Guide students to develop independently, and how to give full play to the motivating role of evaluat

An evaluation outlining how to explore motivating learning and improving teaching is as follows:

Diverse and motivating evaluations of students are an effective way to promote the all-round development of students. Every teacher wants to use appropriate assessment in order to have a positive impact on the development of students, how can teachers make the evaluation of students play their due role? How should Chinese teachers give motivating evaluations to students' progress and changes in the learning process?

1. Classroom evaluation of students.

Classroom evaluation, as an effective way of communication between teachers and students, runs through the whole of classroom teaching, and some seemingly ordinary and unusual words of teachers are often the sunshine of children and the life of the classroom, which will greatly stimulate children's interest and enthusiasm for active participation, and can provide space for students' development to the greatest extent. Moreover, classroom evaluation is the most important, and it is important to capture the best educational opportunity. For example, at the beginning of the lesson, it is time to review the text, because the students' reading voices are relatively low when the class is even, the teacher can say this:

In the past few days, the students' performance has been very good, and there has been great progress in all aspects, and the teacher especially wants to listen to the students' reading voices today, because the teacher thinks that the sound of reading is the most beautiful sound in the world. I believe that after such an opening statement, the teacher must have heard the most satisfying and emotional reading of the students. Even the most naughty little boy can concentrate on reading, and his voice is the loudest and most devoted.

When asking questions in class, if a student gets up and suddenly asks a much louder voice than before, the teacher can lose no time in praising him: "Yang Xiaodan today."

The classmate is really wonderful, and the voice is louder than before, the teacher is really happy for his progress! I believe that after such an evaluation, not only the voice of this student's question will be louder, but the voice of other students will be louder when they ask questions.

Similar to this kind of evaluation, low starting point, small goals, frequent evaluation, and quick feedback, students are most interested, the most easy to accept, and the most able to tug at children's heartstrings.

2. Evaluation of students' homework.

The key to the evaluation of students' homework is to establish a homework evaluation mechanism, for the homework handed in by students every day, in addition to timely correction and quantitative evaluation by using the grading system, teachers should also use the method of writing comments to qualitatively evaluate the quality, writing and importance of each student's homework.

For example, draw a smiling face on the student's workbook that actively participates and writes neatly and correctly, a smiling face on the student's workbook that actively participates and writes neatly and correctly, and a sad and tearful crying face on the student's workbook that actively participates and writes neatly but with mistakes, and writes "What a pity to do wrong, correct it quickly!" For those who have not completed their homework, write "Why did you forget to do your homework, please make up for your homework quickly!"

Wait a minute. The purpose of qualitative evaluation of students' homework is mainly to encourage students to complete each assignment independently, timely, quality and quantity through motivational marks and language, develop good study habits, and become the real masters of learning.

The evaluation function depends on the student.

1. Primary school students, mainly encouraging, pointing out deficiencies and putting forward hopes;

2. Junior high school students should be encouraged, but they must point out the worst places in the semester, some problems in their learning attitudes, and put forward their hopes for the next semester;

3. High school students, sincerely point out the problems, and point out the root causes of these problems, improve the methods, and put forward progress goals.

Answer]: C Teaching objectives refer to the direction of implementation and expected results of teaching activities, and have the functions of guidance, imitation and evaluation for the entire teaching activities.

Answers]: a, b, d, e

Paying attention to the detection of the learning process can play a role in supervision, but not in motivating.

Answers]: a, b, d, e

Analysis] Item C cannot achieve the incentive function and can achieve the purpose of feedback.