the Chinese Curriculum Standards for Primary Schools, and effectively integrate the basic concepts of curriculum standards with the basic ideas of textbook compilation. It can comprehensively, concretely and scientifically reflect the teaching objectives of Chinese course, accurately set the training objectives of students' comprehensive ability cultivation and comprehensive quality formation according to the "three dimensions", and highlight the educational objectives of students' emotion, attitude and values formation.

2 Teaching preparation and environment creation (2) Teaching organization form, teaching resources and teaching conditions (3) Students' age characteristics and psychological characteristics (4) Selection of teaching feedback and evaluation content Organize and create appropriate teaching resources and learning conditions according to the learning content. Paying attention to intuition, interest and vividness, and choosing materials closely related to students' lives are conducive to students' activities such as experience, exploration, reflection, expression and creation. According to the age characteristics and psychological characteristics of primary school students, choose appropriate teaching organization forms, such as group learning, cooperation and exchange. Choose appropriate teaching feedback, evaluation content and form, and objectively evaluate students through the exchange and display of their learning achievements.

Students' activities (5) Students participate in various ways (6) The embodiment of autonomous cooperative learning. Students can carry out effective learning activities in various ways, such as games, simulations and role-playing. Students can combine autonomous learning with cooperative learning, fully discuss and communicate in the learning process, and effectively complete the learning task.

4 Teaching strategies and methods (7) Learning to experience, explore and solve problems (8) Mutual learning and cooperative learning between teachers and students (9) Integration of people, people and society, and people and nature. Teachers pay attention to creating situations to make students fully feel, guiding and organizing students' independent inquiry activities, and guiding students to complete their study plans. In the teaching process, the interaction between teachers and students, between teachers and students and between students will lead students to actively participate in the whole process of classroom teaching, and teachers will give appropriate guidance to guide students to explore the text in depth. According to the students' learning process, several relations should be handled well in teaching, and learning activities should be organized and guided around these contents.

5 teaching effect (10) students' ability effect (1 1) students' learning experience. In the process of learning, students gradually form the ability to comprehensively apply what they have learned to solve practical problems, which reflects the development and generation, so as to draw inferences from others and achieve mastery through a comprehensive study. Students' emotional experience, attitude acquisition and knowledge accumulation are constantly improving.

Schedule 2: Evaluation Form of Chinese Classroom Teaching in Primary Schools

The weight grade or score of the evaluation point of the serial number evaluation project.

The teaching objectives of 1( 1) are in line with the concept and requirements of curriculum standards, with human development as the fundamental purpose, focusing on the cultivation of students' positive emotions and attitudes, the improvement of their abilities and the acquisition of basic skills and knowledge. ⑵ Concrete, clear, hierarchical and operable, which can reflect the characteristics of Chinese subject.

2. Instructional design (3) Correct understanding and creative use of teaching materials. Such as the selection and integration of teaching materials. ⑷ The choice of teaching content is epochal, basic and comprehensive, which embodies the instrumentality and humanity of Chinese subject. 5. Instructional design is challenging, which can stimulate students' interest in further study, inspire students to think and encourage students to innovate. [6] The teaching design is orderly and decent, with accurate focus and outstanding difficulties.

3 Teaching strategies and methods (7) Provide time and space for students to actively participate through experiential learning. ⑻ Take cooperative learning to cultivate students' cooperative consciousness and communication skills of "listening, communicating, cooperating and sharing". (9) Cultivate students' innovative spirit and practical ability through activity inquiry and problem solving.

4 Teaching ability ⑽ Strong classroom control ability and strong classroom teaching wit. ⑾ Have solid basic skills. The teaching language should be standardized, refined and vivid, and the teaching attitude should be natural and generous.

5 The teaching effect ⑿ can achieve the expected teaching objectives, stimulate students' interest in learning, and promote the formation of students' knowledge structure and the development of their basic abilities. (13) Promote students' autonomy, initiative and sociality through the activity of knowing and doing, and attach importance to full communication and emotional exchange between teachers and students. 3. Let students get a successful psychological experience, feel the joy of life and experience the joy of creation and success.