英语课堂-评价与反馈课件

课堂评价与反馈分析课堂评价与反馈分析青岛市普通教育教研室孙泓 课堂评价与反馈分析青岛市普通教育教研室课程标准关于评价的论述：课程标准关于评价的论述：课程评价：从注重评价结果转为注重评价过程，更加强调通过评价激励学生学习和反思自己的学习过程，逐步发展成为自主的学习者。小学英语教学评价的主要方式：教学评价形式应具有多样性和可选择性，评价应以形成性评价为主，以学生平时参与各种英语教学活动所表现的兴趣，态度和交流能力为主要依据。课程标准关于评价的论述：课程评价：从注重评价结果转为注重评价课堂评价是指教师在教学过程中,为促进学生学习和改善教师教学而实施的、对学生学习过程与结果的评价。课堂评价从定义范围上可以分为狭义的和广义的评价。狭义的评价只指言语点评,广义上的评价指除言辞外,还包括形体的语言。如教师的某个表情,一个眼神,一个手势等都属于评价。后者比前者的效果要明显得多。课堂评价是指教师在教学过程中,为促进学生学习和改善教师教学而暑期外教培训对学员的评价汇总暑期外教培训对学员的评价汇总自评 1.学学员每天放学前写学每天放学前写学习日志，并交日志，并交给老老师。2.学学员两次与老两次与老师探探讨自己的自己的学学习收收获，自己，自己个自己个自己打分，并打分，并说明努力方向明努力方向。3.写周写周总结。4.做做secret friend,并根据自己的表并根据自己的表现写出写出secret friend 对你的你的评价。价。暑期外教培训对学员的评价汇总自评5.用手用手势语告告诉老老师你的学你的学习状况。状况。学生手握拳放胸前表示：“I can teach it”;伸出五指表示“I can do it”；伸出四指表示“I have a little difficulty”；依次类推，一指伸出表示“Help me,please!”学生这样做是对自己的评价，同时，也是再向教师说明自己的学习情况，这样做有助于教师在维护学生自尊的前提下了解学生的学习情况，因材施教。5.用手势语告诉老师你的学习状况。学生手握拳放胸前表示：“I互评 1、师生共生共评：教教师分分别与班与班长、与、与组长评价价组员 2、师生同生同评：教：教师与每个学与每个学员交流交流评价情况价情况 3、一个学、一个学员台前台前发言，其他学言，其他学员以以“two starts,one wish ”的形式的形式评价学价学员教教师评价：价：书面面评价价：18份作份作业 18份感份感谢卡卡 形体形体评价价:口口头细节评价价:who watched the film?Who answered it?互评英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件学员在共同完成一节课学员在共同完成一节课学员在共同完成一节课英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件英语课堂-评价与反馈课件感受：感受：被表扬，被鼓励的感觉真 ！即使目前我的学习还存在问题，有老师的鼓励，同伴的帮助，我想我 ！当学习积极性被调动起来，战胜学习困难的勇气和力量也随之而来。同伴互助是教学过程中不可忽视的群体。感受：被表扬，被鼓励的感觉真 ！英语课堂-评价与反馈课件课堂激励的基本形式课堂激励的基本形式 简单的语言鼓励 有针对性的或具体内容的鼓励语言 全班有节奏的拍手鼓励 在黑板上标注和记录小组的表现 向学生个人发放小贴画、实物、或打印有 鼓励性语言的彩色纸条 教师学生击掌鼓励 Give me five.课堂激励的基本形式 简单的语言鼓励课堂纠错的基本方式课堂纠错的基本方式 邀请全班参与评价 教师直接纠正错误 教师间接纠正错误教师提问或重复错误 引导学生个人改正 学生在教师的帮助下自己纠正错误 教师邀请其他同学帮助纠正错误 学生给老师纠正错误 课堂纠错的基本方式 邀请全班参与评价多数教师评价语丰富:Yes.Good.Very good.Ok.Good job.Thank you.Good ideas.Wow！You are very good!Thats cool!Cool！Very nice.Excellent.Perfect.Right!Nice!Clever girl!Wonderful!Remarkable!Im proud of you!Clap your hands.多数教师评价语丰富:评价与反馈渗透在师生语言交流中：1)T:Where did you go during your holiday?S:I went to Anhui.T:Oh.Is it far?Its a beautiful place.2)T：Good actors and actresses!Im proud of you!（宁波孙琼）：评价与反馈渗透在师生语言交流中：3)T:What can you do in summer?S:I can eat ice-cream.T:Ice-cream?I like ice-cream very much!(If)4)S:I like Mondays，because I like English.I like our English teacher.T:How happy I am!Thank you.I love you,too.(南昌陈莹)3)T:What can you do in summer5)S:My birthday is in December.T:Oh,your birthday is in December.December is in winter.My birthday is in winter too.评价具体：1)You speak very nice English.2)I love your voice.Your voice is so beautiful.3)You listened very carefully.4)It is a long phase.So many phases you can make.5)Youre brave.You did very well.（学生回答不流畅，但还是坚持说了。倪老师耐心鼓励）5)S:My birthday is in December我自己的评价小伙伴的评价Step 1 ChantStep 2 Favourite school dayStep 3 Things we need for different classesStep 4 TextStep 5 Making a dialogueStep 6 Writing这节课你学会了什么？还有哪些不太明白的地方呢？课堂表现评价表课堂表现评价表(设计意图：新课程倡导以学生为中心，本环节旨在帮助学生自我认识，调整自我；并且借助同学间的互评，使学生养成关注他人、相互学习、共同提高的好习惯。)课例中表现出的亮点课例中表现出的亮点 自评他评贯穿始终自评他评贯穿始终我自己的评价小伙伴的评价Step 1 Chant分小组比赛老师将全班学生分成几个小组，让小组之间形成合作和竞争氛围，充分激发和调动孩子的积极性。对于表现突出的小组进行奖励，奖励的卡片是本课学习的food有关的图片。这样的设计既对孩子们进行了激励，又将学习内容贯穿始终，做到了学习中得到评价，评价中学习知识。分小组比赛行为评价:教师在用语言进行表扬与鼓励的同时，充分利用表情、动作、神态来反馈。1）T:There is a boy in San Francisco.Who is in San Francisco?S:Damings cousin Xiaoyong is in San Francisco.教师主动与学生握手 2）有的教师竖起大拇指,注视着学生并称赞;3）有的老师8次与学生击掌”Give me five.”4）有位老师7次领学生掌声鼓励朗读好的学生。行为评价:评价的层次性不够。1）孩子们在探讨珍惜时间时，翻译出了“光阴似箭”、“时间不等人”“时间就是金钱”等漂亮的句子，老师的评价仅是”yes”。2）T:What was the trick in this story？孩子用近五十个单词，六七句话自主回答，得到教师的评价仅是“ok”。评价的层次性不够。针对性不强，准确性不够 同一个单词，第一个读的同学得到的评价Good,第二个是，Great,第三个就是wonderful了。为什么？评价语单一 有的老师评价语40分钟的课堂仅为：good,very good.几次用到perfect.再就是带领孩子鼓掌数次。评价主体单一 几乎都是教师评价学生，互评、他评少。即使有互评，同学之间找毛病的多，相互欣赏的少针对性不强，准确性不够 课堂评价形式化，忽视评价的实效性。课堂评价形式化，忽视评价的实效性。很多教师的课堂评价都是以奖品方式体现，学生很多教师的课堂评价都是以奖品方式体现，学生每回答对一次就得到一朵花，或者一面红旗。或者文每回答对一次就得到一朵花，或者一面红旗。或者文具等。具等。需要思考的是：需要思考的是：学生本身的学习动机要靠什么来调动？教师能不能学生本身的学习动机要靠什么来调动？教师能不能每天都给全班同学发实物？每天都给全班同学发实物？有些教师什么奖品也没有，但学生学得很用心也很有些教师什么奖品也没有，但学生学得很用心也很快乐，因为吸引他们的是课堂活动本身，是参与和快乐，因为吸引他们的是课堂活动本身，是参与和贡献之后的成就感，教师对学生成果或作品的点评贡献之后的成就感，教师对学生成果或作品的点评和认同成为学生学习的动力。和认同成为学生学习的动力。课堂评价形式化，忽视评价的实效性。我们给予学生评价的方式与方法不仅包含着学习的信息及建议,同时还承载着强烈的情感效应。不同年龄段的学生以不同的方式接受反馈与评价。小学生就需要大量的表扬，而对他们来讲接受批评就较困难。我们给予学生评价的方式与方法不仅包含着学T:What food does your mother like?Lily?S:She like chicken.T:No,not“she like”,“she likes”,say“she likes chicken”.S:She likes chicken.T:Good英语课堂-评价与反馈课件How could the teacher send a different message?T:What food does your mother like?Lily?S:She like chickenT:Does she?(surprised)She likes chicken.So do I.Good.Thank you.S:(smiles)How could the teacher send a dNow look at the following dialogueT:What food does your mother like?Lily?S:She like chickenT:Really?Me too.And Tingting,what about your mother?S:She like chicken too.T:Good.Now look at the following dial所有的评价与反馈都影响着学生。学生会根据反馈决定如何继续学习。（我再继续试试，还是不学了？）我们传递给学生的反馈是非常清楚的信息。有些反馈可以帮助学生继续学习。有些反馈就能阻止学生学习。英语课堂-评价与反馈课件你是否给与学生很多的表扬？什么时间表扬？为什么表扬？怎么表扬?你发现表扬过程也有问题吗?表扬与鼓励有什么区别?你是否给与学生很多的表扬？我们深知：鼓励与赞扬加上良好的学习氛围，可以帮助学生达到成功地学习外语的目的。多数教师在教学中有意识这样去做，并用大量的赞扬语言鼓励学生学习。然而，最近的研究表明，教师过分的、无目的的赞扬，并没有达到预期目的。我们应该重新审视我们的评价语，使其目的性更强，更加有效。也就是说我们要培养学生学习的自信心，培养他们自主学习的能力，激发他们学习的动力，不断进步，并为今后学习奠定良好基础。我们深知：鼓励与赞扬加上良好的学习氛围，太多的表扬导致学生学会迎合老师，以博得老师喜 欢。太多的物质鼓励使得孩子依赖物质鼓励。单调的单个单词的称赞使评价没有区别，没意义。有的评价只关注语言形式，而不关注语言意义。有的评价忽视了个体差异。太多的表扬导致学生学会迎合老师，以博得老师喜T.I like chicken.What do you like?S1.I like chicken.T.Good.And you?(pointing at the next student)S2.I like chicken.T.Very good.What about you?S3.I like pizza.T.Super.Next.S4T.I like chicken.What do you like?S1.I like chicken.T.Em,you like chicken,too.Good.Jinjin,What do you like?Do you like chicken,too?S2.Yes.I like chicken.T.Interesting!We all like chicken.Very good.What about you,Nancy?S3.I like pizza.T.Well,OK.You like pizza!S4T.I like chicken.What do you掌握多样的评价语和评价技巧。确信你所给予的评价和奖励有清楚的目的。一旦孩子能够理解所学外语，应多关注语言的内容和语言的意义。不要滥用赞扬作为课上管理的工具。课上教师保持引导作用和教学活动的连贯性才是关键。这些都是教师监控异常行为以及保持学生注意力的重要因素。多用激励语言，少用表扬的语言，特别是对待大一点的学生，激励语的作用大于表扬用语。掌握多样的评价语和评价技巧。当学生很好的完成了一项任务或者用英语做了一件事情时，往往他们能得到praise.教师会这样讲：“You draw beautifully,Marc,”，“Terrific job,Stephanie.”教师经常会给学生一个恰当评价，并说明现在该学生在小组的学习情况。(Dreikurs and others,1982).另一方面，鼓励是教师对学生的努力作出正面的认可。明确清晰的反馈比笼统地评价要好。评价应关注学生的努力程度和学生在原有基础上的进步，而不应仅仅对最后的结果给予评价。教师评价时应真诚、坦率、不做作。这样可以帮助学生形成正确判断他们的行为和进步的能力。鼓励学生时应避免与其它人的竞争与评比。这对那些完成任务或者完成作品就得以洋洋的孩子特别奏效。当学生很好的完成了一项任务或者用英语做了一件事情时，往 1.As a teacher,do you correct students errors?2.When do you correct immediately after you notice an error?3.How do you correct speaking errors?4.How do you correct writing errors?同伴纠错T:What did you do during your holiday?S1:I read/i:/books.S2:read/red/T:Yes.S1:I read/red/books.自我纠错1)S:go to the complan T:You mean go camping?：，：，：Can you come here to choose the word?S:(孩子选择camping.)T:教师借机让孩子正确发音，并且说“That boy,can you teach them?”S:campingSs:camping.同伴纠错 2)T:“When can you play computer games?”学生没有马上领会这句话的意思，T:“Can you play computer games at night or at the weekends?”S:学生马上理解了，并正确回答了这个问题。3)S:China is a old country.T:There is a mistake.China is a old country.Or China is an old country.S:China is an old country.2)T:“When can you play compu4.S:Its in the east.the 的发音错误，教师采用让学生选择正确读音的方法，巧妙暗示学生哪是正确的，使学生找到正确答案，维护了学生学习的积极性。师生自然交流中纠错 S:I want to go Guangdong.T:You want to go to Guangdong.恰当把握纠错时机4.S:Its in the east.the 存在问题：存在问题：只关注语言知识的错误。急于纠错。教师缺乏倾听与等待。存在问题：只关注语言知识的错误。1.Attitudes towards errors2.Categorising errors3.When,how,and who to correct 4.Practical techniques for correcting speaking and writing errorsAttitudes towards errorsAttitudes towards errorsWhich of these two sentences do you most agree with?Students errors are evidence that learning has not taken place.Students errors are evidence that learning is taking place.Ss:What you tell me,I forget;What I discover for myself,I remember.Attitudes towards errorsWhich Building confidence;Raising awareness;Acknowledging achievement and progress;Helping students to become more accurate in their use of language.英语课堂-评价与反馈课件Pronunciation;Grammar;(wrong tense,word order,verb noun agreement);Vocabulary(incorrect collocation,incorrect word and rude)Intonation and rhythm英语课堂-评价与反馈课件1.是什么错误？语法还是发音？2.是否需要纠错?此时纠错有用吗？3.什么时间纠错？马上？活动结束？还是过一会？4.谁来纠错？教师？学生本人？还是其他学生?5.是用合适的技巧表明或暗示有错，还是直接纠错？1.是什么错误？语法还是发音？Q:这个纠错是否能够提高学生运用英语的正确率？Q:此时纠错能帮助学生学习还是阻碍学生学习？我纠错的内容是不是学生还没学到？Q:学生会如何接受我的纠错?Q:我纠错的目的是什么?Q:这个纠错是否能够提高学生运用英语的正确率？Main objectiveWhen to correctof speaking activityAccuracy Immediately(or later or not at all)Fluency Later(or not at all)英语课堂-评价与反馈课件 Self-correction?student-student?teacher-student?small group?all class?coursebook/reference book?Self-correction?暗示学生有错，还可以暗示是哪一类错误，在句子的哪部分。让学生纠错，并引导他发现错误所在。表情加动作暗示。例如：担忧的表情，用手势暗示句子有错，要等他们发现错误再继续学习。用手指纠错。升调重复句子。They look for a?用变化的语调或重音读句子。You go to a Disco yesterday?or He wanted to eat a kitchen?问个问题(eg.Was this last week?)问个一个字的问题(eg.Tense?Past?)暗示学生有错，还可以暗示是哪一类错误，在句子的哪部分。在黑板上画一条线。在黑板上用方块或者留空间的形式表明这个句子含有几个单词，然后暗示第几个单词有错。Eg.He _ _ _ _ _ 将错句写在黑板上，让学生找错。在黑板上画一条线。Summary1.学生出错是学生学习过程中很自然而必然出现的一部分。2.教师应该给学生自我纠错的机会。3.纠错应该时刻考虑到全体学生的参与。4.有的时候也要忽略一些问题。5.学生应该用正确的语言。Summary1.学生出错是学生学习过程中很自然而必然出现的 6.学生的错误是多种多样的。7.为语言的准确性应立刻纠错；为语言的流利 性应学生讲完后再纠错。8.不要过分纠错。9.让学生经过自己的努力重新形成正确语言要 好于他人纠错。Reformulation is often better than correction Model 1:S:I buyed it in London.T:No,not buyed,bought.Yes?S:Yes.T:Can you do the next question please?英语课堂-评价与反馈课件Model 2:T:Where did he buy it?S1:He buyed it from London.T:(indicates mistakes by facial expression or gesture)T:Can anybody help?S2：In London?T:That is right-anything else?C:Silence T:Not buyed-anybody?S2:Boughted T:(smiles)No-nearlyanybody?S3:Bought.T:That is right.Everybodybought.C:Bought.T:Again.Ss:Bought.Model 2:T:So where did he buy it?S1 He bought it from London.T:(smiles and shakes head)No,not from,S2?S2:In.T:(nods,and looks at S 1).S1.He bought it in London.T:Good,everybody.C:He bought it in London.T:(looks at S1 again)S1:He bought it in London.T:So where did he buy it?S1Model:S:My mummy buyed it for me.T:Oh,that is nice,your Mummy bought it for you,did she?S:Yes.T:Where did she buy it?S:She buyed it in town.T:Oh,she bought it in town for you.Well,it is very nice.10.全班同学讨论书面错误也是一种书面纠错方式11、可以用代码纠错.如：sp,grModel:Students receive a number of sentences taken from their written work.Some are correct,some wrong.Students in groups have to identify the correct ones and correct the wrong ones.They have a limited amount of time.The team with the most correct sentences wins.Underline inappropriate language in a piece of writing using a specific colour.Or use a different colour to underline examples of appropriate language.Use codes in the margin to identify the type of error(s),for example,VOC=a lexical error.Students have to identify the error(s)and if possible make a correction.Alternatively put crosses in the margin for the number of errors in each line.Students then try to identify the errors and make corrections.Put students into pairs/groups.They correct each others work using one or more of the techniques above.Adapted from Rolf Donald,Error Correction 1 http:/www.teachingenglish.org.uk/think/methodology/error_correct.shtml Students receive a number of Great!Wonderful!Super!Brilliant!Fabulous!Terrific!Excellent!Amazing!Fantastic!Marvelous!Good,well done.Good boy/girl!You are wonderful today.You are smart.Very good!Not bad!Good idea!Very good,indeed.Thats fine.Yes,you did it!Yes,you made it!You got it!Good/Nice jobYou did very well.Good work/try.Thats perfect!Thats lovely.Thats nice.Thats neat!Lets give him a big hand!Clap your hands!Youve done it much better this time.Youve made a lot of progress!Youve improved a lot!I hope you will do better next time.Take it easy.Dont worry.It doesnt matter.Dont be shy.Dont be afraid of making mistakes.Dont worry.Everyone makes mistakes.Thats OK.No one is perfect.Youve done your best.Good!Ill help you if you get stuck.Take a guess if you dont know.You can do it.Come on!Have a try.Take your time.Try it one more time.Ministry of Education,China(Forthcoming)The National English Curriculum for Nine-Year Compulsory Education(Revised Version).Beijing:Beijing Normal University Press.Great!Yes,you did it!I hope A rouAnd of applause.brain.A roaund of applauseGive yourself a hug.Thumbs up.High five.I like the way you(sing/write/draw)Useful sentences.A round of applause.Kiss your brain.Give yourself a hug.Pat yourself on the back.Thumbs up.High five.I like the way you(sing,write,draw)A rouAnd of applause.brain.Us1.We understand what feedback means in teaching2.We understand how feedback to students can affect their learning3.We have learnt some effective ways of giving feedback so students become better learners4.We have learnt some useful feedback phrases in EnglishWe understand what feedback meDreikurs,R.,Greenwald,B.,and Pepper,F.1982.Maintanining Sanity in the Classroom:CLASSROOM MANAGEMENT TECHNIQUES.New York:Harper&Row,1982.Hitz,Randy and Driscoll,Amy 1989.Praise in the Classroom.ERIC:Clearinghouse on Elementary and Early Childhood Education Urbana IL.ED313108.Donald,Rolf Error Correction http:/www.teachingenglish.org.uk/think/methodology/error_correct.shtmlMinistry of Education,China(Forthcoming)The National English Curriculum for Nine-Year Compulsory Education(Revised Version).Beijing:Beijing Normal University Press.Giving Effective FeedbackWang Qiang and Keith OHareIATEFL YL,Beijing 2008Michael Lewis，Jimmie Hill Practical Techniques For Language Teaching.Dreikurs,R.,Greenwald,B.,a