Teacher evaluation language in reading aloud

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Solution time 20 19-04-04 09:47

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20 19-04-03 20:5 1

How to evaluate classroom reading?

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20 19-04-03 20:59

Evaluation has two functions: one is incentive function, and the other is guidance function. Therefore, the evaluation should be stimulating, targeted and instructive. From this point of view, the evaluation process is the process of cultivating students' interest in reading aloud, the process of students finding out the gap information between themselves and the training goal, and the process of improving students' reading level. Reading evaluation can be divided into teacher evaluation, self-evaluation and peer evaluation according to the evaluation subject. Teacher evaluation. After reading, teachers should give specific and appropriate evaluations in time to let students know where they read well and where they need to improve. "You read very fluently. Slower can express your feelings better. " "You read very carefully. If you can practice this attitude several times after class, I believe you will read it fluently. " "You read the magpie's kindness and caring tone. It would be better if you could pronounce the words correctly. " This evaluation language makes an accurate analysis of reading skills, so that students can practice according to the rules and their reading ability will be gradually improved. It is these accurate and appropriate evaluation languages that make students put forward higher standards for their reading aloud, and make good use of their strengths and avoid weaknesses in repeated practice, so they make rapid progress. When dealing with students' reading failure, never use blunt language to deny them. Teachers should use clever evaluation language to guide and help them. This not only avoids the embarrassment of students, but also maintains their self-esteem. Students will have more confidence in their studies while correcting their mistakes. At the same time, the evaluation of reading aloud should make everyone relaxed and let students have more joy of success. When students try to correct the mistakes in the original reading, teachers can give encouraging comments on the students' second reading. Self-evaluation. Self-evaluation is a kind of self-monitoring behavior of learning, and adjusting one's learning strategy and direction in self-monitoring is an important content of students' autonomous learning proposed by the new curriculum standard. In reading teaching, students can talk about why and how to read after reading, which can make students think a little. For example, when a student finishes college, the teacher asks, "Why can he read well the second time?" Students meditate and finally realize that the reason is to highlight the words that express snow. Then, I read it with relish again and again, and deeply understood the author's writing intention, thoughts and feelings again and again, thus urging students to enjoy reading, read well and know how to read. Peer review. Peer evaluation can effectively mobilize students' learning enthusiasm and create a learning atmosphere of comparison, learning, catching up and helping. Every word you say, every word he says, even arguments, make students speak freely and new teaching content is dynamically generated. Students can better understand their current learning status and see their progress and existing problems. At the same time, each student improves his language ability in reading evaluation, promotes the development of students' language sense and improves their reading level. Pay attention to the strategy of "say more good things and say less bad things" when evaluating. In students' self-evaluation and mutual evaluation, the teacher should not be a bystander, but a mentor. While creating a relaxed and good evaluation atmosphere for students, we should make a second evaluation of the evaluators and encourage them to praise others and themselves in time. In this way, students are not only encouraged to learn to evaluate, but also cultivate the habit of listening to others.

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