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为了衡量中学英语教学是否符合并达到预定的教学目标,就必须对其实施的条件、过程和结果进行评价,为了改变单一的应试评价,通过对学生学前评价、学生课堂互动评价、学生学习行为的评价和学生学习态度和情感的形成性评价四个方面的评价,从而较客观,较全面对学生学习条件、过程和结果进行评价,评价转变为以学生为主,注重学习习惯养成,注重自我反思。教师在评价中主要起督促鼓励作用。因此在英语教学过程中,教师应努力把形成性评价与终结性评价结合在一起,探索形成性评价最佳做法,建立口试制度,建立学习档案袋,使学生不间断了解学生的英语学习状况,发现问题所在;教师应从学生的综合评价反思自己的教学行为,提高教学的有效性。让学生在英语学习过程中不断发现自己的一点点进步,不断体验成就感,增强自信心和合作精神,从而促进学生学习素养的全面发展。
In order to measure whether the middle school English teaching conforms to and meets the predetermined teaching goal, it is necessary to evaluate the conditions, process and result of its implementation. In order to change the single test evaluation, through the evaluation of the students’ pre-school evaluation, the interactive assessment of the students’ class, the students’ learning behavior Evaluation and student learning attitude and emotional formative evaluation of four aspects of evaluation, so that more objective and more comprehensive evaluation of student learning conditions, processes and results, evaluation of students as the main focus on learning habits, pay attention to self Reflection. Teachers in the evaluation mainly from the supervision and encouragement. Therefore, in the process of English teaching, teachers should strive to combine the formative evaluation with the terminal evaluation to explore the best practices of formative evaluation, establish an oral examination system and establish a learning portfolio so that students can continuously understand the students’ English learning conditions, Find out where the problem lies; teachers should reflect on their own teaching behavior from the students’ comprehensive evaluation and improve the effectiveness of teaching. Let students continue to find their own little progress in the process of learning English, continue to experience a sense of accomplishment, enhance self-confidence and spirit of cooperation, so as to promote the overall development of student learning literacy.