It's great that the students carefully observed and found so many little secrets. "
"You ask this question, it is our course to study. Thank you for bringing us such a good question. "
"Let the teacher participate in your game, will you?"
"Students put a stick and work out that 9+2 is 1 1, so what is 9+3? Can you work it out with a stick? Students can not only pose, but also speak well. The teacher is really happy for the students. "
"Not ready yet? Please sit down first and let us listen to other people's opinions. "
"You are really brave today, but there are still some questions in the answer. Let's study them together, shall we? " ………
This is the language used by teachers to evaluate students in some open classes. Teachers say these different words with smiles as warm as the morning sun and different voices and tones. But the teacher's evaluation of the child's face is also as bright as a flower. These languages not only make listeners feel very harmonious and beautiful, but also deserve our in-depth study and research.
The new curriculum standard emphasizes that the purpose of evaluation is to fully understand students' learning situation, stimulate their learning enthusiasm and promote their all-round development. So what is the significance of teachers' evaluation of language? What is the purpose and function of evaluation language in the process of mathematics teaching in lower grades? What should teachers pay attention to when evaluating students' language? How should teachers hone their own evaluation language?
First, the meaning of teachers' evaluation language:
Teacher evaluation language refers to the evaluation language of students' learning activities produced by teachers in teaching activities. In this paper, evaluation language mainly refers to the language used by teachers to evaluate students' learning activities in junior high school mathematics classroom.
Second, the purpose and function of teachers' evaluation language:
Teachers' evaluation language is first of all a way to evaluate students' learning, so the main purpose of evaluation language is to fully understand students' situation, stimulate their enthusiasm for learning and promote their all-round development. Accordingly, a good teacher evaluation language has the following functions:
First, it has a feedback effect on students' mathematics learning.
Through the teacher's evaluation language, students can understand their own speeches and homework. A good evaluation language can not only let students know whether their answers are correct, but also learn how to make them better.
Second, it plays a guiding role in students' classroom performance.
The real math classroom situation may be as changeable as the weather, especially in junior high school math class. Junior students are lively and active, and their study habits are gradually developed. A good evaluation language can not only let students know which behaviors are not allowed in class, but also let students know which behaviors are worth learning, thus helping students gradually develop good study habits.
Third, it can promote the all-round development of students.
Good evaluation language helps to close the distance between teachers and students, build an equal and harmonious relationship between teachers and students, and promote the physical and mental development of junior students.
Fourth, it plays an auxiliary role in teachers' classroom teaching.
Good evaluation language can also promote teachers' classroom teaching. In normal teaching, a math class without evaluation language is like a night sky without stars, even if there is a bright moon, it is incomplete.
Therefore, teachers should not ignore the important role of evaluation language, and should constantly reflect on and hone their own evaluation language.
Three, teachers should follow the principles of evaluating language:
1, scientific principle. As an evaluation language for mathematics teachers, we must first ensure its scientificity. We should not only be guided by the knowledge and laws of mathematics, but also follow the laws of children's psychology, pedagogy and other related disciplines.
2. Guiding principles. Teachers should be clear about their own purpose, their own advantages and shortcomings according to the students' situation and classroom teaching design.
3. The principle of objectivity. Teachers' evaluation language should be objective and fair. An objective and fair evaluation language is very important for the first grade children who are gradually learning how to evaluate themselves and others. After the new curriculum reform, some teachers are afraid of hurting children, unwilling to point out their shortcomings or pass by vaguely, which is not conducive to their growth.
4. The principle of democracy. In a democratic and equal classroom atmosphere, children feel more secure and like learning more, which has been proved by countless studies. The creation of democratic and equal classroom atmosphere mainly depends on teachers' democratic evaluation language. The tone of discussion, equal dialogue and suggestive criticism can make children realize the teacher's concern, trust and respect for themselves.
5. Incentive principle. Only when students are interested in learning and turn what I have learned into what I want to learn can they really learn math well. Teachers' evaluation language should stimulate students' learning and try not to use words that dampen students' enthusiasm. Language damage is like a nail on a fence. Even if it is pulled out, it will still leave a scar. If you love a student, please encourage him to grow up bravely with the encouragement of the teacher.
6. The principle of flexibility. For different students, teachers should adopt different evaluation languages, education emphasizes teaching students in accordance with their aptitude, and evaluation languages should be used flexibly for different students.
Four, dripping wears away the stone, and constantly hone their own evaluation language:
It is difficult to be a teacher, and it is even more difficult to be an excellent teacher. Preparing lessons, attending classes, correcting homework, dealing with class affairs, going out to study, teaching and training ... teachers work hard day after day, year after year, and the hardships can only be realized when they become teachers. However, since I have chosen the profession of teacher, I have reason to keep learning and honing myself.
Almost all special-grade teachers have their own unique evaluation language in class. So how do you hone your own evaluation language?
First of all, come prepared and consciously organize your own evaluation language. When preparing lessons, teachers can think about how students might ask and answer questions, and preset some evaluation languages.
Second, teach thinking and consciously reflect on your own evaluation language. After the classroom teaching, the teacher can spend some time simply sorting out his own evaluation language, sorting out the evaluation language that he feels good, and use it another day.
Third, for your own use, consciously record other people's excellent evaluation language. When you go out to study in class, you can always hear evaluation language that makes you feel good more or less. At this time, you might as well be a conscientious person and record these evaluation languages for your own use.
Fourth, learn to use the evaluation language summarized by oneself consciously in classroom teaching, so that it can reach the natural level.
Fifth, the feelings are the same, and teachers' teaching attitude and evaluation language should be consistent. This is also the highest level of evaluating language use. At this point, a good evaluation language has been completely integrated into the teacher's teaching attitude and classroom atmosphere.
In short, teachers' evaluation of language use is a process from calm to nature, and finally to pleasure. When teachers can use evaluation language to make themselves happy, I believe that the distance with an excellent teacher is not far away.