2 1 Century How to Promote Skills Training by Formative Evaluation

2 1 ~ Century Classroom Evaluation Template Author's information Last name Yao Jinli Primary School Chinese Contact Telephone Teaching Department E-mail Unit Name of the subject taught in the lower grades The graduation assignment of this course requires you to choose a unit that you teach and contains inquiry content, and design an evaluation plan for this unit. At the end of each module, you need to use this template to add new ideas or designs based on what you have learned. Step 1: select the unit (module 1 completed in the second section). Please choose a learning topic with inquiry content that you have taught as a teaching unit (note: you should choose a topic with a smaller scope). Please briefly introduce this module in the space below, including the assessment methods you are currently using. Unit Theme: Beautiful Autumn Unit Overview: (Note: Please clearly and concisely introduce the main teaching contents, teaching process and learning activities of this unit) Main teaching contents: This textbook integrates the contents with the theme of "Beautiful Autumn", which is mainly composed of two poems: "Literacy 1", "Autumn Picture", "Huangshan Wonder", "Plant Mother has a Way" and "Ancient Poetry". Teaching process: This group of texts should guide students to be familiar with the text, and adopt various forms such as named reading, free reading, competition reading and evaluation reading, and learn and think in reading. Read with the text, read games, set some words and sentences related to autumn to read, and explore literacy methods independently. Reproduce new words with interesting stories and activities and consolidate the words you want to know. The words to be written are carried out in the form of self-study, teacher guidance and group cooperation. Learning activities: 1. Instruct students to draw and write autumn, and use leaves as bookmarks and greeting cards. 2. Experience the beauty and happiness of autumn by reading poems, showing pictures, keeping diaries and other activities. Describe how you evaluate students' learning in this unit at present: (Note: Please outline the evaluation methods, evaluation tools, use time, etc. Without directly displaying all the evaluation contents. For example, provide … for learning needs analysis before learning, adopt … during learning and adopt … 1 after learning. Formative evaluation and encouraging evaluation should be adopted in research-based learning. Timely evaluation of classroom learning activities and learning effects, oral evaluation throughout the teaching activities. To master knowledge, we must also evaluate emotions, attitudes, values, innovative spirit, cooperation ability, study habits and so on. In the teaching process, through teachers' language, feelings and appropriate teaching methods, we should give students at different levels full affirmation, encouragement and praise at every opportunity, fully affirm students' efforts and achievements, especially those who have made progress in their studies, and pay attention to individuals in time. Let different students experience success, build confidence and let students feel the charm of Chinese. 2. Summative evaluation and summative evaluation should be used in the middle and late learning. Do a quiz before the end of the unit to test students' understanding of autumn. After the unit teaching, it will be presented in the form of picture display, recitation and diary. , have the ability and conditions can also use multimedia. This part of the evaluation is the basic part of students' grades. Step 2: Pay attention to the skills of 2 1 century and formative evaluation (module 1 completed in the third section). In module 1, you learned the necessity of considering 2 1 century skills in teaching. Then, in the unit you selected in step 1, where will you cultivate the skills of 2 1 century? After training some 2 1 century skills in this unit, has your unit design changed? Can this unit adopt formative assessment to promote the cultivation of this 2 1 century skill? 2 1 century skills to be cultivated in this unit: 1, initiative and autonomous learning 2, cooperation and communication 3, creativity and innovation 4, problem solving. Overview of the revised unit: (Note: Please clearly and concisely introduce the main teaching content, teaching process and learning activities of this unit. Pay attention to the difference with step 1) Main teaching contents: This set of teaching materials integrates the contents with the theme of "Beautiful Autumn", and is mainly composed of Literacy 1, Pictures of Autumn, Wonders of Huangshan Mountain, Plant Mother has a Way, Two Ancient Poems, China Garden One, etc. Teaching process 1, this group of texts should guide students to be familiar with the text and take various forms such as named reading, free reading, competition reading and evaluation reading. And learn from reading and think from reading. 2. Read with the text, read games, set some words and sentences related to autumn to read, and explore literacy methods independently. 3. Reproduce new words with interesting stories and activities, and consolidate the words you want to know. 4, to write words, take the form of self-study, teacher guidance, group cooperation, etc. 5. Through the cooperation between teachers and students, guide students to observe the autumn scenery and climate, understand and feel autumn, let students draw and write autumn, cultivate students' innovative ability and improve their Chinese literacy. Learning activities: 1. Make full use of curriculum resources to let students feel the beauty of autumn and appreciate the magic and beauty of nature. At the same time, let students realize that a beautiful and happy life is created by hardworking people. 2. Give full play to students' autonomy and stimulate their interest in observing nature. 3. Guide students to plan their own autumn outing, draw their own autumn, write their own autumn, and use leaves as bookmarks and greeting cards. 4. Experience the beauty and happiness of autumn by reading poems, showing pictures, keeping diaries and other activities. Describe how you imagine using formative assessment to promote students' 2 1 century skills in this unit: The purpose of this unit is to cultivate students' 2 1 century skills. In order to make more and better use of formative assessment to promote the cultivation of students' skills in the 2 1 century, I plan to implement: 1 in this unit, check the information collected by students from time to time, observe the learning process of students, and find the records of materials and students' diaries, so as to better reflect on their own learning. 2. Language evaluation based on students' classroom performance can effectively improve students' classroom learning effect. 3. Guide students to conduct self-evaluation and peer evaluation in pictures, bookmarks, greeting card exhibitions, poetry readings and diary exchanges. 4. Try to use the scale in these assessments. Step 3: Select or create an evaluation scale (completed in the fourth quarter of module 2). You can select an existing evaluation scale or create a new one. (Note: You only need to complete Option A or Option B) Option A: Select an existing meter. Select an evaluation scale from the evaluation project library or existing evaluation scales to evaluate the skills of 2 1 century (combined with step 2). Modify the selected unit accordingly and describe how you will use this evaluation form in the selected unit. 1. Revised evaluation scale: name of grade indicator 2. How will you use the evaluation scale in your organization? Option B: Create a new scale Use the table below to create a new evaluation scale for your organization. After creating the evaluation scale, please describe how you will use it in the selected organization. 1, create an evaluation scale: grade indicator name Learning interest 4. He has a strong interest in learning this unit, and Gigi takes part in learning activities. Take the initiative to learn this unit with a positive learning attitude and try to solve the difficulties encountered in learning. Learning ability can ask questions in learning, and actively use methods such as consulting reference books, finding information and connecting with practice to carry out learning activities. Take the initiative to participate in the learning activities of this unit. If you encounter learning difficulties, you can solve them with the help of teachers and classmates. In learning, according to the learning requirements put forward by teachers, under the guidance of teachers, learning activities are carried out by using methods such as consulting work tools and books and looking for information. Learning communication can clearly communicate the process and results of solving problems. Results and results show that the writing content is innovative, and the problem-solving process and results can be exchanged. The writing content conforms to the main point and can describe the process of solving problems. The basic symbols of the writing content are inconsistent with the writing content, and it is impossible to describe the process of solving problems. 3. I have a general interest in learning and can participate in the learning activities of my unit. Have no obvious interest in this unit, and have not participated in the learning activities of this unit. Participate in learning activities under the guidance of teachers. Be able to continue learning activities with the help and encouragement of teachers and classmates. At the request of teachers, with the help of teachers and classmates, study the learning objectives. Passive learning can learn as much as possible with the help and supervision of teachers and peers. Passive learning. Speaking of learning difficulties, I don't want to continue studying. 1 Not interested in this unit and unwilling to participate in the learning activities of this unit. The sentences are fluent, the language requirements are high, the sentences are fluent and meet the requirements, the sentence base is fluent, punctuation can be used, and the handwriting is basically neat. Requirements, incorrect sentences, incorrect punctuation and scrawled handwriting. Vivid, correct punctuation, correct punctuation, specific content, neat and beautiful handwriting. Complete, centered and neatly written. 2. How will you use the evaluation scale in your organization? I will tell the students the problems to be solved, divide the students into several groups, make the above scale, check the students' cooperative learning, and let the students evaluate themselves and each other through the scale. Group members share other people's views and ideas through discussion and cooperation. Inspire students to think and explore, and adopt the form of group cooperation, so that students can solve problems independently and form exploration results. My next task is to guide students' inquiry activities correctly. After the results were displayed and exchanged, students made self-evaluation and mutual evaluation, which fully reflected that students were the masters of learning and also stimulated their enthusiasm and creativity in learning. Step 4: Integrate evaluation into teaching activities (completed after the third section of module 3). In Module 3, you have learned various evaluation methods and tools. Please think about how to use these evaluation methods or tools in classroom teaching in the teaching unit selected in step 1 Please select three suitable evaluation methods or tools and explain how to use them in this teaching unit. Name of evaluation method or evaluation tool: How can the student self-evaluation form be used in your teaching unit, so that students can evaluate themselves after completing classroom tasks, thus evaluating students' problem-solving ability. Let the group members evaluate themselves and each other, and cultivate students' communication and cooperation ability. Before the class summary, let the students make a self-evaluation on the study and homework of this unit. Step 5: Revise the teaching objectives (completed after Module 4 1). Please re-examine your unit, clarify its curriculum standards again, and modify its teaching objectives. Teaching objectives should be related to curriculum standards, reflecting the skills of 2 1 century. Curriculum standard (note: only the corresponding part of this unit is extracted) 1. I like learning Chinese characters and have the desire to read actively. 2. I like reading and feel the pleasure of reading. Form the habit of caring for books. 3, learn to read silently, don't make any noise, don't refer to reading. 4. Read simple fairy tales, fables and stories, yearn for beautiful situations, care about nature and life, have their own feelings and ideas about interested tasks and events, and are willing to communicate with others. 5. Read children's songs, children's poems and simple ancient poems, expand your imagination, get a preliminary emotional experience and feel the beauty of language. 6. Confidence in expression. Actively participate in the discussion and express your views on topics of interest. 7. Be curious about the surrounding things, be able to ask questions about the content of interest, and discuss them with reading in and out of class. 8. Observe nature in combination with Chinese learning, and express your observations orally or graphically. 9. Enthusiastically participate in campus and community activities. Combine activities, express your knowledge and ideas orally or graphically. Knowledge and skills of teaching objectives: 1. By collecting and reading materials, we can communicate what we did in autumn and the happiness we felt from it. 2. Experience the beauty and happiness of autumn by reading poems, showing pictures, painting and writing diaries. Process and method: 1. Students participate in research-based learning activities and experience the research process. 2. Students learn the ability to acquire, collect, process and use information through research activities, and cultivate their autonomous learning ability. 3. Students experience the cooperative learning process through cooperation and mutual assistance with group partners, and cultivate the spirit of unity and cooperation and the ability of cooperative planning. Emotional attitude values: 1. Committed to the improvement of students' personality, let them learn to appreciate, feel beautiful things, listen to the voice of autumn, and let students love and praise autumn. 2. Experience the beauty, harvest and joy of autumn in poetry and painting. Step 6: Effective evaluation schedule (completed in the second quarter of module 4) Create an evaluation schedule for your organization. Remember to meet the following five evaluation objectives in the whole project: evaluating students' needs, encouraging cooperative learning and autonomous learning, monitoring learning progress, checking understanding and encouraging metacognition, and demonstrating understanding. Evaluation Timeline Learning Start Learning, Learning End Mind Map Classroom Learning Record Cooperative Evaluation Problem Solving Evaluation Scale Learning Achievement Evaluation Form Self-evaluation List Step 7: Evaluation Methods and Objectives (completed in the second quarter of Module 4) In order to complete your evaluation plan, you need to make an evaluation strategy table. (Note: Step 7 explains how to use the assessment tools or methods adopted in Step 6. When you are thinking about this evaluation strategy table, you can go back to step 6 to modify it if necessary. The name of the evaluation method or tool. The evaluation goal makes students know what they have learned about autumn, and shows their understanding and what they want to know. Observe students' knowledge and learning, record classroom learning, monitor the learning process and adjust the teaching progress accordingly. During the lecture, teachers ask questions, and cooperative evaluation encourages students to explore in groups, and then each group sends representatives to answer questions. Let the students find the shortcomings of this unit's problem-solving evaluation scale, sum up the successful experience and improve their project learning level. The self-evaluation checklist of academic performance evaluation table shows students' understanding, encourages students to learn what they have learned independently, and also wants to learn the checklist filled out by students to complete tasks, encourages students to make self-evaluation checklist, and understands that students can draw mind maps with draft paper. What knowledge does the evaluation process describe? Step 8: Evaluation Tools (completed in the third quarter of Module 4) You have completed the evaluation plan, and now you need to develop the corresponding evaluation tools according to this evaluation plan. The name of the evaluation tool should correspond to the names of the evaluation schedule and the evaluation strategy table. Please list the names of all the evaluation tools to be used and a brief description of the specific content here. The content description of evaluation tool name mind map allows students to show their learning needs, methods and knowledge in the form of charts. Classroom learning records observe students' knowledge and learning in the classroom and adjust the teaching progress accordingly. Cooperative evaluation, problem solving evaluation scale, academic performance evaluation scale, team members can live in harmony, be good at cooperating with others and listen to others' opinions with an open mind. Use the problem-solving assessment scale to evaluate students' ability to collect data and solve problems. The purpose of academic performance evaluation form is to let teachers know more about students, show students' academic performance, and make students full of confidence in learning and play an encouraging role. Self-assessment checklist Self-assessment checklist enables students to further understand their learning situation and promote their learning. I already know the mind map. I want to know how to learn it. I want to study hard in the classroom study record of Beautiful Autumn to keep up with the learning progress. Communication and cooperation, able to speak actively. Can understand the main content of the text, understand the characteristics of autumn, draw and write. Good learning attitude, able to finish homework independently. Good performance, average performance, cooperative evaluation, regular participation, active participation in various activities, active division of labor, active speech at activities. Actively participate in group activities, * * * share responsibilities, have their own clear tasks, and team members can effectively complete tasks; Group members share other people's views and ideas through discussion. Be able to put forward your own new ideas and opinions. Take an active part in various activities. Active activities are not as active as speaking, sharing tasks is not active, and active activities are not enough to speak. The tasks undertaken by the members of the cooperation group are basically clear, but the members have not completed the tasks well, so we can discuss them around a problem. The task is only undertaken by one person, and there is little interaction between members; Only a short conversation; Some students are not interested in communicating with each other. The ideas and main ideas put forward in the innovation situation are relatively novel. Can't put forward new ideas and opinions. Positive learning attitude. Skillfully use various methods to search and process information. Independent thinking, independent learning, initiative to find problems, ask questions and seek solutions to problems are excellent (80- 100), and the learning attitude is more positive. Learning attitude is not very positive. Will use various methods to search and process information. The practice method and mode are single. I can think by analyzing and solving problems, but I can't teach myself. I can cooperate with other students to find problems and ask questions. Generally (60-79) can't think, don't like learning, can't find problems and can't ask questions. Still have to refuel (below 60 points). Self-evaluation, evaluation, problem solving, evaluation scale, evaluation grade and scoring evaluation index A(4 points). I expect there will be different kinds of problems in complex projects and try to solve them before they happen. I clearly listed the outline of the materials needed to study Beautiful Autumn. Know how to find information from the network and library, prepare to fill in the scores, and collect information carefully. B(3 points) C(2 points) D( 1 point) score self-evaluation and mutual evaluation. The teacher evaluates the problem of prediction. Sometimes I will predict the problems that will occur in my predicted complex projects and solve them, but I will try my best to avoid them. I often don't want to avoid it. It is difficult for me to foresee the problem before it happens. Find the information. I clearly listed the outline of the materials needed for the project research. Know how to carefully collect information from the internet and libraries. I didn't list the outline of the materials needed for the project study, but I did collect the materials from the Internet. I didn't outline the materials needed for the research, and I didn't fully prepare. I just looked for some materials at random. Analyze the problem before I start to solve the problem, before I solve the problem and analyze the problem carefully, I think about all my problems carefully. Features. I use the strategies and tools I have learned, as well as the knowledge of Chinese subjects, to solve the problem satisfactorily. I reflect on the process of solving problems, evaluate how I can work better and make changes when necessary. I clearly and comprehensively expounded the process and result of solving the problem. I use strategies, tools and knowledge in Chinese to solve problems. I reflect on the process of solving problems and think about what I did well and what I did better. I clearly expounded the process and result of solving the problem. Sometimes, I think about it before I start solving problems. After being reminded, I used strategies, tools or knowledge in the literary field to solve the problem. Sometimes after I finish my work, I will reflect on how to solve the problem next time. I usually start to solve problems first, and then consider the exam. I don't use strategies, tools or knowledge in the Chinese field to solve problems, but simply solve problems. After I finish my work, I almost never reflect on how I solved the problem. Problem solving, reflection and communication methods I can't explain the help of others, so I can say that I understand my own problem solving process. The process of the problem. Subtotal academic performance evaluation table grade index name excellent knowledge progress With the efforts of teachers and themselves, all the learning contents have been completed, and they can flexibly use what they have learned to solve problems as needed. Learning methods can actively and seriously learn what the teacher taught, what the teacher said, and what the teacher said, and how good it is to remember. With the efforts of teachers and themselves, I can basically complete all the contents, but I can't use what I have learned flexibly. Generally, with the help of a teacher, you can clearly understand what you have learned, but sometimes you forget it quickly. Failure is that you can't understand what you have learned and can't keep up with the learning progress. If you know, ask if you don't understand, and try to find a suitable learning method after class to actively learn relevant knowledge. For example, reading a large number of books and periodicals can complete the prescribed homework on time with high quality and help other students solve their doubts. You can take the initiative to do other exercises, self-evaluation, self-evaluation, and you can take the initiative to finish your homework, but sometimes you give up learning, but the time is very short. How much is missing? I seldom take the initiative to study, and I can basically finish it, but the quality is not high. I can't finish it occasionally without plagiarism. I plagiarized the self-assessment list to reflect on the problem. Have I mastered the main content of this unit "Beautiful Autumn"? Have I achieved my teaching goal? Do you know what I want to know? Did I seriously participate in the class group discussion? Have I taught myself seriously according to the teacher's requirements? Am I actively looking for the materials I want to know? Is my performance in class recognized by teachers and classmates? Yes/No Step 9: Summary (completed after module 5) Please describe in no less than 200 words how you made the evaluation help to achieve the teaching objectives. Please describe it in as much detail as possible so that even teachers who are not familiar with what you are teaching can understand it. In order to achieve the teaching goal, I ask students to collect and read information about autumn, and exchange what they did in autumn and the happiness they felt from it. Hold poetry and painting emotional recitation in class, and conduct self-evaluation and mutual evaluation; The unit test is conducted after univariate learning, and the evaluation tools include scales and checklists. Write words according to the characteristics of autumn and read them to parents and classmates. Let students make self-evaluation and other evaluations with the evaluation scale, and input the evaluation data into Excel data chart according to individuals and groups, and then organize students to track the evaluation data, constantly reflect and adjust their learning behavior, so as to complete the learning task. Teachers can also adjust their teaching strategies through the follow-up evaluation in Excel data charts, so as to achieve teaching goals. Finally, students can master the knowledge points of this unit well, develop good self-study habits and have strong communication and cooperation skills. Generally speaking, through this training, I clearly realized the importance of evaluation, especially the application of evaluation tools and methods.