Keywords: student growth record bag evaluation objectives
With the deepening of curriculum reform, evaluation is regarded as an important part of the teaching process and runs through all aspects of teaching activities. The new round of curriculum reform advocates curriculum evaluation based on process and promoting development. This is not only the reform of evaluation system, but also the reform of evaluation concept, evaluation methods and means and evaluation implementation process. Therefore, the "student growth record bag", a new educational evaluation method introduced from abroad, has aroused widespread concern among teachers. However, after a period of practice and exploration, the effect is not ideal. The student's growth record bag has become an unorganized "Wanbao bag", the content is chaotic, the growth track of students can't be seen, the development of students can't be stimulated, and the burden on teachers and students is artificially increased. Teachers and students evaluate for the sake of evaluation, and evaluation can't motivate progress. Some teachers jokingly call students' growth record bags "garbage bags".
1. The students' works collected in the growth bag are chaotic and there is no connection between various materials, so it is difficult to comprehensively analyze students' abilities with the information in the growth bag.
2. The content collected is not comprehensive enough. Students collect information too casually and aimlessly, relying entirely on their own interests. The information content that reflects students' situation is too one-sided.
3. Can not fully reflect the real situation of students. Some teachers tend to be formalistic when making student portfolios. Instead of carefully collecting materials that can truly reflect the growth process of students, they cram some materials into the portfolio with the idea of coping.
So how to improve the growth record bag? What should I put in the growth bag to get rid of the dilemma of "garbage bag"? Now, I will talk about my preliminary exploration of the construction form of students' "growth record bag" in combination with the existing problems and creative principles.
I. Footprint of growth:
Objective: Let students see their own learning process and the track of growth and progress from representative learning works.
Used to show projects or best works that can reflect students' growth. These works can be homework, pictures, handmade works, compositions, calligraphy works, new word cards and other most satisfactory works. It can make students feel a sense of accomplishment, or it can be a failed work that can inspire students and needs improvement. Although the content of this piece is relatively extensive, it can still reflect the students' personal specialties. Students with good calligraphy have more calligraphy works, while students with good art have more art works than other contents. Students who like reading books have made more information cards, which are particularly beautiful. ...
In short, works that can be instructive to their growth and progress can be put into the growth record bag.
Second, the advantages and disadvantages of the card
Objective: Let students face up to their own advantages and disadvantages, and make clear the direction of their efforts and development. This growth bag can help students to constantly establish development goals.
I designed the "advantages and disadvantages card" into two parts. They are "I am great" and "I can change". In order to make good use of this column, I use the first five minutes of the class meeting every week to guide my deskmate to think fully. Because deskmates know each other very well, students spend most of their time at school, and every move is in the eyes of deskmates.
1, let the deskmate really find advantages for himself. Students must be full of confidence in themselves when they hear sincere praise from their deskmates. I believe they will proudly write in the column "I am awesome": (1) I have finished my homework carefully, and I am awesome. I am willing to help others. I'm fine. I speak actively in class. I'm fine. (4) I love my job, and I am great. ……
2, let the deskmate find their own shortcomings in good faith. In addition to students' self-examination, in the section of "People who are fascinated by the authorities", the deskmate is allowed to put forward his own shortcomings in good faith with "What do I think is better for you ...". After listening, let the students write modestly: (1) I don't pay attention to what others say in class, so I can correct it. (2) I am proud that I can change. (3) I didn't cooperate well with my team members in the group discussion, so I can change it.
Using this form, students can participate in the evaluation, let them look at their partners with appreciation, find their own shortcomings from their own strengths, and face up to themselves and their partners. At the end of the period, we will see whether there are more and more advantages, fewer and fewer disadvantages, and whether the goal has been achieved.
Third, speak freely.
Goal: Let students, teachers and parents make full use of this "position" to strengthen communication and enhance understanding.
In the column of "speak freely", I designed four sections: I want to talk to you, my parents want to talk to you, my teacher's words, my parents' words. In their respective parts, teachers indoctrinate them with simple words. For example, every time I see your little hand held high, the teacher is really happy for you; If you speak more boldly, the teacher will definitely cheer for you ... parents place their expectations on them with encouraging words. Such as: mom and dad believe that you are the best; You won't let mom and dad down ... students express their feelings in frank language. Teacher, can you assign less homework? If only mom and dad didn't have homework. ...
Let students constantly discover themselves, reflect on themselves and correct themselves in "speaking freely", and really promote students' continuous progress and healthy growth. Let the growth record help realize the communication and exchange between teachers and students, parents and children, build a spiritual bridge between students, parents and teachers, and form an educational synergy.
Four. Fengshou garden
Objective: To stimulate students' interest in learning, motivate students' self-motivation and promote the establishment of students' self-confidence to some extent.
This is the students' favorite column. It is also the most cherished book for students. In the year of curriculum reform, teachers don't forget to encourage students in various ways they like. For example, in order to encourage students to accumulate more, speak more, listen more and think more, the class can provide awards such as golden keys, golden microphones, golden ears and wisdom stars. Ask the students to post these award-winning signs in the "Harvest Garden". Because of this kind of archiving, students will keep it as a treasure. It effectively records some achievements made by students themselves, so that students can taste the joy of success. The footprints of students' growth and progress are unobstructed.
"Harvest Garden" can also include students' honorary certificates, award certificates or certificates and works of various competitions at all levels, photos of participating in live performances and awards, and photos of doing good deeds (donations, learning from Lei Feng activities, etc.). ) and so on.
Five, learn to pick up shells from the sea
Objective: To make students learn to observe, judge, accumulate and collect.
With the development of information society. Nowadays, students have the conditions to obtain information from various channels. In order to make full use of this resource, I consciously ask students to paste or extract the words, beautiful sentences and wonderful fragments they know through extracurricular reading, watching TV, going to the streets and collecting trademarks. In Learning to Pick up Shells. At the same time, when I teach all the texts, I pay special attention to let students collect information online. After class, I asked the students to collect some pictures, written materials and so on. And choose what you like best and what you think is most valuable to "learn from the sea to pick up shells". With "learning from the sea to pick up shells", all the wonderful things in learning will not be missed again.
Self-evaluation and summary of intransitive verbs
Objective: In summing up and sorting out, students can further experience their own progress and success, build up their self-confidence, and learn to reflect on themselves and motivate themselves, so as to clarify their goals and generate motivation for the next stage of learning.
The ultimate goal of education is to let students learn self-evaluation, self-reflection and self-motivation. So let students summarize themselves regularly. For example, at the end of the semester, students are required to summarize their study, life, thoughts and psychological conditions in the past semester. Think about where you are doing well, where you are lagging behind other students, what new goals you want to set, and whose help you need. Write it down in a "whisper"-you can write it to yourself or to teachers, parents and classmates.
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After a semester of exploration and research, the contents of the student growth record bag are gradually filling up. While lamenting students' learning progress, we are surprised to find that the evaluation system of "growth record bag" helps teachers to understand students from multiple angles and levels. It helps students to know themselves, see the bright spots in themselves, and establish the confidence of continuous progress; It is helpful for students to feel the teacher's love and play its hidden educational effect; Help parents get the joy of understanding their children's character strengths and multiply their confidence in educating their children; It is helpful for parents to understand and respect school education. At the same time, I deeply feel that the construction form of students' "growth record bag" is a knowledge worthy of continuous research, exploration and practice. These are just some tentative attempts in the form of "growth record bag" for students. I hope that through continuous exploration and improvement in the future, students' "growth record bag" can reflect the process of students' growth and progress more comprehensively and truly. Provide teachers with important information about students' learning and development to the maximum extent, evaluate students more scientifically, reasonably and fairly, so that every student can find a path suitable for his own development, highlight his personality, show himself, and truly realize students' self-development, active development and sustainable development.
References:
[1] Fen Xu: Building a growth record bag paves the way for teachers' development, China Education News, 200 1(4).
[2] Sun Zhiyuan editor. Information technology and curriculum integration. Peking University Publishing House, July 2002, version 1.
[3] National Basic Education Curriculum Reform "Evaluation and Research on Promoting Teachers' Development and Students' Growth" Project Team: "Basic Principles and Application of Growth Record Bag", Shaanxi Normal University Press, 2002.
[4] Training research group in the process of implementing the new curriculum. "New Curriculum and Evaluation Reform". Education Science Press 2006 54 38+0 9 65 438+0 Edition.