多元评价英文

How better to utilize the appraisal in the classroom（1）Along with the time development, our country's elementary school English curriculum already made the very big progress, the society have been also more to the elementary school English attention, i.e. our elementary school English is moving toward regularly gradually. This is the result which our general teachers joint effort. But because the economy and the education development are not balanced, the national each area elementary school English teaching's level has the big difference. No matter but in any area we the elementary school English teaching should the paramount consideration elementary student's study demand, probably take elementary student's age characteristic and the development demand as the datum, but is not likely the former English educational model, only considers the language knowledge system instruction the wrong understanding and the procedure, but downplayed student's procedure and the student learn skill raise, specially in the teaching appraisal, too relies on the test. Lacks to the multi-dimensional assessment method and the technical utilization. Today we chat this topic. （2）First, we must know that anything is the multi-dimensional appraisal, the multi-dimensional appraisal is for the instruction teaching process carries on smoothly, but to student's study result and teacher's teaching effect appraisal. The multi-dimensional appraisal's main purpose is not to select the minority outstanding student, but to discover that each student's study potential, promotes student's study, and provides the feedback for the teacher, also to provide the beneficial feedback personally, is at the community for the student to provide the useful material, like this is advantageous to the school, the guardian and community's cooperation, helps the student to be progressive. The multi-dimensional appraisal takes seriously from student's daily performance to withdraw the information the technology, through collects the situation which the student daily situation and the teacher instruct, as well as the classroom instruction atmosphere's information, helps the teacher to understand that each student's study situation and the study need, momentarily adjusts the course content and the method, thus raises the classroom instruction efficiency, not only the multi-dimensional appraisal is an overall concept, is the teacher to the student perhaps the student to the teacher the appraisal, is also the student to oneself, the student to the student, the guardian to the student, the guardian to the teacher and so on various aspect appraisal. （3）Next, the multi-dimensional appraisal's method is many and varied, for example: The classroom learning activity comparison, the study effect from comments, the personal record file, the questionnaire survey, the interview, the discussion, the guardian to feed back, usually to test and the study diary and so on. The teacher may adopts the suitable appraisal way according to student's age feature and the study style, these appraisal method may from the different angle demonstrate that the student to studies the content the understanding as well as their emotion manner. In the daily appraisal, the teacher should also allow the student to act according to own special skill or the superiority choice suits own appraisal way. If the student unsatisfied may consult to oneself some test result with the teacher, temporarily on record, student after a fuller preparation, may participate in the test once more. Then, how does the elementary school teacher of English utilize the appraisal in the classroom, what appraisal way uses, the class changes the spiritual and the class sign idea tells us, the education should promote the person full scale development need. Therefore I thought that the elementary school English classroom instruction appraisal, is must change the elementary school English classroom instruction only to strive for at present lively, not heavy actual effect; Only again moves, not heavy foundation realization; Only the heavy activity's development, not again studies the way the change and the learning capability raise; Only the heavy foundation, not again synthesizes the verbal skill the raise; Only the heavy English quality's enhancement, not the heavy overall quality's raise's condition, the ultimate objective is must let the student the interest which has to English continues thickly, has the solid foundation (including the pronunciation, the intonation, the language sense; Glossary; English study way and the custom), have certain comprehensive language utilization ability, the individuality grow, obtain the development which continues comprehensively. Whether therefore the classroom instruction did promote the student development, becomes the goal which and the appraisal important target naturally our elementary school English classroom instruction pursues. But pays special attention to elementary school English classroom instruction especially important, but safeguards a classroom instruction successful important measure utilizes the good classroom instruction appraisal method. The author presently slightly discusses several views on the elementary school English classroom instruction appraisal plan. How to control the classroom instruction appraisal scope First, the teacher wants to act according to this hall class the main teahing duty, the determination appraisal main scope. If by the hearing class primarily, will appraise the stress point places to student's hearing appraisal in; If by said the class primarily, will appraise the stress point places in the activity which said to the student. As for in by some skill activity in primarily, alternates other skills the activity, the teacher is not suitable accounts for the excessively much time to attend to every detail performs to appraise. The practice which if the hearing activity class appears reads the practice which, writes, does not need to read and compare, to write 11 appraises. Not only the classroom time does not permit, will also cause the student to confuse, did not know that which aspect this hall class should pay attention to the skill.

1 study off Students can become "passive" learning "active" learning. (2) the language barrier In English teaching and learning environment to improve the English proficiency of students in real, rather than test scores. 4 overall quality improved significantly Courses focus on students 'ability to innovate, research capacity, through the event planning and organization, social practices, and other forms of community activities to stimulate students' potential. Meanwhile, the schools focus on training students about Chinese culture, so that students continue to learn the essence of Chinese and Western cultures, to become self-confident, civilized, and thinking with a global vision of international citizens. 5 students unobstructed channel Canada's globally recognized high school diploma can apply directly to Canada, the United States, Britain, Australia and other English-speaking countries attending 7 Intensive English Program Common foreign teachers teach ESL courses to help students with weak foundation in English as soon as possible into all foreign teachers taught in English Canadian high school curriculum. 8 small class, take classes Control the class size of about 25 people, so that teachers and students in the classroom for efficient interaction and improve the quality of teaching. 9 multi-evaluation system Provincial examination results accounted for only 20-40% of the total score, accounted for 60-80% of normal results, student attendance, classroom speakers, job, group activities, demonstrations demonstration, program design will be reflected in the normal results, a true reflection of students' overall learning. 10 courses varied In addition to a wealth of high school courses in mathematics, English, physics, chemistry, biology and other academic courses, but also into the program, theater, film and television production, accounting and other diversity programs, students can choose according to interest.

教学评价应该是形式多元的,因为学生千差万别，如果采取单一的评价，学生的个性得不到彰显，学生作为课堂教学的主体地位将会成为空谈。因此，需要在初中英语中构建教学多元评价体系，以便学生能主动参与其中,通过参与获得多元的发展。1.评价主体的多元化以往的课堂评价是由教师主导的，学生没有参与到课堂教学的评价过程中。新课程改革着重强调学生的主体地位，因此在新课程标准下的英语课堂评价主体应该是多元的，不仅包括教师评价，还应该包括学生的自我评价和师生互评。多元的初中英语课堂评价主体彰显出学生的主体地位，符合新课程改革的精神。（1）自我评价初中生经过小学阶段的学习，无论在身体上还是心理上都逐步走向成熟，思维发展的水平已经能够进行自我评价。因此，在英语课堂评价中可以尝试让学生去自己评价自己的英语学习，一方面可以彰显学生在评价中的主体地位，另一方面可以使初中生在评价自己英语学习的过程中找出不足之处，积极进行自我反思，不断改进和提升自己，从而促进英语学习能力的不断提升，这将成为教师评价的有力补充。（2）教师评价一直以来，教师在课堂的评价中是占主导地位的，这种评价方式的弊端不言而喻，容易使学生丧失学习的主动性，对学生日后的独立发展也不利。初中英语新课标标准的公布实施，将使这种局面一去不复返。教师在教学评价中的地位下降，由原来的主导地位变为和课堂中的学生一样，成为教学评价中的另一“元”。这种教学评价地位的改变，使得初中英语教师在教学评价的过程中更加关注学生的英语学习过程，针对不同层次的学生的不同闪光点采取个性化的评价方式，使每个学生都能从英语教师的评价中获得积极的信号。这一点对初中生的学习积极性培养具有重要意义。（3）师生互评教学并不是单边的活动，它包括教师的教和学生的学，是师生的双边交流活动。因此，在进行初中英语教学评价时，理应采用师生互评的方式进行。通过在初中英语教学过程中开展师生互评活动，能够有效促进师生间的相互了解、相互督促、相互学习，使初中生更加积极地参与英语教学活动,让初中生充分享受英语合作学习带来的乐趣。同时对于促进初中教师个体积极向上发展也起到不可忽视的作用。2.评价方法的多元化在初中英语新课程标准的基本理念中明确提出：“建立能激励学生学习兴趣和自主学习能力发展的评价体系。该评价体系由形成性评价和终结性评价构成。”这说明了在初中英语的教学评价中诊断性评价和形成性评价的重要性。（1）诊断性评价由于我国大部分学校从小学三年级开始就设置了英语课程，初中英语教师为了更好地开展教学工作，就需要了解学生的准备状态，及时发现初中生在学习中存在的问题及原因等，这样才能有针对性地开展教学。初中英语教师获得学生准备状态的方法和途径是多样的，但是其中最常用、最有效的手段之一就是诊断性评价。例如，在讲授人教版初中英语七年级下册unit6时，这是以天气为题材的单元，笔者首先准备了多幅有关天气的贴图，如天晴、多云、刮风、下雪、冰雹等，上课之前就贴在黑板上。正式开展课程时，笔者首先让学生用英语表述黑板上所展现的天气状况，再针对学生的回答引入到本单元的学习内容。诊断性评价能够使得初中英语教师准确掌握学生的学习实际水平，适时调整教学的进度，还能够帮助学生认识自我，不断挖掘自身的学习潜力，培养学习英语的能力，实现自主发展。（2）形成性评价为了掌握整个教学过程的各个环节，明确英语教学活动中存在的问题并及时改进教学，关注学生的收获和成长，这就需要进行形成性评价。形成性评价不同于终结性评价，它关注教学的整个过程和环节，因此评价花费的时间更长精力，但是形成性评价无论对初中英语教师的教学还是初中学生的学习都具有重要的意义。在初中英语教学中采用形成性评价的方式较多，可以采用成长记录袋、词汇口语活动记录等方式实现对学生发展的评价。笔者以自己设计的初中英语形成性评价表为例进行说明。如上表所示，初中英语教师将整个学期的英语教学活动划分为若干星期，每个星期对每个学生的学习状况进行评定，了解学生的学习状况，记录学生的英语学习过程，针对不同的学生制定个性化的学习方案，能有效促使学生不断取得进步。

1. Learning shut Can the students to become "passive" for "active" learning to learn. 2. Language level All the English teaching environment to improve the students' English application abilities of the real, not the exam ability. 4. Comprehensive quality promotion obvious Course emphasizes the innovative ability of students, research ability, through the event planning and organization, social practice, community activities form to inspire the students' potential. At the same time, the school pays great attention to the student on Chinese culture education, let students absorbing the essence of the Chinese and western culture, being confident, civilization, with international vision and thinking of the international citizens. 5. Study abroad channel running smoothly Canada senior high school diploma is high, can direct global approval application Canada, the United States, Britain, Australia and other countries in English 7. Intensive English language Chinese and foreign teachers teach together ESL courses, help English foundation weak students in teachers as soon as possible all the English teaching of Canadian high school. 8. The small, go to the class system Number of students per class control in 25 or so, make the teachers and students in class the interaction of the high efficiency, improve the quality of teaching. 9. DuoYuan evaluation system Province unified exam achievement accounts for only 40% of the grade 20-usually result occupies 60-80%, and the students' attendance, classroom speech, assignments, and group activities, demonstration demonstration, the plan design will be reflected in the grade at ordinary times, really reflect the students' comprehensive study level. 10. Course rich and colorful The rich high school in addition to have maths, English, physics, chemistry, biology and academic course outside, still in the plan, plays, films TV production, accounting and diverse courses, students can choose according to interest.

七年级教材中的话题——业余生活、假期计划、家居烹饪、名人简介等等均与学生的实际生活息息相关。同时，教材也提供了许多符合学生真实生活的信息，如新闻(News)、电子邮件（Emails）、书信 (Letters)、问卷 (Questionnaires)、调查(Surveys)、广告（Ads）、邀请函（Invitations）等，激发学生参与真实语言活动的动机，引导学生做真实的事情。

导语：在课程改革的新形式下，最大限度地提高课堂效益，努力实现轻负担高质量教育已成为广大学生的要求和教师们的共识。要让高中英语课堂教学做到最优化，应掌握较好的教学方法技巧，提高课堂教学质量，这是每位英语教师必须认真研究的课题。

一、做好词汇教学和学生记忆训练

在英语学习过程中，由于高中英语教材各单元词汇量很大，学生普遍感到困难的是使用和记忆单词。因此，我在开始新单元教学时，都会拿出一节课的时间对本单元所出现的生词进行整体教学。对于每个单词和词组，从读音到中文意思、词性再到用法实施推进式传授。重点讲解动词、名词、形容词等一些常用词的用法，对于人名、地名及专有名词则要求学生会读、会写。

在讲解生词过程中，我先教读音，等同学们都能读准、读熟后，接着在黑板上写出单词，并举例讲解单词的不同词性、中文意思和用法，在举例讲解时我力求自编例子，更好地体现单词用法，更便于学生在优美例句中牢记单词。另外，我极力要求每个学生做课堂笔记。在第一节讲完单词后，我严格要求学生会默写单词和短语，在第二节上课前拿出3-5分钟，设计几个单词默写题目，进行复习。还要教给学生一些记忆方法，如发音和词形相结合法;词根记忆法、瞬间记记法、构词记忆法、重现记忆法等等。

二、认真备课，精心设计听说课

新编高中英语教材，内容涵盖多而广，不仅提供了充足的教学素材，还为学生提供了自主发挥机会。英语教材里，各单元之中的warming up, listening, speaking，其目标是:引导学生在真实、有意义的任务中学习、使用语言，巩固、扩大基础知识，侧重培养听说兼顾读写，促进学生心智，学习策略文化意识的发展;引导学生调整学习方式，提高学习能力。

例如在讲高一英语第一册上Unit 1 Warming up, Listening and speaking时，因为内容多、时间短，我是这样进行的，Warming up部分我设计三个问题:1. What should a good friend be like? 2. What qualities should a good friend have? 3. Should they be funny, smart or strong?

以此引导学生简单地描述自己和自己的一位好朋友。这样既呈现了本单元的话题—Friends，又巧妙地帮助学生复习有关单词和句型，达到一箭双雕之效。Listening部分，确保学生在知道任务，做好充分准备时，一次性放录音(必要时可放两次)，放音时不要按暂停键，放音结束，立即给学生对答案，这样更容易提高学生的听力能力。Speaking部分，是师生互动式学英语，先让学生谈谈对友谊的态度及他们择友的标准。我这样引导学生:1. I think friendship is very important in our life. 2. When we feel bored we can talk to ourfriends.3. When we are in trouble, we can turn to our friends for help.

然后提问:1. Do you have any friends? 2. What do you think a good friend should be like? 这时让学生尽可能想出、学过的并多用单词，描述一个real good friend。然后根据学生回答，在黑板上快速列出一些描述人的形容词和一些漂亮的句型。如:I think a good friend should be…/In my opinion, a good friend is someone who…，A friend in need is a friend indeed等等。

三、整体把握，优化阅读教学

阅读能力是中学英语教学大纲所要求培养的四项基本技能之一，老师们都知道阅读是学习外语最有效、最重要的手段。因此，究竟如何把常规的教学方法与新课标准的指导结合起来，培养学生兴趣，提高学生能力，就成了当前高中英语教学研究的一个热门话题。我认为在教学中应注意以下几个问题。

1.重视背景知识，扩大学生知识面

语言是文化的载体。人们对语言意义的理解很大程度上依赖于人们对文化传统和风俗习惯的理解。在阅读英语文章时，中外文化的差异往往给学生带来许多困难。学生缺乏相关背景知识，这严重影响了他们对文章的正确理解，他们有时甚至歪曲原意，自然也就不能对阅读理解的问题做出正确的推理、判断和预测。因此，在教涉及到英国文化背景的文章时我会首先向学生介绍其文化背景知识，并指出其文化意义。

2.培养学生的预测和联想能力

在阅读教学中，要善于引导学生有目的地对储存在大脑中原有的知识进行选择，整理和加工，培养他们的分析、预测、推理和判断能力。培养学生的猜词能力是外语教学中十分重要而有意义的一个环节。

3.合理讲解知识点和着重分析文中复杂难懂的句子

四、深思熟虑，创造性地给学生布置作业

根据新课程改革的要求，高中英语教学要鼓励学生通过积极尝试，自我探究、自我发现和主动实践等学习方式提高和综合运用英语的能力。因此我在课堂教学之后，依据当节课教学的内容，适当地、创造性给学生布置一些学生愿做、乐做、主动做的作业。作业作为课堂教学的一个延伸，学生完成作业的积极性与完成作业的质量将直接影响学生综合能力的发展。

五、提高运用能力，每单元上一节写作课

英语写作是英语语言的一种综合性表达方式，是听说读写中相对较难的一种技能。近年来，高中英语课程与测试方法的不断改革创新对高中英语的写作教学提出了新的更高的要求，针对这种现状，我在讲授新课过程中开展了写作课的实践活动，以写作手段促进英语运用。

综上所述，是我对英语课堂的概括性的总结，它充分体现了“大容量、高密度、快节奏”这一英语课堂模式。随着教学研究的不断深入，我会不断学习、研究新的教法和教学模式，搞好高中英语课堂教学，让高中英语教学水平和质量上一个新台阶。

一、课堂上穿插游戏，激发了学生学习英语的兴趣

游戏教学是高中课堂教学的有效辅助手段，能够激发和维持学生英语的学习动机和兴趣，提高课堂的教学效果和学生语言运用能力.假如，教师在这时选择一个较为轻松的小游戏就更合适一些。英语词语接龙就不错。学生可以按座位顺序依次说出一个单词，这个单词的开头字母必须是上一个学生所说单词的末尾字母。就像这样：bag get table easy yellow wind desk kitchen night tomorrow――游戏做完后，学生们精神状态又恢复了正常，接下来讲解语法就有不同的效果。

还有一次，我去听一节英语写作课后很受启发。这节课的目的是让学生最后写一篇英语作文――My First Day in My New School.授课教师没有采用常规的上写作课的套路，而是同样使用了游戏的方法。

游戏规则是第一位学生说出一个英语短语或一句话，第二个学生重复前面学生的短语或句子，然后再补充一句与之相关的句子。依次类推。

例如：第一位学生说：One day，第二位学生就说：One day ，I met an old friend of mine.第三个学生说：One day， I met an old friend of mine. He told me that he had been in love with a beautiful girl for two years. 六、七个学生参与游戏后就形成一段passage.真想不到，用这种方法学生很轻松地编完了一个完整的英语小故事。练习完这个游戏后，老师用同样的方法让同学们围绕题目――My first day in my new school 说一段英语，学生竟然顺利地完成了任务。课堂效果很好。

二、营造和谐的自主学习氛围

新的课程标准把“情感、态度和价值观”放在教学目标的突出地位，与“知识和能力”、“过程和方法”，共同构成教学目标的三个维度。理想的课堂教学是把这三个维度有机地整合在一起，即：学生在兴趣盎然中，通过一定的过程和方法，掌握了知识和技能。要达到这样的教学效果，必须创造良好的课堂氛围作保证，有了这样的环境保证，学生一堂课才能兴趣盎然，才能神思飞扬，才能顺利完成教学目标。

教师应尽可能使用幽默生动有趣的例句，给孩子们创造出轻松愉悦的课堂氛围。教学语言应严谨、简洁、逻辑性强、坚定自信、快慢得当，铿锵有力或深沉浑厚，通过声情并茂的语言表现教材的喜怒哀乐，引导学生去体验情景，感知形象，让学生的思维随着教师的讲课思路愉快的跌宕起伏，从而促进学生对教师所教内容的吸收和掌握。

三、更新教学观念，合作学习，相互激励

在高中英语教学的过程中，要想充分发挥合作学习的作用，英语教师必须要更新自身观念，切实地用新课标理念武装自己的大脑，切忌教育事业哗众取宠。此外，英语教师还要充分地了解合作学习的意义。

为了有效地规避部分内向学生神游与课堂合作之外，规避嘴角勤快的学生在合作学习的缝隙闲聊，科学分组，将那些平时上课就爱说话的学生，调离开，对于那些比较内向的学生，自信心低，羞于张口的学生，尽量和优秀尖子生分配一组，发挥尖子生的优秀带动作用，引导内向学生开口说英语。一般情况下，课堂合作学习模式的分组都是在班级实际布局和桌椅布局的`基础上进行，通常三五人一组，组内要有一名活跃，具有带动性，敢于发言的学生，带领组员积极发言。

比如在高中英语课程教学中，我采用合作学习模式，分组让学生预习单词，小组内部要用英语字典查找出诸如join、oinin、attend;event、incident、accident;等单词、词组的含义，并结合具体的例子，讨论出各个单词在运用上的不同。当小组完成指定任务后，组员派代表进行讲解，其他小组成员可以适当补充。最后由教师结束讲解，予以补充和评级、总结。这样的课堂合作学习模式，有利于小组间的竞争，充分发挥学生的积极性和主动性，将课堂交给学生，教师负责引导，学生自我寻找与探索学习到的知识，必定会听说来的实在，且对知识点的印象也较为深刻。

四、多元评价，以学生为本

新《课程标准》中提倡多元评价，评价既可以是教师对学生(teacher assessment)的评价，也可以是学生自我评价(self-assessment)和学生之间(peer assessment)的相互评价。评价还包括课堂观察(classroom observation)、学生成绩档案(portfolios)、学习周记(journals)、问卷调查(questionnaire)、面谈(interview)、讨论(students conference)等等多种形式的形成性评价。在评价方式上，时刻以促进学生的进一步有效学习与全面发展，避免没有方向和低质量的评价。只有使评价成为学生学习的动力，我们才能顺利地使教学更加有效。

德国教育家斯多惠说过：“教育的艺术不在于本领，而在于激励、唤醒，与鼓励。”这种“不求人人成功，但求人人进步”的教学评价也是新课程所追求的一种境界。教学评价不仅要关注学生现在的表现，更要重视全体学生的未来发展，重视每个学生在本人已有水平上的发展。尤其对于差生，只要他们在原有基础上有进步就是发展，就应该进行肯定性的评价。

总之，提高英语教学质量的方法措施很多，不同的教师会有不同的教学风格和方法。只有课堂教学具有有效性，学生才有浓厚的兴趣，主动、自觉地进行学习内容的探索，学生的学习积极性也才越高，课堂教学效率也才能提高。

还是比较合适的