Comments on comprehensive practice course

Comment is a relatively direct traditional method used by China education circles to evaluate performance for many years! So what is the comment of the comprehensive practice class? Let's take a look at more details of the comprehensive practice class comments!

Comprehensive practice class commented on xx, and began to contact our school to carry out social practice activities for college students, and the school actively cooperated. Xx proposed to provide guidance for the left-behind students, and the Academic Affairs Office provided them with 13 information about the left-behind students. Xx students visited the 13 left-behind students one by one and found that they were different from their classmates in psychology and behavior. Long-term separation from parents and lack of parental care are the main reasons for psychological and behavioral differences. Through home visits, xx students realized that it is more important to pass on more customs to left-behind students than to give them subject guidance. Therefore, it is decided that besides psychological counseling, psychological correction is better, and at the same time, some activities are organized to let the left-behind students live a happy and meaningful life.

After more than 30 days of cramming in summer vacation, 13 left-behind students not only improved their English scores obviously, but also got psychological comfort. In the last lesson, I arranged for them to write a letter to their parents respectively, which received good results.

Xx students' practical activities of caring for left-behind students in summer vacation were highly praised by 13 parents, and they called many times to express their gratitude, which was also well received by the surrounding people. Xx is indeed an excellent student with a strong sense of social responsibility.

Xx, a student of Grade 07 News in xx Teachers College, has been doing social practice in xx Radio and Television News since July 7, 2004, and worked as a reporter for one and a half months. During her internship as a reporter, her outstanding performance was unanimously praised and affirmed by our leaders and colleagues.

Xx students take an active part in social practice and have a correct attitude. During her internship as a journalist, she volunteered to go outside to run news, learn about news points and try to broaden her horizons in many ways. She collected and wrote many high-quality news articles, got a comprehensive understanding of the main functions and key news work of some units in our city through running and talking, and also helped to complete some photo reports within her power. This proactive working attitude has won the unanimous praise of our newspaper staff.

Xx students are modest and prudent, diligent and studious. Pay attention to the combination of theory and practice, effectively apply the classroom knowledge learned in college to practical work, listen carefully to the guidance of journalists from old newspapers, listen humbly to the work suggestions put forward by others, show a strong thirst for knowledge, and be able to observe carefully, experience personally, think independently and comprehensively, and flexibly use their own knowledge to solve practical difficulties encountered in work.

Xx students are very hard-working and diligent. Creative and constructive thinking of independent news interview; Have a certain pioneering and innovative spirit, accept new things quickly, involve a wide range, constantly explore in the field of news interview and photography, and have their own ideas and ideas. Social Practice Report "Final Comments of Comprehensive Practice Teachers". Be able to obey the command, be serious and dedicated, have a strong sense of responsibility and work efficiently. Timely (reprint Weishui Student Network, please keep this mark. ) In case of emergency, I can work overtime and complete the task with good quality and quantity.

Xx students are sincere and simple. This student strictly abides by the rules and regulations of our newspaper. After a month and a half of internship, he has never been absent for no reason and left early. He can live in harmony with his colleagues, communicate harmoniously, learn from each other's strengths, be open-minded and eager to learn, and pay attention to teamwork.

The student has good comprehensive quality, strong professional ability, good political performance, rich concept of law and discipline, obeying arrangements and orders, getting along well with colleagues, and being conscientious in short-term social practice. I believe that she will achieve better results in her future work. I hope that xx students will continue to actively participate in various social activities, constantly sum up and improve, and lay a solid foundation for joining the journalism of the motherland after graduation.

Opinions on guiding teachers' practice appraisal

So-and-so students from your school came to practice in so-and-so department of our unit at such-and-so time. During the internship, the comrade generally performed well, observed the company's rules and regulations, and obeyed the distribution and arrangement. Modest, earnest, studious and diligent in management. Respect the instructors and staff of the internship unit. After (how long) study, practice and exercise, I can guide the theory I have learned to practical work, and I am good at thinking and giving inferences. Generally speaking, after working and studying during the internship, the student has basically completed all the tasks assigned by the unit, and his comprehensive quality has been greatly improved, achieving the purpose of internship.

During the internship, interns showed strong professionalism, profound professional thinking and good professional ethics. The internship attitude is extremely serious, the work is positive, meticulous and practical, and I can accept guidance with an open mind and master management methods and skills. We get up early and get greedy for the dark together, and devote ourselves to class management. Get familiar with the class situation quickly and handle the daily affairs of the class independently and properly. Love students, care about students, pay special attention to students' individual education, the effect is good, and the class assessment ranks first in the grade. Therefore, it is deeply loved by students. He is an excellent internship class teacher unanimously recognized by teachers and students.

During my internship in our school, xx worked hard, studied hard, worked hard, obeyed the distribution, respected the instructor and the staff of the internship unit, and was able to consult experienced teachers with an open mind and listen to other people's work suggestions with an open mind. I can use the theory I have learned to guide practical work, love my job, care about students, and complete various tasks with good quality and quantity. At the same time, the student strictly abides by all the rules and regulations of our school. During his internship, he has never been absent, late or left early for no reason, and he can get along well with his colleagues, showing strong professionalism, profound professional thinking and good professional ethics. After working and studying during the internship, the student has basically completed all the tasks assigned by the unit, and his comprehensive quality has been greatly improved, achieving the purpose of internship.

Why should we evaluate practice?

First, the significance of evaluation

1. Evaluation is the need of adjustment, improvement and implementation. Evaluation helps to change the concept of education, so as to consciously get rid of the model and implement the goal of improving students' quality in an all-round way; Evaluating the course of comprehensive practical activities is helpful to the cultivation and development of students' personality, and also helps to tap the potential of teachers, so that teachers can master the characteristics and laws of the content of comprehensive practical activities as soon as possible and promote the all-round improvement of teachers' quality.

2. The evaluation of the comprehensive practical activity course is an important link to promote the achievement, which can help the activity subject to know how much the goal has been achieved in the activity process, thus overcoming the defects that the goal cannot be verified in the activity process and the final result is too long to verify the quality of the activity. In this sense, the process evaluation of comprehensive practical activity class is an indispensable link.

3. The evaluation of comprehensive practical activity curriculum is an important means of curriculum management, which plays a great role in promoting curriculum management. Through the evaluation of the comprehensive practical activity curriculum, we can summarize and learn the experience and lessons in the process of setting up and implementing the comprehensive practical activity curriculum, and provide practical and theoretical basis for adjusting and perfecting the comprehensive practical activity curriculum.

Second, the principles of comprehensive practical activity curriculum evaluation

According to the nature and characteristics of the course of comprehensive practical activities, we should attach importance to participation and process, and emphasize the diversity of evaluation subjects, the comprehensiveness and process of evaluation contents, the rationality of evaluation standards and the diversity of evaluation methods and means. Generally speaking, the following evaluation principles should be followed.

1. Participation principle. Comprehensive practical activities should pay attention to students' personal participation and full participation, emphasize the participation in specified class hours and the evaluation of participation attitude, and attach importance to students' conscious participation in evaluation.

2. Process principle. Comprehensive practical activity evaluation pays special attention to the process and practical experience of students' participation in activities, attaches importance to the evaluation of students in the practice process, and closely combines the evaluation of students with the guidance of students.

3. The principle of comprehensiveness. The comprehensive practice itself consists of four parts, and the teaching objectives of each part include their own requirements for cognition, emotion, skills and abilities. Therefore, the content, requirements, process and conclusion of comprehensive practice evaluation should be comprehensive and comprehensive.

4. The principle of autonomy. The implementation of the comprehensive practical activity course should carry out the independent thought and take the students' independent development as the starting point, so that the students' dominant position can be truly implemented under the guidance of teachers. In a sense, students are not only participants in practical activities, but also designers and creators of practical activities, and students have the most say in their own practical activities. Therefore, students' independent evaluation is of decisive significance. Let students learn to take the initiative and learn science, which should be one of the basic tasks in the implementation of the comprehensive practical activity curriculum.

5. Incentive principle. Encourage students to give full play to their personalities and talents, encourage students to be proactive, diligent in practice, be brave in innovation and constantly promote development, and give timely affirmation to every progress of students.

Case: Xiaoming's experience

Xiaoming has recently become less and less fond of taking comprehensive practical activities classes because he has encountered too many things.

Event 1:

Xiao Ming is particularly willing to do it, because every time he is all right, the math teacher will give him a bright 100 score. Once you reach 10, you will also get a certificate. Since taking part in comprehensive practical activities, he has paid a lot, but because the effect is not obvious, he has not been praised by the teacher. Xiao Ming's research group spent a month studying and formulating the development plan of his hometown, but in the end, this plan only received a few verbal praises from the teacher, and Xiao Ming was a little lost.

Event 2:

It's almost time to report the results of comprehensive practical activities, but Xiaoming's research group may have been delayed for a while because of in-depth research, and the result was criticized by the teacher. The teacher said that there was nothing special, and the reason why the research task was not completed within the prescribed time limit was that he did not work hard enough and his attitude was not serious enough.

Xiao Ming's group hopes that teachers can find ways to let Mr. Liu of the Cultural Bureau see their research results and let him evaluate them, even if he is criticized, he will not regret it. Who can evaluate depends on the teacher, and there has never been a precedent of choosing after learning.

Event 3:

The teacher stipulates that every student must join a cooperative group. Xiao Ming worked hard, and finally a group accepted him, but the group didn't give him any task, because they thought Xiao Ming would only "help the more chaos." Later, the group activities achieved excellent results, but Xiao Ming didn't like it in his heart.

Before the comprehensive practical activities, the teacher issued an evaluation scale. Xiao Ming thinks that some evaluation items are unreasonable, and other students have similar feelings with him, but Xiao Ming can't make up his mind whether to talk to his teacher or not because he is afraid.

Event 4:

Xiaoming's group conducted a series of learning activities, including discussion, planning, visiting, interviewing, experiment, production, display, inspection and evaluation, but in the end, Xiaogang achieved excellent results. As we all know, Xiao Gang's achievements were pieced together after looking up some information on the Internet, and Xiao Ming was not convinced.

Xiaoming's cooperation group is really not easy. At first, there were contradictions among team members, and Xiao Ming tried his best to eliminate misunderstandings. Later, the team members cooperated tacitly, and the cooperation became more and more tacit. In the discussion, the sparks of wisdom often flash after the collision of ideas. Although the teacher finally affirmed the results of their activities, Xiao Ming and his team members always felt that something was missing.

Comments:

Xiao Ming's problems and puzzles in the process of carrying out comprehensive practical activities are of universal significance. These "problems" and "puzzles" directly urge us to reflect on the evaluation of comprehensive practical activities. From the event 1, it can be seen that the enthusiasm of students to participate in comprehensive practical activities is frustrated because teachers fail to give full play to the incentive function of evaluation. In Event 2, the teacher didn't realize the process and generation of comprehensive practical activities, and set the time of comprehensive practical activities in a unified range, which was not conducive to students' in-depth research, and did not give students the right to participate in evaluation, which violated the principles of process and subjectivity. In Event 3, the teacher did not follow the participatory principle of evaluation well, did not let every student participate in comprehensive practical activities, and did not provide a relaxed atmosphere for students to participate in evaluation. In Event 4, the teacher obviously violated the process principle of evaluation, and did not pay attention to the students' gains and growth during the activity, but only paid attention to the final result of the activity.

Generally speaking, in the above cases, teachers failed to follow the principle of comprehensive practical activity evaluation, which affected the initiative of students' activities and reduced the quality of activities. Therefore, teachers should take a warning, reflect on whether they have similar mistakes or shortcomings in the process of organizing comprehensive practical activities, and further think about how you would solve Xiaoming's confusion if you were Xiaoming's teacher in the above case, and how to promote the smooth development of comprehensive practical activities through evaluation.

Third, the requirements of comprehensive practical activity curriculum evaluation.

1. Pay attention to the collection and analysis of data and information on the process and results of students' activities.

Students are required to collect and accumulate dynamic, true and complete records of the research process, including research plans, investigation materials, small-scale design, experimental observation data, reading notes, learning summaries and experiences. These records are indispensable and important materials for the evaluation of comprehensive practical activities, and also an important basis for students' learning and reflection.

2. Make clear the improvement points, promote the development of students, and put forward the improvement of Giger II.

The evaluation of comprehensive practical activities should be closely combined with students' learning and teachers' guidance; We should attach importance to students' self-improvement in the learning process, and let evaluation become the process of students' learning practice and reflection, self-discovery and appreciation of others. Teachers should also be good at grasping each student's learning situation from their own homework records and self-evaluation, finding problems that students need guidance, improving guidance methods and improving teaching.

3. Several relationships that need to be handled in the evaluation of comprehensive practical activities

(1) The relationship between process and result. Comprehensive practical activities are courses that attach importance to process, and students' experiences and gains in the process of practice are what the course pursues. Therefore, when evaluating students, we should not only pay attention to the demonstration of practical research reports and achievements, but also pay special attention to the stage of topic selection and the implementation process of subject research, and each stage of the whole process is within the scope of evaluation; We should not only pay attention to the direct results of the research, but also pay attention to the various gains, experiences, abilities and qualities of students in the research process.

(2) the relationship between individuals and groups. One of the goals of the comprehensive practical activity course is to enhance students' team spirit and consciousness, and the course learning is mainly carried out in the form of group cooperation. Therefore, the evaluation of comprehensive practical activities should first be based on group achievements, and then take into account personal performance, and obtain personal achievements through self-evaluation and mutual evaluation.

(3) The relationship between evaluation period and time and space. In the process of comprehensive practical activities, we should give students enough time and space, provide more opportunities, maintain appropriate flexibility, and let them fully experience the research process and understand the research methods. On the one hand, students' practice in one stage cannot be used as a permanent evaluation reference; On the other hand, students cannot be judged only by the gains and losses of a certain research.

(4) The relationship between multi-agent evaluation and self-evaluation. Comprehensive practical activity is an open and wide-ranging course, involving a variety of subjects, including teachers in school, tutors or part-time teachers outside school, parents of students and other social subjects. Multi-subject evaluation is very beneficial to students' development. It can provide students with information about their own learning and development from different angles, which is helpful for students to know themselves more comprehensively. On the other hand, it is also very important to encourage students to carry out self-evaluation, which can improve students' learning enthusiasm and initiative, promote learning reflection, and help cultivate students' independence, autonomy and self.