Author | Wang Dongsheng (famous education teacher, Jiangsu Province’s special teacher)
Source | Educational Research and Comments "For the sake of "correct", it is possible to lose the desire to explore"
"Correct answer" does not mean common sense, things cannot be static or isolated. Learning requires more "richness" than "correct answers". By taking the "correct answer" as your learning goal, students are likely to weaken or even lose their desire to explore.
The single learning method is not only boring, but also easy to lead to closure and is not conducive to thinking development. Through practice, it is necessary to be familiar with the necessary paths and master the basic methods and steps of learning. Doing questions is also an exploration, the purpose is to find the truth and find more methods.
But if it is just to seek the only "correct answer", its effect will be very limited for learning. Those are various questions designed by others for students. The purpose is to train him, make him familiar, make him knowledge, consolidate his memory, and of course let him think and "pass"; then give him a batch of questions, and repeat it, he is "feeded", "accumulated" and "grown" to become a person with "learning experience". This learning process is not to guide him to find and discover himself, nor to let him think freely, but to train him. Through such training, students become a skilled "incoming material processor".
The large number of repetitive basic training often leads to students' rigid thinking. Pure pursuit of "skilled" training is not only exhausting, but also leading to students' illusion of concepts. The answers to things should be colorful, and training often pursues "correctness", not only requires answers, but also only "unique". Such learning cannot be undestroying people's thinking qualities.
pursues "correctness", which may mislead students' learning and may also mislead teachers. When some teachers lament the difficulties and heavy work of teaching, they do not realize their mistakes in education and teaching. The wrong concepts and wrong methods taught in school education may affect people's cognition for a long time. One of the obvious disadvantages of single intensive training in exam-oriented teaching is that it erases the infinite possibilities of people in future practice and development.
teaching evaluation also requires "anti-counterfeiting"
Author | Zhang Weixian (Liaocheng Education and Sports Bureau of Shandong Province)
Source | Primary and Secondary School Principal Forum "Zhang Weixian: Primary and Secondary School Classrooms urgently need to "anti-counterfeiting"
Classrooms are the main battlefield for implementing the fundamental task of cultivating morality and cultivating people. With the deepening of curriculum reform, schools in various places are actively creating efficient classrooms. However, some primary and secondary school classrooms, especially open classes, demonstration classes, and competition classes, are far away from or even deviate from the original intention and essence of efficient classrooms.
The most relevant teaching evaluation in the classroom also needs to be "anti-counterfeiting". At present, some teachers' evaluation of students' knowledge, thinking methods, and learning attitudes is not scientific:
- is acknowledged, and the correct answers to students, praise them for being overly, rigid and cheap, which is annoying;
- does not agree with students' different understandings, making it difficult for students to distinguish right from wrong;
- does not understand the principle of embellishing criticism and does not pay attention to students' The strengths often hurt the children's hearts;
- inappropriately interrupts students' speeches, affecting the continuity of their thinking and their enthusiasm for answering questions;
- evaluation is seriously misaligned, and does not properly guide students' mistakes in learning;
- has problems with the value orientation, and attaches importance to screening and ignores motivation. Students cannot discover their own progress and find it difficult to establish self-confidence.
Teachers should carefully study the connotation and significance of classroom teaching evaluation .In classroom evaluation, we must adhere to the principle of multidimensionality, process, authenticity and development, formulate scientific evaluation standards, enrich evaluation methods, and give full play to the role of evaluation in improving teaching.
respond to
Concept, goals and paths of teaching evaluation reform
Thinking changes: Return to "living" people to carry out
Author | Li Zhengtao (Director of the Institute of Basic Education Reform and Development of East China Normal University)
Source | Primary and secondary school teachers refer to "Li Zhengtao of China Normal University: Use evaluation to leverage education reform and pay attention to the nine major shifts in education evaluation in the new era! 》
Evaluation Reform must return to the original intention of reform and return to the starting point of educating people, from only looking at the "cold points" and focusing on "living people".
First of all, evaluation is a way of educating people. Education reform in the new era is fundamentally a reform of the way of educating people, and evaluation reform is part of the reform of the way of educating people. The evaluation process of
is not for evaluation, but for educating people. A good educational evaluation must be an evaluation that can maximize education. No matter how scientific and standardized the standards seem or how rich the evaluation tools are, as long as they cannot achieve education, it is not a good evaluation.
Secondly, evaluation is a learning method, and the process of evaluation is the learning process. Changes in learning methods are an important prerequisite for the transformation of education and teaching in the new era. A good educational evaluation must be an evaluation that can help students learn to the greatest extent.
Again, evaluation is a growth method, and the evaluation process is the growth process. Grow it up as much as you evaluate it. Evaluation promotes growth, promotes students' growth, promotes teachers' growth, and promotes parents' growth. A good evaluation must be an evaluation that can maximize the growth of people.
Education evaluation reform is not a shift in technology, operational methods, and evaluation indicators, but behind it is a shift in values. Changes in values are the starting point of reform of education evaluation. For example, there are many plans for the evaluation of students' comprehensive quality, many vivid cases, and very rich evaluation indicators, methods and tools. But it is fundamentally a shift in values.
returns to the human-centered position and turns to the basic starting point of human generation and improvement. Return to real life and turn to living specific individuals. It looks very abstract, but in fact it is closely related to the education and teaching of every class and every subject.
I mainly study Chinese language teaching, so I take Chinese as an example.
So far, I have listened to and reviewed about 6,700 classes. When reviewing classes, I pay special attention to a question. What does this text I learned today have to do with the life of the student and himself? Many Chinese classes only regard students as bystanders and readers of the text, and do not establish a connection between this text, this role and the students' own lives. After class, these contents quickly disappeared and did not grow on the students.
What is Chinese? After the unified textbook was released, there was a major shift in the definition of Chinese. Chinese is not only language and characters, but also language and literature, but also "transformed language into writing", transforming other people's language, creating students' own literature, famous masters and famous articles, and creating each child's own expression personality, expression style, and expression creation.
Also read an article to achieve students' feelings, propositions and judgments, and ultimately achieve their own spiritual life. Each subject can achieve the spiritual life of students in its own way. The conclusions on the development of group students formed by
based on sampling detection are not necessarily applicable to each individual. The ideal development standards abstracted from many individual students may not be completely applicable to each individual. This is not only the limitation of this evaluation method, but also the limitation of the theory itself. The theory is abstracted from a large number of individual cases. But when faced with every specific and vivid individual, there is often a contradiction between theoretical logic and practical logic.The evaluation conducted by
based on the "abstract person" preset is not enough to explain and predict individuals in specific situations.
In addition, the values behind the reform of comprehensive quality evaluation are not only human nature, but not only life, but also returning to the "total people" and turning to comprehensive judgment based on analysis of various aspects. Many evaluations are evaluations of a certain aspect, which is a split evaluation. In fact, every teaching behavior has an overall educational effect.
Ye Lan Teacher has a view of "achievements and adults": adults are adults while they are successful, and adults are used to promote things. On the surface it is an idea, but behind it is the way of thinking. Including comprehensive evaluation, process evaluation, and value-added evaluation, it is an opinion and concept on the surface, but behind it is the way of thinking. From point-shaped, split, binary opposition, or either-or thinking to related, holistic integration, comprehensive penetration, process growth, and two-way interactive thinking.
evaluation reform is not only a reform of concepts, but fundamentally also a change in thinking mode.
Previous evaluations may be more focused on the objective description and precise measurement of the evaluation object. Today's reform also requires that the evaluation object be judged from the actual living person (subject) to make a judgment on the meaning and value of the evaluation object to people.
Target guidance: Use knowledge construction to promote students' enthusiasm
Author | Xu Yanyan
Source | Xi'an Eurasian College "How to evaluate teaching effectiveness? 》
Taking the course "History of Chinese and Foreign Education" as an example, combining the content and characteristics of the course, drawing on the evaluation methods recommended by Barkler and Megil, we share how to design different evaluation methods based on different types of teaching objectives to promote students' active learning.
For example, in knowledge application dimension , the main method of evaluating students' learning effects is used. Literature reviews allow students to read relevant literature, identify facts and opinions, and extract certain parts for students to evaluate and express personal opinions and opinions; while research reports allow students to choose educators' educational thoughts or educational issues for research, helping students scientifically apply theoretical knowledge and research methods and complete research reports independently.
Analyze the evaluation dimensions of . Evaluation methods such as stance selection, free discussion, debate competition, etc. can be designed. By allowing students to speak publicly and debate, teachers and classmates use evaluation scales to provide evaluation feedback on the speaker's expression and content.
In humanistic dimension , through classic reading and role-playing, students can read classic Chinese and foreign education works, study educators' thinking angles and ways of thinking, and promote the mastery of subject knowledge and thinking training.
The core view of the constructionist learning theory is: knowledge is constructed, not taught, that is, learning is the students' construction of cognitive models in their minds, and the teacher's responsibility is to design, guide and manage this process. In the design of learning effect evaluation, we should consider how to allow students to actively participate and improve their learning responsibilities.
humanistic psychology emphasizes student-centeredness and attention to human growth and development. Teachers actively provide students with learning resources in teaching, create an atmosphere of relaxed, open and active learning, and let students decide how to learn by themselves and pay attention to the teaching process.
Theoretical basis ( constructivism learning theory)
Student learning effect is the basic standard for evaluating the effect of course design and is also the difficult part of the entire course design. As Professor Zhao Juming said: At present, in all areas of the "student-centered" reform, learning effect evaluation is the shortest shortcoming, because most of the currently learning effect evaluation methods mainly come from the summary of effective practical experience of teachers, and have not been effectively combined with the research of brain science and learning science.
Therefore, the scientificity and reliability of learning effect measurement and evaluation need to be continued research and practical revisions.
Promotion process evaluation
Author | Hou Liangyan, Tian Li
Source | Shanghai Education Evaluation Research "Deconstruction and Reconstruction: Recognition of Process Evaluation in Mixed Teaching"
Mixed Teaching is the integration of online and offline education based on the rational use of modern information technology means. It is "student-centered" and requires creating a personalized and highly involved learning experience for students. To objectively reveal and judge the learning status of students in mixed teaching, the feedback of process evaluation results must be in line with students' learning characteristics, that is, the evaluation should provide students with timely and individual feedback information.
For example, regarding the question "How to rescue autistic children", teachers can browse students' replies online in the discussion area, understand students' thoughts and confusions, and promptly solve students' doubts in the Q&A area. In general, combined with the participation of students' learning activities in mixed teaching, teachers mainly need to follow the following key points:
First, teachers' evaluation feedback should be partially combined with the whole.
On the one hand, based on the students' learning situation obtained by smart teaching tools, teachers should conduct overall learning analysis to guide the organizational arrangements of offline teaching classes. On the other hand, based on the actual situation of each student, teachers should provide individual and targeted feedback.
Secondly, the feedback frequency of evaluation results should be consistent with students' learning participation. High learning participation and low feedback frequency will inevitably damage students' enthusiasm for learning, and some students may not receive feedback or feedback information in a normal way, resulting in a lack of direction in student development.
Third, the evaluation feedback method should reflect a good invitation. Adopt easy-to-understand language and use an exchange of opinions to allow students to gain a sense of participation. When students have questions, teachers can also explain in a timely manner to ensure that students understand and accept the evaluation results. On the other hand, students as unique existences require teachers to treat students differently, and different feedback methods should be used for evaluation results of students of different personalities and different natures. For example, direct feedback is adopted for extroverted students, and indirect feedback is adopted for introverted students; public feedback is adopted for common problems, while individual and more sensitive issues need individual feedback.
Processive evaluation is a link in the implementation of the course and is also a way of thinking for curriculum management. Its implicit educational value is reflected in allowing students to learn to self-evaluate, reflect on themselves, optimize and update their own course learning practices, improve the quality of thinking in course learning, and develop the metacognitive level and practical ability of course learning. This is the value purpose of the development of "high-quality" curriculum.
relies on the innovation of process evaluation design and practice in the hybrid teaching model. For teachers, evaluation information can be used as a useful resource for enriching curriculum construction. It is not only limited to institutional considerations such as class hours and performance, but also becomes a growth point for teaching research. For students, the significance of process evaluation is not limited to passing the exam, but is more reflected in the ability of learning individuals to integrate into a co-construction and sharing, open and free learning atmosphere to achieve conscious, autonomous and self-disciplined learning input and output. The learning results created can be used as an important source for enriching curriculum construction.
Make good use of motivational evaluation
Author | Ran Lian, Zhong Yu
Source | Teaching and Scientific Research Training Guidance "The Application of Motivational Evaluation in Primary School Classroom Teaching"
Correct use of motivational evaluation can stimulate students' internal learning motivation, arouse students' desire for knowledge, help cultivate students' courage and self-confidence, and make classroom teaching more exciting.
Teachers can adopt the following strategies: establish correct evaluation concepts, pay attention to the diversification of evaluation methods, pay attention to the pertinence of evaluation, grasp the "time" and "degree" of motivational evaluation, and pursue the emotional and artistic evaluation.
- Establish a correct motivational evaluation concept
praise and criticism both Where students answer wrong answers, teachers can use hints, reminders or tactful corrections to help students correctly understand their own mistakes. At the same time, teachers should praise students for doing well and making progress, and pay attention to the inspiration of motivational evaluation.
Do a preset evaluation well, and combine it with generation In actual classroom teaching activities, teachers can combine preset evaluation with generation based on factors such as classroom activities implementation, student classroom participation, and student classroom real-time performance, and integrate motivational evaluation to better motivate and correct students' performance.
- Focus on the diversification of evaluation methods
Optimize the evaluation language and pay attention to evaluation skills In classroom teaching, teachers should be good at combining oral motivational evaluation, body motivational evaluation, and external reward motivational evaluation, and reflect novelty and sincerity in details, so that students can experience the pleasant emotions of equal understanding, and gain self-satisfaction and a sense of success from the heart.
Optimize the evaluation model and focus on evaluation innovation Teachers can combine target motivation and competitive incentives, and determine specific goals for students or let students set goals for themselves based on students' cognitive level, difficulty of knowledge points, personality characteristics, etc., and use peer competition to stimulate students' internal learning motivation and encourage students to continuously consolidate and strengthen the knowledge points they have learned.
Teachers can also adopt a multi-subject motivational evaluation method, organically combine teacher evaluation, student mutual evaluation, and student self-evaluation to guide students to understand themselves and evaluate themselves from different angles, and help students form a more comprehensive self-awareness and correct view of attribution.
- Focus on targeted evaluation of motivational evaluation
Teachers should cherish and love students' uniqueness and differences, conduct targeted motivational evaluations in classroom teaching, and cultivate individual people.
Evaluation based on people, focusing on the development of students' personality For students who have spare time, motivational evaluation should focus on motivationality; for middle-aged students, motivational evaluation should focus on affirmation and encouragement; for students with learning difficulties, motivational evaluation should focus on tolerance and motivationality.
little evaluation, timely strengthen Teachers can guide students to compare their own self today and their own self yesterday, so that students can find their own progress and shortcomings in the comparison; teachers can also set an example to encourage other students to actively participate in classroom activities.
- grasp the "time" and "degree" of motivational evaluation
Pay attention to the timely nature of motivational evaluation Be good at capturing the subtle changes of students in the classroom, and provide timely motivational evaluations for students' changes and progress, help students better participate in the classroom, so that students can understand their shortcomings in their learning in a timely manner, and quickly correct them under the guidance of teachers.
Select the entry point, and the evaluation is clear and specific For example, in mathematics class, teachers can invite students to show the problem-solving process. If students have a wrong answer but have clear ideas and unique methods, teachers can encourage them from the aspects of innovative consciousness and the ability to learn from them, and encourage other students to learn from them. At the same time, teachers should point out the reasons for students' errors in answering questions and guide students to master and correctly apply teaching knowledge points.
uses self-evaluation to stimulate students to grow independently
Author | Fu Yongping (Deputy Director of the Basic Education Curriculum Reform Office of Nantong City, Jiangsu Province, and a special teacher in middle school mathematics)
Source | China Education Daily, July 8, 2022, 10th edition "Reconstructing Teaching and Liberating Students' Creativity"
Students are the best aware of their "learning", especially the gains and losses, causes and effects, blockages and smoothness that occur during the learning process, including very implicit learning emotions and learning psychology. These are the most valuable basis for learning evaluation and scientific evidence for teaching evaluation and regulation.
But in fact, most students live in a learning environment where simple signs such as "√" or "×" are accepted by teachers' ruthless judgments, which directly leads to the suppression of the subjectivity of learning. Apart from the result evaluation given by teachers, many students cannot explain how they have learned, and thus lose the opportunity to adjust their learning direction and correct deviations at any time. The harm is conceivable.
Therefore, students should learn to evaluate independently, which is an important ability for students to learn to learn.
One important reason why primary school students can learn the relevant knowledge of junior high school is that students' independent self-evaluation has always been accompanied by their learning activities. The always-introductory evaluation, heuristic evaluation, and happy evaluation enable more students to overcome learning disabilities in a timely manner and continuously adjust in the proximal development zone.
When I was in class, I asked students to summarize and write by themselves at the end of a class and use it as a classroom summary. Because of the objective existence of individual differences, the learning goals and key points written by each student vary greatly. This provides a valuable reference for us to teach students in accordance with our aptitude and formulate personalized teaching goals, and is also a resource that can be used for subsequent teaching. Letting students participate in teaching evaluation and learning process evaluation will help guide students to check for omissions in class and fill in after-class homework in classroom summary and reflection, and make seamless connections.
Use evaluation to promote the integration of students' knowledge and action
Author | Cai Ke (Professor of the School of Teacher Education, Capital Normal University)
Source | China Teachers' Daily, January 5, 2022, 12th edition "Two-way Integration of Examination Evaluation and Teaching Reform"
Because learning requires "integration of knowledge and action", the judgment of whether learning achieves its goals should be based on "comprehensive performance", and evaluation is no longer just identification and selection, and its functions such as diagnosis, feedback, and incentive have a focus in teaching. Have students used mathematical thinking to raise questions in their daily study, used historical materials to explore historical events, and used physical knowledge to explain natural phenomena... Whether it is the new college entrance examination or the new curriculum standards, new requirements have been put forward for teaching. The design of
teaching is a roadmap design for students to call rigorous subject knowledge to complete tasks, turning students' problem solving process into performance behaviors that step by step and reflect the characteristics of the subject. At this time, expression evaluation and process evaluation are also produced. Evaluation is not only the ultimate test of learning effect, but also becomes the basis for dynamic adjustment of the learning process, running through every link of teaching to promote students' learning through evaluation. Whether it is teaching or exam, it should ultimately guide students to learn with high quality. Students' exploration of solving problems and completing tasks is also the process of learning specific knowledge, improving problem-solving ability, and completing test requirements.
In teaching, the subject knowledge content is transformed into tasks that contain problems, and then guide students to actively learn and "express" the qualities achieved; in the exam, change the concept of question-based design, use situational tasks as the carrier of test questions, and guide students from focusing on "answering questions" to "solving problems" - this is the key to deepening teaching reform and implementing the consistency of teaching assessments.
Source: New Principal Media, the key is sharing, the copyright belongs to the original author's original source.
