A complete teaching process needs not only the process of teachers' teaching and students' acceptance, but also the process of evaluating the effectiveness of teaching activities. In fact, "assessment is as important as the teaching process. Evaluation is not a task, but a continuous process. As an auxiliary education, it is a major, indispensable and comprehensive component in the process of teaching and learning, which runs through every link of teaching activities. " [①]
But for a long time, due to historical reasons and people's inherent way of thinking, the simple understanding of teaching evaluation is examination, and examination has become the "baton" of all teaching. Obviously, this understanding of teaching evaluation is wrong. Because the principle of the reform of the evaluation and examination system in primary and secondary schools established in the Notice of the Ministry of Education on Actively Promoting the Reform of the Evaluation and Examination System in Primary and Secondary Schools: "The fundamental purpose is to better improve the comprehensive quality of students and the teaching level of teachers, provide guarantee for the implementation of quality education in schools, give full play to the function of evaluation to promote development, and make the evaluation process a process to promote the development and improvement of teaching; Evaluation methods should be diverse. In addition to exams or tests, we should also study and formulate scientific, simple and easy-to-use evaluation methods, and explore evaluation methods that are conducive to guiding students, teachers and schools to make positive self-evaluation and other evaluations. Theoretically, the state is scientific in formulating the system, but it deviates from these basic principles in our concrete implementation.
As for teaching evaluation, Mr. Chen of Fujian Normal University believes that we should correctly understand the following important relationships in theory: quantitative evaluation and qualitative evaluation, static evaluation and dynamic evaluation, result evaluation and process evaluation, objective test evaluation and subjective test evaluation, paper-and-pencil test evaluation and performance test evaluation. But I think that no matter what kind of evaluation method is adopted, Chinese teaching, including our poetry teaching, is nothing more than an evaluation from two basic aspects: emotion and intelligence.
First, intelligence: the intelligent cultivation of knowledge
If we evaluate teaching from the aspect of intelligence, then the examination will inevitably become an unavoidable problem. However, examination can only be an important factor in teaching evaluation, but it is by no means the only factor. As early as 1978 National Education Conference, Deng Xiaoping pointed out: "Examination is the main method to check the learning situation and teaching effect, just as checking the product quality is the necessary system to ensure the production level of the factory. Of course, you can't be superstitious about exams. You should take exams as the only way to test the learning effect. You should seriously study, experiment and improve the content and form of exams to make their functions perfect. " [2] Deng Xiaoping's exposition of examination is incisive, but for a long time, we don't seem to really take the examination seriously, because "examination is the only form of investigation, and the examination content focuses on the past and seeks an internal conclusion. Throughout the country, although there are signs of diversification in the form of examination, due to the requirements of unified teaching materials and examination syllabus, the form of examination has not changed fundamentally, and written examination has basically become the only form. Other forms are basically insignificant or have no effect at all. " [3] So, what I want to talk about here is how to objectively look at the intellectual evaluation of poetry teaching in our teaching, that is, the examination.
The examination of Chinese subject, especially the "Chinese discussion" [4], has been criticized and reviled from the perspective of the national Chinese examination, that is, the language of the college entrance examination. Among these critical discourses, Sun Shaozhen, a professor at Fujian Normal University, wrote the article "Bombing the National Unified College Entrance Examination System", which is quite representative. He said: "The closest, richest and most complicated parent-child affection and teacher-student affection in the world have been distorted into the simplest, roughest, driest and most emotionless utilitarianism. No matter how great the value criteria are, they all focus on one focus-until the score, there is as much harshness and inhumanity as there is love. Motherly love has almost deteriorated, and loving mothers are sometimes more demanding than strict father; What is the dignity of teachers, what is teaching, everything is false. In China, only the scores on the examination papers are true. " Objectively speaking, such criticism is helpful to avoid "tricky questions, strange questions, off-topic, absurd questions" in the Chinese test questions of the college entrance examination, but I think that the college entrance examination system, as a relatively fair means in the talent selection system, will continue to exist in a certain period of time, and it is still an important part of the teaching evaluation system. So our Chinese teaching is good, whether it is poetry teaching or not.
Since we can't avoid the examination system, we must make effective use of examinations to evaluate teaching activities. From the examination [6] in our general understanding, it seems that liberal arts examinations such as Chinese, history and politics pay special attention to students' recitation of textbooks! So much so that we have to look at it this way: Reciting ability still plays the most basic role in the exam and is the key to determining the exam results! However, this kind of recitation is obviously not enough to examine learners' learning ability, especially in modern society characterized by change and mobility, which seems to be somewhat out of date. Because what new citizens and future pioneers need is the ability to survive and develop in the changing order, as well as the ability to create and innovate, rather than the ability to simply recall the past [7].
Of course, it is necessary for students to recite in our Chinese poetry teaching, because the purpose of reciting is to let students understand the content by reading more poems, which is only an auxiliary way to strengthen their understanding of the text content. However, when it comes to poetry recitation in the unified examination, the essence of it is not students' poetry ability (reading, feeling and appreciation) but students' memory, because poetry is only used as memory material, which is no different from any other material that can be used as memory material!
This is reflected in the standardized and simplified form of the test questions. For a long time, the Chinese subjects in the senior high school entrance examination and college entrance examination have arranged the examination of poetry content as fill-in-the-blank questions, such as the fill-in-the-blank questions in the Chinese volume of the senior high school entrance examination in Yunnan Province in 2006: the peaks and mountains are like gathering, the waves are like anger, and the mountains and rivers are like Tongguan Road; Fill in the blanks in 2007: people have joys and sorrows, the moon has ups and downs, and it is difficult to be complete in ancient times; (Su Shi, "When is the bright moon? ) and the 2007 national college entrance examination Chinese volume fill in the blanks: I took a long breath to hide my tears and lamented the hardships of people's lives. (Qu Yuan's Lisao) It's hard to walk, it's hard to walk, and many roads are now peaceful. One day, I will ride the wind and waves, raise the Yun Fan and cross the sea. (Li Bai's "Difficult to Walk") And this situation reached the extreme in the Chinese test questions of Kunming's 2006 senior high school entrance examination as a teaching reform pilot area. There are more than a dozen words in a test paper!
In recent years, the scores of fill-in-the-blank questions in the college entrance examination are mostly around four to five, while the scores of poetry appreciation are around eight, and the poetry appreciation part is mostly subjective and relatively flexible. However, because it is a standardized test, its standardized answering requirements limit students' ability to play to a great extent, which makes students afraid to show their individuality and express their true thoughts in the test. Poetry is inherently emotional and personal. Everyone's perception is a combination of personal experience, knowledge and emotional experience. Therefore, the emotional factors read by different people are quite different from the perceived nature. Therefore, there is bound to be a deviation between Qian Qian's Qian Qian students and a single standardized answer.
Therefore, based on the above situation, I think we might as well make some attempts in the examination of poetry content in the future: First, in the preparation of the senior high school entrance examination questions, the background materials of the questions should be open enough to highlight the ability of integrating theory with practice and life. Can come from the problem scenes that students can come into contact with in their daily lives. We can't artificially fabricate false scenes. Of course, we should pay attention to the differences between urban and rural areas and the differences of students' cultural experience in different regions to ensure the fairness of the examination. For the college entrance examination, it is indispensable for the poetry examination to be more open. For example, students can enjoy poetry completely and freely, and then write their true feelings. Only in this way can students really examine their understanding of poetry. In the process of marking, the marking teacher must give a reference score, but it is not included in the total score of the exam. Instead, this score is listed separately in the Chinese scores for colleges and universities to refer to when they enroll. For example, in the case of the same score, candidates with stronger poetic ability should see whether they are priority candidates. Of course, in addition, in the final composition, we should not limit the creation of poetry, but should encourage the writing of poetry! Because poetry is different from argumentative writing, expository writing or narrative writing, for the convenience and justice of marking, all poetry works can be concentrated and organized separately. Although this will make the examination work more complicated to a certain extent, I believe that it is worthwhile for us to do more work as long as we are responsible for the students.
Second, emotion: aesthetic emotional experience
Bai Juyi, a poet in the Tang Dynasty, said in Nine Books of the Same Origin: "Poets: root feelings, Miao characters, Hua sheng, true meaning." Here, he tells the soul of China's ancient poetry, that is, poetry is rooted in the expression of emotions. Therefore, Yan Yu also put forward in his "Canglang Poetry": "Poetry has different materials and has nothing to do with books; Poetry has different interests, which has nothing to do with reason ... poets are also chanting. " Therefore, in China's ancient poems, it is full of feelings of "wishing people a long time and staying thousands of miles away". "However, although China holds our friendship close to the end of the world", "We hope to fly in the sky, two birds use one wing and grow together on the earth, two branches of a tree." And homesickness such as "looking up, I found that the moonlight sank back, and I suddenly remembered home". It is this agitation of true feelings that made China's ancient poems brilliant (of course, on the other hand, it also caused the relative underdevelopment of China's ancient narrative poems). Therefore, when we study China's ancient poems, we need to pay special attention to the lyricism of poems in order to achieve emotional harmony between readers and authors. Whether we understand the feelings of poetry and whether there is emotional agitation in our hearts has also become a way for us to evaluate the teaching and students' acceptance of ancient Chinese poetry.
Obviously, the evaluation or investigation of teaching can not be divorced from the preset teaching objectives before teaching activities, and the degree of its deviation from the teaching objectives determines the effectiveness of teaching activities. The emotional goal of poetry teaching is to see whether students can "taste the language, feel its artistic charm, develop imagination and aesthetic power", "feel the beauty in art and science, and improve the aesthetic realm", "examine the content and ideological tendency of ancient works with historical eyes and modern concepts, and put forward their own views" [8] and so on. Therefore, the emotional evaluation of poetry teaching is based on the readers' views on the works.
We know that different people have different feelings about the same thing. Emotion comes from the individual's heart and has strong individual attributes. Therefore, it is difficult to grasp and understand the emotional experience from the heart compared with the "other" of "self". At the same time, due to the existence of expression, communication and other factors, it is difficult for the evaluator to identify and perceive the emotions of the evaluation object. Even so, in our evaluation, we still rely on students' oral expression, but more rely on students' written expression to make a subjective and emotional evaluation.
Judging from the poetic style of the 2007 national college entrance examination Chinese papers;
Looking at the platform ① of Jiangnan detachment for Su Shi.
Spring is not old, and the wind is slanting. Let's see that leaving Taiwan, half the city is full of flowers in spring, and there are thousands of flowers in misty rain.
After cold food (2), I feel uncomfortable after waking up. When resting, old friends are homesick, new fire tries new tea, and poetry and wine take time.
[Note] ① Chao Ran Station: It is in the north of Mizhou (now Zhucheng, Shandong). At that time, Su Shi was a local official in Mizhou.
2 cold food: one or two days before Qingming. The old custom cold food festival does not raise fire, and the fire after the festival is called new fire.
There are two questions on the paper of this poem: (1) From the words "consultation", "rest" and "ready", what kind of mood do you think the author should express with words? Please analyze it briefly. (2) Please appreciate this word from the perspectives of "emotion" and "scenery". If you set the question from the perspective of emotional grasp, then there is no need to have so many restrictions as now, and you can simply set it as: simply appreciate the word with your own experience.
Because it is combined with students' own life experience, it mobilizes the emotional experience accumulated by students in real life and reading literary works, which is familiar to students, so it is easier to trigger rich emotional factors in their hearts, so that students will not be afraid of poetry, and they will have something to say and write. This is what Mr. Sun Shaozhen said: "Real inner richness is unique at the same time. The more different the feelings, the more. " [9] In this way, when students appreciate works, as long as they usually accumulate appreciation skills, they will generally appreciate poems from the perspective of "emotion" and "scenery", and from the perspective of "emotion", they will naturally think of words such as "discussion", "right to interest" and "harmony" in the works. From the perspective of "scenery", the poet outlined a seamless scene of late spring, such as oblique willows, terraces, springs, city flowers, misty rain and so on. Because "all scenery words are sentimental words", writing scenery is to pave the way for lyricism, so the poet clearly writes the scenery in a foreign land, but secretly expresses his homesickness, so his works vividly show the poet's profound skill in metaphor of scenery. This kind of appreciation can be said to be concise, showing students' comprehension ability of poetry.
The traditional evaluation only pays attention to the results. Teachers should instill knowledge and strengthen training according to the requirements of the exam in classroom teaching, so that students can get good grades in the exam. Therefore, one-way information transmission and mechanical training have become teacher-led classroom teaching methods, and students' creativity and personality development have disappeared in this "cramming" teaching and mechanical training. For students, paying attention to the evaluation of results leads them to pay attention to exam results and consciously cultivate their ability to take exams, while ignoring the process of scientific exploration, the habit of scientific exploration and the rigorous learning attitude, and ignoring the all-round development of thinking quality, emotion, aesthetics and humanities in Chinese learning.
Therefore, the focus of evaluation should be shifted to pay more attention to the process of students' understanding, exploration and efforts, and pay more attention to the progress of students, teachers and schools in various periods. Only by paying attention to the process can we pay attention to the formation of students' emotional experience and values in the learning process and realize the all-round development of "knowledge and skills", "process and method" and "emotional attitude and values" [⑩]. Emotional evaluation focuses on the process rather than the result! Because poetry teaching is in the middle, it can most intuitively reflect the listening, speaking, reading and writing contents contained in Chinese teaching. "Listening" and "speaking" are a kind of understanding ability and expression ability! "Reading" is the perceptual ability, which pays attention to the individual's perception and the expression of self-emotion, while "writing" is the embodiment of Chinese comprehensive ability, including thinking, understanding, synthesis, organization and expression. In this emotional process, we are concerned about how students can show their poetic ability through listening, speaking, reading and writing at different stages, and improve their poetic ability in the interaction between students, students and teachers, and students and works.
In short, the evaluation of poetry teaching cannot be influenced by the idea that students' ability to write several college entrance examination questions represents their poetic ability. The evaluation of poetry teaching, like all educational evaluations, is a very complicated process, so we need to be particularly cautious when evaluating teaching. Mr. Wang Cesan of Beijing Normal University uses the word "teaching effect test" to define that "the test, analysis and evaluation of research in teaching theory refers to the test of teaching effect, that is, the concept in the teaching sense or teaching category, not the concept in the selection sense." Obviously, Mr. Wang has distinguished teaching evaluation from "examination" for the purpose of selection in theory. However, as practitioners, if we do not attach importance to the qualitative provisions of teaching evaluation in theoretical interpretation and directly alienate it into the concept of selection, then the examination for the purpose of selection will evolve into the basis for teaching practitioners at all levels and parents of students to explain teaching evaluation, and the role of teaching evaluation in improving teaching effect will not be brought into play. Therefore, as teaching practitioners, what we need to continue to work hard is to "establish an evaluation system with multiple evaluation items and various evaluation methods, pay attention not only to the results, but also to the process, highlight the role of evaluation in improving teaching practice and promoting the development of teachers and students, change the phenomenon that curriculum evaluation methods place too much emphasis on knowledge memory and paper-and-pencil examinations, and change the tendency that the selection and screening function of evaluation is too strong". It is not only theoretical recognition and support, but also the key to sit down on every little thing in practice, because only through action can we really get evidence.