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教师的课堂评价语言,既是教育理念的体现,也是对学习进程中知识与能力、过程与方法、情感态度与价值观等方面的评价;既是对学习内容、方法及参与程度等方面的评价,也是对后续学习环节及内容的调控和引导……但在课堂评价实践中,不少教师的评价语言却偏了位,变了形。一、脱离认知水平的评价【现象】《识字6》教学片断师:这一行词语我们学完了,让我们带着马的奔放、风的萧瑟、塞北的荒凉连起来读。(生齐读:骏马、秋风、塞北。)师:谁想一个人读出感情来?(师指定一名学生。学生读得夸张。)
Teachers’ classroom evaluation language is not only an expression of educational philosophy, but also an assessment of knowledge and ability, process and method, emotion attitude and values in the learning process. It is not only an evaluation of the content, method and degree of participation, but also Follow-up learning and regulation of content and guidance ... but in the classroom evaluation practice, many teachers evaluation language is a bit biased, changed shape. First, from the cognitive level of evaluation [phenomenon] “Literacy 6” teaching film division: This line of words we finished, let us take the horse’s unrestrained, the wind bleak, the desolate Saibei even read together. (Students read Qi: Horse, Autumn Wind, Saibei.) Teacher: Who wants a person to read the feelings come? (Teacher designated a student. Students read exaggerated.)