The new curriculum attaches great importance to the evaluation of students, but the traditional learning evaluation has the following problems: first, it emphasizes the evaluation of subject knowledge and ignores the evaluation of comprehensive ability; Second, attach importance to the evaluation of learning results and despise the evaluation of learning process; The third is to emphasize the examination evaluation and ignore the non-examination evaluation. In the new evaluation concept, evaluation is the process of collecting and analyzing information in the teaching process, and its purpose is to promote the improvement and perfection of teaching methods and the progress and development of students. Therefore, the reform of learning evaluation should change the practice of focusing only on students' academic performance, pay attention to discovering and developing students' various potentials, and pay special attention to the development of students' innovative spirit and practical ability. It should not only reflect the basic requirements of basic education curriculum standards for students, but also reflect the individual differences of students' development and adapt to the diversified needs of society for the law of value. There should be both testable evaluation and untestable evaluation. In primary school, the evaluation of students should be based on the characteristics of the object, and flexible and simple evaluation methods should be adopted to improve the scientificity and effectiveness. Such as interviews between teachers and students, observation, performance, and making a portfolio (growth record bag). Among them, the establishment of student portfolio is a good evaluation method, which overcomes several shortcomings in evaluation and can better reflect some actual situations of students, so it is widely used by many schools. But at present, many teachers still have the following problems when making student portfolios:
First, the students' works collected in the portfolio are rather confusing. Some teachers collect students' papers in various disciplines, compositions in various periods, works in art classes, small crafts, small productions, records of social practice, comments from parents and students and other materials in their portfolios. There is no connection and regularity between various materials, so it is difficult to comprehensively analyze students' ability from the messy information in the portfolio.
Second, the content of the portfolio is not comprehensive enough. The materials collected in each student's portfolio are different, some collect more subject materials, some collect more skill materials, and there is no uniform scope limit for the students' works in the portfolio, which leads to the incomplete information content reflecting the students' situation.
Third, the portfolio can't truly reflect the growth of students. Some teachers have a formalistic tendency 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.
In view of the above problems, the author believes that in the process of constructing student portfolio, the following work must be handled well: First, it must be comprehensive. We can collect relevant works for all subjects offered by the school and all important aspects of each subject, and at the same time try our best to meet the important requirements in the new curriculum standard, so that every student can have works to reflect on. Second, be typical. The works collected by students' works must be the most representative and typical works. Don't repeatedly collect works in the same form and reflecting the same situation into the portfolio. Third, it should be polymorphic. Don't collect works in a unified form in a certain aspect, such as small handicrafts and small productions. It can be a variety of works, reflecting personal specialties, etc., and it should be more eclectic. Fourth, high quality. The works collected by students' works must be typical if they can highlight students' knowledge level or ability level in a certain aspect. For example, an excellent exercise that best reflects students' level of thoughts, feelings and values, a test paper that represents the highest level of mathematics in a semester, a most representative painting, and even a tape that best reflects the level of music.
Portfolio evaluation is only one of the evaluation methods, which cannot replace other evaluation methods, but should be combined with each other. Portfolio evaluation is a dynamic process, and teachers must constantly adjust their teaching plans and evaluation schemes according to students' learning situation. Portfolio evaluation emphasizes that teachers play a leading role in evaluation, and teachers are the partners of student evaluation. In evaluation activities, teachers should first demonstrate learning methods and evaluation methods to students, organize and guide students to collect and edit archival materials, and help and guide students to learn self-evaluation and learning. The exemplary role in this respect needs to be strengthened. In multidisciplinary evaluation, especially in students' mutual evaluation, it is necessary to dilute grades and scores, dilute the mutual comparison between students, emphasize the description and observation of "works", attach importance to the advantages and strengths of students, and emphasize self-reflection. Don't let students focus on grading or grading each other. This will not only help students learn from others, but will often cause students to be unconvinced and only pay attention to each other's shortcomings and deficiencies, and evaluation will become "finding fault" and "blaming" each other.