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表扬、奖励从给予者的主观意图来看,具有双重功能:一是通过表扬奖励对接受者进行控制;二是借助表扬奖励向学习者传达有关学习情况的肯定信息。这就要求广大的一线教师充分运用表扬奖励,对学生进行适度评价,促进学生在知识与技能、过程与方法、情感态度与价值观等方面的全面发展。我们看到,在新课程实施的过程中,教师们在日常评价中更多地注意采用了发展性评价,促进学生在原有水平上的提高。但也有一些教师采取一概表扬的做法,不管学生回答的问题正确与否都给予表扬称赞,认为这样能促进学生的自主性发展,鼓励学生的思维。特别是有的教师对错误答案不指正,认为如果指出学生的错误就会打击他们的积极性,削减学生的自信心。那么,如何给学生以恰当的课堂评价呢?
Praise, reward From the subjective intent of the giver, it has dual functions: one is to control the recipient through recognition of the reward; the other is to acknowledge the reward to the learner by sending affirmative information about the learning. This requires that front-line faculty make full use of recognition awards, moderately evaluate students, and promote students' all-round development in knowledge and skills, processes and methods, emotional attitudes and values. We can see that in the process of implementing the new curriculum, teachers pay more attention to the use of the developmental assessment in their daily evaluation to promote the improvement of students' original level. However, there are also some teachers who take the approach of complimenting praise and praising whether the students answer the questions correctly or not, believing that this will promote the autonomous development of students and encourage their thinking. In particular, some teachers do not correct the wrong answer and think that if students' mistakes are pointed out, they will attack their enthusiasm and reduce their self-confidence. So, how to give students the right classroom evaluation?