How to evaluate poetry teaching
The complete teaching process not only requires the process of teacher teaching and students' acceptance, but also the process of evaluating the effectiveness of teaching activities. In fact, "Evaluation is an equally important process parallel to the teaching process. Evaluation is not the completion of a certain task, but a continuous process. As a kind of auxiliary education, it is the main, essential and important part of the teaching and learning process. A comprehensive component that runs through every aspect of teaching activities.” [①]
However, for a long time, due to historical reasons and people's inherent thinking patterns, the simple understanding of teaching evaluation is examination, and examination has become the "baton" of all teaching. Obviously, this understanding of teaching evaluation is misunderstood. Because the principles of the reform of the evaluation and examination system of primary and secondary schools established in the "Notice of the Ministry of Education on Actively Promoting the Reform of the Evaluation and Examination System of Primary and Secondary Schools": "The fundamental purpose is to better improve the overall quality of students and the teaching level of teachers. Provide guarantee for schools to implement quality education, give full play to the development-promoting function of evaluation, and make the evaluation process a process that promotes teaching development and improvement; evaluation methods should be diverse. In addition to examinations or tests, they should also be researched and formulated to facilitate the universal use of evaluators. "Using scientific, simple and easy evaluation methods, exploring evaluation methods that are conducive to guiding students, teachers and schools to actively conduct self-evaluation and other evaluation", the country is scientific in formulating the system, but when it comes to our In actual implementation, it deviated from these basic principles.
As for teaching evaluation, Mr. Chen Guangyang of Fujian Normal University wrote an article that believes that the following important relationships must be correctly understood in theory and properly handled in practice: the relationship between quantitative evaluation and qualitative evaluation, static evaluation and dynamic evaluation The relationship between evaluation, the relationship between result evaluation and process evaluation, the relationship between objective test evaluation and subjective test evaluation, the relationship between paper and pencil test evaluation and performance test evaluation. However, I think that no matter what kind of evaluation method is used, Chinese language teaching, including our poetry teaching, is nothing more than evaluation from the two most basic aspects, namely emotion and intelligence.
1. Intelligence: Intelligent cultivation of knowledge
To evaluate teaching from the aspect of intelligence, examinations must be an unavoidable problem. However, examinations can only be an important factor in teaching evaluation, but they are by no means the only factor. As early as the 1978 National Education Work Conference, Deng Xiaoping pointed out: "Examinations are an important method to check learning conditions and teaching effects, just as inspecting product quality is a necessary system to ensure factory production levels. Of course, we cannot be superstitious about examinations and treat them as It should be regarded as the only method to check the learning effect, and the content and form of the examination must be carefully studied, tested, and improved to perfect its role." [②] Deng Xiaoping’s discussion of examinations is profound. However, for a long time, it seems that we have not really taken the issue of examinations seriously, because all along, “examinations are the only form of examination, and the content of the examinations focuses on the past and the pursuit of a better future.” This is an inherent conclusion. Although there are signs of diversity in examination formats across the country, due to the requirements of unified teaching materials and examination syllabus, the examination format has not fundamentally changed, and the written examination has become basically the only other format. Form is basically insignificant, or does not play a role at all.” [③] Therefore, what I mainly want to talk about here is how to objectively treat the intellectual evaluation of poetry teaching, that is, examinations.
Chinese subject examinations, especially since the "Chinese Language Discussion"[④], judging from the nationwide Chinese language examination, that is, the college entrance examination Chinese language, the criticism and abuse it has suffered are really overwhelming. , among these critical texts, Professor Sun Shaozhen of Fujian Normal University’s article "Bombarding the National Unified College Entrance Examination System" is quite representative. He said: "The most intimate, rich and complex parent-child relationship, teacher-student relationship in the world Love has been distorted into the simplest, crudest, dryest and most emotionless utility. No matter how great the value principle is, it all focuses on one focus - maternal love, as much as there is love. It has almost deteriorated. A loving mother is sometimes more harsh and harsh than a strict father; the dignity of a teacher, teaching without distinction, are all false. In China, only the scores on the examination papers are real."[⑤] Objectively speaking, such criticism is helpful to avoid "tricky questions, weird questions, partial questions, and ridiculous questions" in the Chinese language test questions of the college entrance examination. However, I think that as a means of relatively ensuring fairness in the talent selection system, The college entrance examination system will continue to exist for a certain period of time, and it is still an important part of the teaching evaluation system. Therefore, whether it is our Chinese teaching or specifically poetry teaching, we still cannot completely negate the evaluation method of examination.
Since we cannot avoid the examination system, we must effectively use examinations to evaluate teaching activities. From the perspective of exams in our general understanding [⑥], we find that exams in liberal arts such as Chinese, history, politics, etc. seem to pay special attention to students’ memorization of textbooks! So much so that we have to look at it this way: the ability to memorize still plays the most basic role in exams and is the key to determining exam results! However, this kind of memorization is obviously not enough to examine the learner's learning ability, especially in a modern society characterized by change and mobility, which seems somewhat out of date.
Because what new types of citizens and future pioneers need is the ability to seek survival and development in a changing order, the ability to create and innovate, rather than the ability to simply recall the past [⑦].
When teaching poetry in our Chinese language, it is of course necessary to require students to memorize, because the purpose of memorizing is to allow students to understand the content by reading more poems. This is just a way to strengthen the understanding of the text content. Auxiliary mode.
However, when it comes to poetry memorization in general examinations, the essence of what is being tested is no longer the students' poetry ability (reading, perception, appreciation) but the students' memory, because poetry is only used as a material for memory, and it and anything else can serve as a material for memory. There is no difference in the material of the memory material!