How to evaluate students' classroom work

Wen Fenglan, An Baili Central School, 1. Teachers think that the evaluation of artistic expression is the evaluation of teachers. When students finish their homework, they will be graded according to their subjective consciousness. People with high scores are happy, but I don't know what's good about it. Low score is hard, I don't know where the difference is. As a result, students failed to grasp the learning information in time, which in the long run suppressed students' interest and enthusiasm. 2. When looking at students' art works, teachers often evaluate students' homework in a single way, such as similarity and skill, while ignoring children's imagination and creativity. This evaluation method affects the cultivation of students' personality and ability. 3. Teachers do not attach importance to the evaluation of the teaching process, lack timely and comprehensive feedback and evaluation of students' learning in the teaching process, and fail to let students actively participate in self-evaluation and mutual evaluation, which is not conducive to mobilizing students' learning enthusiasm. 4. Students' academic performance in the semester often depends only on a painting, a questionnaire, or the average score of their usual homework. The evaluation method is single and the content is one-sided. The above evaluation content is too one-sided and arbitrary, which leads to the one-sidedness of teachers' teaching and students' learning to a certain extent, which is not conducive to the overall improvement of students' quality. Therefore, it is particularly important to establish a brand-new teaching concept in classroom teaching and build a comprehensive, perfect, procedural and innovative art teaching evaluation system. So how to weaken the screening and selection function of evaluation and promote the all-round development of students? In my usual teaching, I think the following points are particularly important. First, establish the whole evaluation of classroom teaching. The so-called whole-course evaluation means that teaching evaluation runs through the whole process of classroom teaching, and comprehensively evaluates students' interest performance, ideas and classroom assignments in the whole teaching process. The following is an example of "teapot modeling design": Primary stage (interest evaluation): At the beginning of class, I used multimedia to let students watch the tea ceremony performance and let them freely introduce the tea culture in China (including the types and modeling of teapots). Because after class, I consulted all kinds of materials, and the students spoke vividly. At this time, they spoke highly of their interest and enthusiasm for participation, which contributed to students' awareness of active participation from beginning to end. In-depth stage (creative evaluation): Then let the students disassemble the teapot model in groups, understand the structure of the teapot, and inspire the students to develop their imagination and design a novel teapot. At this time, students' thinking is quite active and they speak actively: some say that they want to design a peach-shaped teapot; Some people say that to design a teapot that can sing, the teacher should fully affirm that it has reasonable and innovative parts, even if it is only a little, it should also be fully affirmed and even exaggerated appropriately. Final stage (grade evaluation): The final part of a class is mainly homework evaluation. At this time, teachers must grasp aesthetic standards, give full play to students' creative thinking from their works, and take it as an important criterion to measure good or bad, so as to implement students' dominant position and enhance their creative consciousness. Second, using a variety of methods to evaluate students' homework art homework evaluation is an evaluation of the quality of students' completion of learning tasks, which has a certain strengthening effect. The comments and achievements given by the teacher are instructive to the students and the whole class. Therefore, students' art homework should be evaluated in various ways. For junior students who like intuitive images, physical symbols can be used when correcting homework, such as inserting red flags, planting red flowers, sticking five stars and other homework symbols. Indy red flower means that you draw beautifully, thumbs up means that you are great, and drawing a raised right hand means that you need to refuel and correct the homework of middle and senior students. You can use a combination of grading and comments, such as: your color is really beautiful! How rich your imagination is! Your painting will be better if there is a front and a back. Basic requirements: You can draw tall buildings with various lines. 2. concretization: the building is beautiful in appearance, and there are changes in density, length and thickness between lines. 3. Optional part: You can draw with your favorite tools, such as printing, scraping, etc., and you are also allowed to draw. Among them, the basic requirements are basic skill goals and cognitive goals. As long as students do this, it means that they have reached the standard and should pass. Specifically, it is the basis for distinguishing the superior and inferior grades of homework above passing the exam. The elective part is the expression of students' aesthetic emotion, personality and creativity. Third, establish diversified evaluation methods, so that students can fully enjoy the fun of self-evaluation and mutual evaluation. Every student is a concrete living person with personality. In the evaluation activities, we should respect students' individuality and give full play to students' subjectivity, including students' self-evaluation, mutual evaluation among students and evaluation between teachers and students. 1, students' self-evaluation. Self-evaluation is a kind of self-awareness activity with strong emotional experience, which generally adopts the way of establishing students' learning files. Students collect important materials in the whole process of art learning, including sketches, art homework, related art materials, self-evaluation, etc. Through students' art learning files, teachers can understand students' learning attitude and learning characteristics, students' mastery of art knowledge, students' potential and needs in development, and give targeted guidance in time. Example: In the lesson of "Imagined Mushrooms" in Volume 4, when students were doing their homework, I found that one of the students' pictures in individual guidance was small and messy, but it was quite interesting. I immediately put his paintings out through the physical projector, and a strange laugh broke out in the classroom. His face looked a little embarrassed. At this time, I asked my classmates to calm down and listen to what he thought. He said: Several mushroom-shaped tall buildings caught fire unexpectedly. The fire is so fierce that firefighters are too dangerous. I asked a group of mushroom robots to put out the fire. How creative he is. I praised him in time and asked other students to help beautify the picture. After a while, a beautiful and creative picture appeared. The students are very happy. He not only learned the knowledge of composition, but also found confidence. Other students also received education imperceptibly. 2. Mutual evaluation among students. Art works express the author's feelings and wishes through material materials, so that students can better understand each other's hobbies, communicate their feelings more easily and better understand the connotation of art works. The mutual evaluation between students is generally expressed in language, and the students in lower grades can use a more intuitive way, and the students in higher grades can also evaluate each other by writing comments. Example 1: In the lesson "Flowers are everywhere", after the students finish their homework, I give everyone a bee to fly to your favorite flower (that is, let the students leave their seats to find beautiful pictures, park the bee on your favorite flower and then return to their seats. There are two evaluation questions at this time. One is why there are so many bees flying in your painting. Are you happy? Second, where did your little bee fly and why? . The first question is aimed at students with beautiful flowers and distinctive features. They succeeded. I don't want to mention how happy I am with so many little bees, but I especially want to tell you how I feel. What did you draw? Where is the most beautiful painting? Because I have just practiced, the expression of language can be wonderful. The second question is for students with poor hands-on ability. They don't draw very well, but they can always say a few words simply. Speaking of it, it shows that the student has been making progress. At least he stopped bees in the picture he thought was beautiful. Example 2: In the "teapot modeling design" class, after the students used their imagination to create a novel teapot, I gave everyone a piece of paper instead of an order, and let the students visit and order (they can order by themselves), and wrote down their favorite places in the order. A: Strange shape? Exquisite craftsmanship? Beautiful pattern? Whoever gets the most orders will succeed. Let successful people talk about their feelings, while unsuccessful people encourage them to consult teachers and classmates, and then correct them. At the end of the course, every student left the art classroom happily. 3. Teachers' evaluation of students. Teachers should not only evaluate the teaching results statically, but also evaluate the teaching process dynamically, and pay attention to the unity of the two. In teaching activities, teachers comprehensively evaluate students' participation consciousness, cooperation spirit, operation skills, inquiry ability, cognitive level and communication and expression ability. Encourage and guide each student's participation, fully affirm each student's homework and put forward suggestions for improvement. Not only horizontal evaluation of students, but also vertical evaluation of students yesterday, today and tomorrow. Students are in a state of formation in all aspects, full of various needs and development possibilities. In teaching, teachers should design various forms of evaluation activities. In addition to caring about students' homework, we should pay more attention to the psychological process of students' creation, help them, motivate them and guide them to develop healthily.