Qualitative evaluation of Chinese classroom teaching

Teachers' classroom comments are part of formative evaluation. Let's take a more detailed look at the qualitative comments on Chinese classroom teaching!

Qualitative evaluation of Chinese classroom teaching 1, quantitative evaluation

Quantitative evaluation is to use mathematical methods to collect and process data and judge the value of quantitative results of the evaluation object, such as using educational measurement statistics methods and fuzzy mathematics methods. , describe and judge the characteristics of the evaluation object with numerical values.

Quantitative evaluation emphasizes quantitative calculation and is based on educational measurement. Its characteristics are objectification, standardization, precision, quantification and simplification. To a certain extent, it meets the educational needs with the main purpose of selection and screening. However, quantitative evaluation often only pays attention to the testability quality and behavior, requires quantification everywhere, emphasizes * * *, stability and unity, and relies too much on the form of paper-and-pencil testing. Some contents will only become a mere formality after quantification, which cannot properly reflect the evaluation results. Therefore, it ignores those important qualities and behaviors that are difficult to quantify, ignores personality development and multiple standards, and simplifies rich personality psychological development and behavior performance into abstract score representation and quantitative calculation.

2. Qualitative evaluation

Qualitative evaluation does not use mathematical methods, but directly makes qualitative conclusions to the evaluation object according to the evaluator's observation and analysis of its usual performance, reality and state or literature, such as rating and writing comments. Qualitative evaluation is a bid evaluation method that uses the knowledge, experience and judgment of experts to evaluate and compare by secret ballot. Qualitative evaluation emphasizes observation, analysis, induction and description.

As far as the phenomenon applied in the field of educational evaluation is concerned, qualitative evaluation pays more attention to the development of students' quality and the consistency between educational results and educational goals; It is a substantial evaluation mechanism that emphasizes the systematic investigation of students' advantages and disadvantages and makes a qualitative analysis and explanation of individual uniqueness. Therefore, qualitative evaluation can pay attention to broader educational goals and learning results, emphasize on-site and professional judgment, and try to explain and infer students' performance with pedagogical and psychological significance. If quantitative evaluation focuses on "quantity", tends to be abstract and focuses on quantitative description, then qualitative evaluation focuses on "quality", tends to be concrete and focuses on qualitative description. Therefore, qualitative evaluation is a concept with modern humanistic thought and developmental evaluation. However, qualitative evaluation sometimes makes the evaluation results vague, flexible and difficult to grasp accurately.

Thirdly, analyze the current situation and reasons of the use of comments in middle school Chinese classroom.

(A) the current situation of the use of Chinese classroom comments in middle schools

There are many problems in Chinese classroom teachers' comments in middle schools in China, which are mainly divided into the following types.

1. No evaluation type. Some teachers like to let many students answer questions, but their answers are simply "hmm", "oh", "ok", "next", "sit down" and "what else". This kind of feedback is neither positive nor negative, neither enlightening nor analyzing, which will make students confused and at a loss.

2. Blindly flatter. No matter what the students' answers are, some teachers flatter blindly. Shallow sentences such as "you are great" and "amazing" keep popping up, and students will feel disgusted after listening to them more. And it is easy to mislead students and hinder normal thinking. Look at this example:

The teacher asked, "We have learned the article about spring rain. Who can tell us what it is like?" A student said, "Spring rain is green!" " "The students burst into laughter. The teacher grinned and said, "oh, great, I also know that spring rain is green!" " " .

The students' answers are imaginative and worthy of praise. However, the teacher's praise is too fake. If you don't praise the key points, students will feel that the teacher is very insincere.

3. Simple judgment type. There are not a few such comments, and the representative forms are: "Yes", "Wrong, sit down" and "No, who will come again?" ……

D . 1。 Stu fi eb ea m, a famous American education evaluation expert, put forward: "The most important intention of evaluation is not to prove, but to improve." In this way, when evaluating, the teacher should not only say right or wrong, but the most important thing is to tell him the reason. Modern education should focus on developing students' thinking ability, cultivating students' inquiry ability, and letting students know not only why, but also why.

4. Expression error type. The teacher praised a student kindly, but said something wrong, which made people feel as if they were criticizing, and the effect was counterproductive. For example:

Students with poor performance usually summon up courage to answer questions and answer them well. The teacher said excitedly, "I am very glad that even students like XX got up to answer questions. Everyone applauds him! " Hearing this, the students immediately blushed and felt ashamed.

Another situation is that when a teacher praises a student, he indirectly hurts other students. For example, "XXX is the best student in our class, and you should all learn from him ..."

There are many similar examples. Teachers must think carefully when they speak, and never blurt them out without thinking.

5. Error-guided type. Today's reading teaching advocates personalized reading, but this does not mean that students can interpret it blindly. If students are too far away from the topic or have wrong values, teachers can't turn a blind eye, but should correct and guide them in time by euphemistic negation or questioning. Vygotsky's theory of the zone of proximal development also inspires us that when students' thinking is only a small step away, they can get the correct answer with the help of teachers. Let's take a look at this case:

A teacher told his students to analyze the image of Lin Xiangru when he was talking about Biography of Lian Po and Lin Xiangru. A classmate stood up and said, "He is too weak to resist being bullied." The teacher commented, "Well, yes, your opinion is reasonable." The student sat down proudly.

The student's answer distorted the original meaning, but the teacher indulged him. The correct way is that the teacher can ask, "What will happen if he rises up against Lian Po and goes against Lian Po?" In this way, it is easy for students to come to the conclusion that "Lin Xiangru is generous" when they say "it is not good for the country", thus guiding students to the right direction.

6. Copy the copy type. This kind of teacher just repeats the students' words without adding his own point of view, which is also an invalid evaluation. For example:

Teacher: We have studied a lot of Tao Yuanming's works. Who can sum up what kind of person Tao Yuanming is?

Health: indifferent to fame and fortune, lead an honest and clean life!

Teacher: Well, indifferent to fame and fortune, lead an honest and clean life.

Health: Love nature!

Teacher: Well, he loves nature very much.

(2) Cause analysis

1. Teachers' teaching attitude is not correct and they don't like their posts, which leads to the phenomenon of perfunctory students at will. But there are such teachers in reality. There is a kind of "resigned teacher" who wants to change jobs but hasn't found a suitable one yet, so he has to continue to muddle along at school. Yes Teachers have been engaged in teaching for too long, resulting in job burnout ... which leads to the above-mentioned evaluations of "no evaluation", "simple judgment" and "copying".

2. Teachers are inexperienced, lack of educational tact, and are at a loss for emergencies. Sometimes teachers do make mistakes. After the students put it forward, the teacher suddenly felt humiliated and worried, and didn't know how to deal with it.

3. The teacher has little knowledge of some new teaching theories or wants to learn from the text. For example, personalized reading, not all can understand, but there is a premise. For another example, encouraging students does not mean encouraging them no matter what they say. Students should not be encouraged when they make mistakes in thinking, otherwise they are helping others. If teachers don't grasp this degree well, it will easily lead to "cheap flattery" and "wrong guidance" evaluation methods.

4. Teachers' language skills are poor. For example, trying to praise a student hurts him or her, praising a classmate, but inadvertently belittling other students. This leads to the appearance of "expression error" evaluation method.

This paper analyzes the improper evaluation language, so what about good classroom comments?

Fourthly, the standard of appropriate classroom comments.

Accuracy and conciseness

Good comments should be accurate, concise and to the point. For example, when students make good use of details in their compositions, teachers can say, "You are a person who loves life because of your careful observation and hard work." . When students read the text aloud, they can say "reading well is good, but it is a sign of self-confidence". Such comments clearly tell students what is good and are highly targeted. ? (2) Moderately decent

Just as everything needs to master a degree, so does a good comment. Don't let students be complacent when praising, and don't let students lose heart when criticizing. Regardless of praise or criticism, students should benefit from it. Therefore, it is necessary to be timely and appropriate, and the words should be appropriate.

(C) wit and humor

Humor is a specific medicine to resolve contradictions or embarrassment, and it is a quality that an excellent teacher must possess. Let's look at the following case:

I once saw a lecture given by Sun Shuangquan, a famous Chinese teacher in our country, and his humor left a deep impression on me. That class is borrowed, and neither the teacher nor the students know it. Therefore, it is very important to have an active atmosphere at the beginning of class. It's about "three visits to the thatched cottage" With the image of the Monkey King in The Journey to the West as the introduction, Teacher Sun asked the students to talk about the Monkey King's skills. The students said, "the Monkey King has an eye for fire!" Teacher Sun said, "the Monkey King has a pair of golden eyes, so what eyes does Teacher Sun have? Say it out loud, what look? " The students let their guard down and thought the teacher was funny. They all replied: "myopia!" Teacher Sun: "My little grandson is nearsighted and my old grandson is eye-catching." Let me see your eyes, which one is like the Monkey King's eyes, full of sparks. Oh, I see you are all sharp-eyed, bright-eyed and in excellent spirits! "The students were all amused by the teacher, and they all threw themselves into the classroom with great interest and actively cooperated with the teacher.

In order to win the love of students, teachers must love students and influence them with words and deeds. Using humor when necessary may get twice the result with half the effort.

Motivation and guidance

Everyone needs to be appreciated. The new curriculum standard also points out: "Students' daily performance should be based on positive evaluation such as praise and encouragement, and mainly on encouraging comments and positive guidance". ② In the eyes of students, teachers' evaluation has natural authority. A word of praise from the teacher will inspire the students. For example, a student's composition is getting better and better, and the teacher praised him in time: "You see, you are very talented in writing, and I have long discovered it. Keep working hard and catch up with great writers in the future. " On the contrary, the teacher's criticism will make them disheartened and even depressed. So teachers should give priority to affirmation and praise. Even if students don't perform well, they should first affirm their good aspects, gently point out their shortcomings or put forward their own expectations. In the usual teaching, it is normal for students to make mistakes, especially some students with learning difficulties, and even often. This requires teachers to use love to stimulate the learning vitality of students with learning difficulties. For example:

A girl who is usually afraid to answer questions suddenly raised her hand. The teacher happily asked her to speak, but when the students stood up, she forgot everything and began to cry. Instead of criticizing her, the teacher encouraged her: "It's good that you can take the initiative to answer questions. Although I didn't answer well this time, I believe you will succeed next time. " In the following questions, the teacher encouraged the student to speak boldly many times, and the student finally succeeded in answering the teacher's questions and won the applause of the students.

The teacher's evaluation is such a magical power that it will receive unexpected results if used well.

Fifth, improve the effectiveness of classroom evaluation strategies

(A) teachers should strive to strengthen theoretical literacy, especially to correctly understand the evaluation theory.

Theory is the forerunner of action. Teachers should constantly learn new theories, update old ones and apply new theories correctly in teaching. This requires teachers to pay more attention to the forefront of the development of teaching theory, take the initiative to learn, or consult experts, or communicate with peers, or study and think on their own, so that their teaching can keep pace with the times under the guidance of new theories.

The purpose of teachers' classroom teaching evaluation should focus on the psychological construction process of students' learning and improve teachers' teaching ability and students' learning ability. The evaluation index system of classroom teaching should focus on describing and evaluating the degree of coordinated development between teachers and students. ③ Mastering the theory of teaching evaluation is of great significance to the correct application of teaching evaluation and the improvement of teaching effect.

(2) Fully prepare before class.

Teachers should fully understand the overall level, personality characteristics and learning ability of the whole class, take different countermeasures for different students, and presuppose as many possible situations in class and possible answers to each question as possible. In this way, the class will be prepared and comfortable.

(C) Flexibility and the cultivation of educational tact

Classroom teaching is a dynamic process, and teachers may be caught off guard by unexpected situations at any time. Therefore, a high-level teacher should have the ability of flexibility, wit and humor, and should consciously cultivate teaching wit in peacetime. In class, we should observe students' reactions and learn to listen to them. By observing and listening, we can try to figure out students' psychology, accurately grasp the development trend of things, and quickly find appropriate treatment measures or words.

(D) Teachers should be good at reflection and research.

Teachers' teaching ability is gradually accumulated in practice. How to use your own comments in each class, what the students have gained and what needs to be improved should be carefully summarized, and the teaching postscript of each class should be written well to strive for continuous improvement in future teaching.