How to Evaluate Teachers' Reading

"Reading teaching is a process of dialogue among students, teachers and texts. Reading is a personalized behavior of students. Teachers' analysis should not replace students' reading practice, but should cherish students' unique feelings, experiences and understanding. Gradually cultivate students' ability of inquiry reading and creative reading, advocate multi-angle and creative reading, and use reading period, reading reflection and criticism to expand thinking space and improve reading quality. " To evaluate students' reading literacy, we must have a rational understanding of this complex activity. Constructivist learning theory holds that: "Learning is a process in which students actively construct knowledge in their minds. The learning process is not a simple information input, storage and extraction, but a two-way interaction process between old and new experiences. Therefore, the evaluation of students' reading literacy should be based on their mastery of reading strategies, rather than objective quantitative evaluation, but qualitative evaluation. Reading aloud is an important part of reading teaching, which can increase students' accumulation, cultivate their sense of language and deepen their experience and understanding in practice. How to evaluate and guide students' basic reading skills such as pause, stress, speech speed and intonation in reading is extremely important. Germany, France, Britain, the United States, * * and China all pay more attention to training students to master basic reading skills and techniques in reading teaching, and reading aloud and silently is one of them. Combination of others' evaluation and self-evaluation: others' evaluation mainly includes experts' evaluation, teachers' evaluation and students' mutual evaluation, etc. From the psychological point of view, students are eager to get others' evaluation after getting up the courage and doing their best to read, and others' evaluation should tell students where their reading advantages are and how to further develop them according to the specific situation of reading and the quality of readers. Where are the shortcomings and how to make up for them; Make students understand how to read well. This can not only meet the psychological needs of readers and listeners, but also point out the direction of students' efforts and improve their reading ability. With the words of "finishing touch", you can "point the way". However, the author believes that self-evaluation can not be ignored, and the psychological process of reading aloud includes several stages: perception, understanding, imagination, appreciation and expression. Specifically, with the help of written language and imagery thinking, we can arouse our inner visual image, turn people, events, sights and things in the text into various things in the objective world that can be seen, heard, smelled, tried and touched, and produce emotional experiences in imagination, so as to achieve the emotional development of readers and authors, and then express their emotional experiences clearly through oral English. Such a complex psychological process of reading aloud, only the readers themselves are active, and others can't participate, understand and comment. Therefore, in teaching, the reader should be allowed to evaluate his own reading as much as possible, and when he wants to be speechless or not punctual, he should use others' evaluation, so that he can better understand himself, improve himself and improve himself. Combine direct evaluation with heuristic evaluation. Many teachers like to evaluate students' reading directly in class, so that students can know their own gains and losses and improve, but sometimes heuristic evaluation is needed in teaching. The emotion expressed in the article is very complicated, and different evaluation methods should be adopted according to different reading requirements in teaching. If students are required to "read through" the text, direct evaluation can be adopted; If students are required to "read" the text, they should adopt heuristic evaluation, that is, guide readers to think, understand, feel, experience and express themselves through enlightening questions. This not only guides the readers, but also enlightens the listeners. It not only evaluates reading aloud, but also guides reading aloud; I have trained both reading and thinking. As for the speed of silent reading, it can be used as a unit of a certain time limit. The students to be tested start at the same time and bind at the same time, and then calculate the different speeds of different students. You can also use a paragraph as a unit to calculate the reading time of different students, so as to determine the reading speed of each student per minute. The silent reading comprehension test tests the effect of students' silent reading by grasping the main points of content, keywords, words, sentences and paragraphs according to the reading purpose and materials in unit time to see whether students can grasp the general idea of reading materials and capture important information from reading materials. For example, the text of Zweig's "Great Tragedy" in the second volume of the seventh grade Chinese of People's Education Edition is ten pages long. I ask students to capture typical characters and typical environments for reading purposes, and let them complete a preview assignment about grasping the content of the article as a whole for 15 minutes to test the speed and understanding effect of students' silent reading. How to evaluate the teaching of writing and exercises Yuan Guifeng's writing is an important way to express and communicate by using language, and it is a process of knowing the world, knowing oneself and making creative expressions. Writing ability is a comprehensive embodiment of Chinese literacy. The difficulty of primary school students' composition has become a top priority in Chinese education faced by teachers, students and parents, so that many newspapers have launched this discussion. It can be said that this problem has become a topic of concern to the whole society. Everyone vividly regards the phenomenon of "difficult composition" in primary schools as "a clever woman can't cook without rice" Even many of our teachers who are engaged in Chinese teaching in primary schools lament for primary school students: primary school students have too little experience and little materials for writing, so it is really hard for these young and innocent dolls to write, especially to make them write meaningful things or even educational things. However, what influence does our evaluation view of Chinese teachers have on students' writing level, and is it conducive to the improvement of primary school students' writing level? This paper will analyze it from the following aspects. First, the impact of the standard scale of evaluation on the level of primary school students' writing. As Chinese teachers, we often inadvertently encounter such a phenomenon: a student is in the third grade and asked to write a composition. Suddenly, it is found that most primary school students can't write, so they are in danger, so they should find ways to do it quickly, emphasize in class, talk to parents after class, and ask parents to cooperate with them. Parents are scared when they see the teacher in a hurry. The most common way is to go to the composition cram school quickly, so the composition cram school market is booming. The improper use of teachers' evaluation criteria for students' writing level is the main reason for this phenomenon. 1. Teachers set the slope artificially, which leads to the students' writing level "stuck". "Chinese Curriculum Standard" has made different requirements for the level of homework in each stage of primary school grades 1-6: grade 1-2 is called writing, and grade 3-6 is called writing. Taking the writing of Grade 1-2 as an example, the requirements of the curriculum standard are: (1) Be interested in writing, write what you want to say, write imaginary things, and write your own understanding and feelings about the surrounding things. (2) Be willing to use words learned from reading and life in writing. (3) According to the needs of expression, learn to use commas, periods, question marks and exclamation points. On the contrary, the writing of primary school students in grades 1-2 did not attract the attention of teachers. At best, they were just giving lectures to let students understand new words and make sentences. Training students to read and write in order to take the exam. This single evaluation standard and scale hinders the improvement of students' writing ability, and it is impossible to talk about the cultivation of writing interest and self-confidence. This teaching mode is accompanied by students entering the third grade, which inevitably leads to the phenomenon that students can't write, because the evaluation view held by teachers suddenly rises at this time, which makes it difficult for students to accept, and invisibly sets a huge obstacle for the development of students' writing level. Students will naturally be afraid of writing and find it difficult. What should we do? Give the student an acceptable slope, let him work hard, and he can touch the height he wants. For example, some junior Chinese teachers have designed "slope writing" and "writing" exercises related to students' study and life, so as to guide children who have just entered school to write their new schools, new friends, new teachers, new textbooks, new schoolbags, new subjects, new learning methods, etc., and to guide students to write what they want to say and their own understanding and feelings about the surrounding things. Guide the second-year students to observe and understand the phenomenon of writing about nature, and write about their own happy things, troubles, helping others, crying and tears, what they can do, entertaining guests, writing about their hometown Xiangfan Bridge, their bedroom and so on. With such down-to-earth training in writing ability, when you really write in grade three, you won't be suddenly "stuck" as mentioned above. 2. Lower the evaluation criteria and cultivate students' writing interest and self-confidence. As for the content of primary school students' compositions, teachers' opinions on evaluation are too high, and students are asked to write "meaningful things" or even "educational things" with their fingers swinging, which forces them to find model essays. As a result, the phenomenon of "empty talk and cliché s" in primary school students' compositions generally appears, which naturally leads to the problem that primary school students' compositions have no personality characteristics, and primary school students' compositions lose their childlike interest and innocence. If you write about doing good deeds, you must write the old three things: helping the blind cross the road, giving up your seat to the old man on the bus, forgetting to close the window when you are on duty, and closing the doors and windows when you come home in the rain. I think it's not that such a good thing should not be done, but that this kind of good deed has been written for decades, and the teacher is tired of listening to it and changing it! Mr. Zhang Tianruo, a famous contemporary educator, believes that the goal of composition teaching for primary school students is practice, a kind of training and a kind of homework for students. Primary school students' composition is not creation, so we can't demand the social function of primary school students' composition. Some primary school students have written literary works for people to appreciate, which is of course good, so we should cherish and cultivate them. But this is not the goal of composition teaching for primary school students. The majority of primary school students will not write literary works, nor can they be asked to do so. As Liang Qichao said: "Whether the article is well done is a matter of ingenuity, which is related to genius and cannot be learned by teaching." Students practice writing step by step according to the teacher's requirements, and learn how to write in various styles, that is, the so-called rules. This kind of practice is also a basic skill in language use that is usually emphasized. In my opinion, teachers teach students a certain basic skill in writing at every stage. As long as students master it, they can give them a perfect score, and there is no need to criticize them from the beginning to the end, from diction to ideas to literary talent. The requirements are too high, and students are afraid of difficulties, and they are unwilling and do not like writing. If the standard of evaluation is lower, students will not only grasp the method of writing, but also have confidence, and their interest in writing will be stronger. It is self-evident. (Note: The difficulty is that our teachers can't let go of the high evaluation standards! (2) Neglecting the evaluation of the preparation process of writing materials leads to the students having nothing to say when writing, not being able to write in detail, or having nothing to say when writing, or finishing it in a few words, which makes us Chinese teachers very headache and have a great feeling of hating iron and not turning it into steel. The curriculum standard requires that all students in different periods should possess authentic and rich materials in their writing, and teachers should attach importance to the preparation process of students' writing materials in their evaluation. It is necessary to examine not only what materials students possess, but also how they possess all kinds of materials. We should use positive evaluation to guide and urge students to collect materials in life by various methods through observation, investigation, interview, reading and thinking. In view of the problem of "cooking without rice" in primary school students' composition materials, the majority of Chinese teachers have also made active exploration and development, and some teachers even helped students "find rice to cook". The practice of organizing an activity to let students write a composition. On second thought, this is really a helpless move! Mr. Ye Shengtao said: "The root of writing lies in our own life." He also said: "Life is like a source, and articles are like streams. The source of the spring is abundant but not exhausted, and the stream is naturally lively and flowing." Children have their own children's lives, their joys and sorrows, their joys and sorrows. Some things seem that writing is not the way, but it is also life! Children's "source springs" are abundant, but why are "streams" "dried up"? According to the survey, the compositions that students are most interested in or are best at are fairy tales, science fiction, dreams, etc. Many students don't like the type of "writing notes" because they can't remember the details clearly. The "science fiction fairy tales" category is different. It can write whatever it thinks, so it's easy to write! Therefore, the form of composition written immediately after the activity came into being! However, after a long time, the number of activities increased, which means that the teacher helped the students "find" a lot of rice. Teachers also found that many students cooked delicious rice, but many cooked raw rice. Although the students are interested in writing people's notes, the students who write more brilliantly are those who have a good foundation in ordinary composition and strong ability in observation and writing. Many other students just recorded the process of activities, like a "running account", dry bar is tasteless. Later, everyone was only interested in the activity itself and began to get tired of the composition. What's going on here? Facts have proved that this practice of helping students "find rice" is a temporary solution rather than a permanent cure. It is a superficial behavior to cultivate students' writing ability. What should we do? For some fierce sports events, the referee can't judge them with his eyes, so he has to use electronic imaging equipment to play them back in slow motion. Only by playing them back in slow motion can we see clearly the tiny gap between the athletes' movements and their bodies. Eating cake is the same. A big cake is in front of you. How to eat it? It's simple, cut it open and eat it! There are many similar examples in life. Let's look at the activities we guide students to carry out: the process of activities is to slow down the camera. Usually, only the students are allowed to observe as a whole, which can only give students an overall impression. You can't write a good composition without cutting it open, that is, teach students observation methods and skills. Remind students to observe the appearance, expressions and movements of the characters in the activity, and tell them to remember their own thoughts, and then interview them in time afterwards, and guess what others will think when they are in the activity. 6? 7? 6? The teacher's reminding and asking questions is to help students remember and observe, so that students can develop the habit of observation. After such a long period of training, I believe that students can not only write games between teachers and students, but also write other types of notes, that is to say, they can "find rice" only after they have mastered the skills and ability of "finding rice". Let's look back at Ye Lao's words: "Life is like a source, and articles are like a stream. The source is abundant but not exhausted, and the stream is naturally lively and flowing." This statement is naturally correct, but it can be added: In order to make "the stream flow endlessly", we as teachers need to do a good job of dredging the "channel"! Third, pay attention to the evaluation of composition revision 1. The significance of revision. Good articles are changed. Wang Anshi chose his words carefully, and made such a famous sentence as "Spring breeze and green Jiang Nanan". Jia Dao repeatedly "scrutinized" it, leaving a timeless story of wording. Ye Shengtao, Lv Shuxiang, Zhang Zhigong, Zhu Dexi and other Chinese education veterans attach great importance to the correction of students' compositions, just from the book Ye Shengtao's Example of Composition Correction for Primary and Secondary School Students published by Kaiming Publishing House.