在写字教学中运用星级合作评价

在写字教学中运用星级合作评价（精选6篇）

在写字教学中运用星级合作评价 第1篇

在写字教学中运用星级合作评价

在写字教学中运用星级合作评价

诸城市实验小学

黄宗红 【问题提出】培养汉字书写能力是小学低年级语文教学的要求。课标要求低年级学生能按笔顺规则、注意间架结构、养成正确的写字姿势和良好的写字习惯，书写规范、端正、整洁。但在实际教学中，教师往往面临很多问题：如部分学生对写字不感兴趣、积极性不够；教师一个一个学生手把手指导感到力不从心，尤其是坐姿和拿笔姿势的改正更是任务艰巨……【实验过程】本学期我在二年级的写字教学中试着进行星级合作评价，取得了较好的效果。

一、学会自己评价和互相评价。进行星级合作评价，这个想法最初源于一年级的一节写字课，每次上写字课，我都忙得不亦乐乎，一会儿给这个学生正一正身子，一会儿给那个指导拿笔姿势，学生写完之后我还要批改，在写得好的字下面圈一个圆圈，最后写上鼓励性的话语，或者画一个笑脸。最让人头疼的是：学生书写的速度是不一样的，早写完的学生开始说话，让他看书很少能看进去，于是还要维持秩序。这时候，我注意到严鸿儒同学已经写完了，他像一位小老师，很认真地用铅笔在自己觉得满意的字下面圈圆圈。我忽然灵机一动，有了！就让学生自己先评一评，标准是看字的结构、有没有起笔顿笔以及撇捺的书写是否舒展等，在本子上找漂亮的字，圈上圆圈，然后让同位再评一评，指出哪个字写得好，哪个字写得不好，毛病出在哪儿。最后我根据学生的评价情况负责画等级。于是学生忙起来了，我终于可以喘口气了。二|、巧妙运用星级合作评价。已往老师评价学生的等级“优”或“良”对学生的鼓动性不大，为了让他们注重每一次书写，我采用了星级评价法：书写一般的得一颗红五星，较好的得两颗，最好的得三颗。得三颗星除了要书写好，还要求写字姿势和拿笔姿势规范，最后还要保持本子的干净整洁，否则只要老师看见或同学反映姿势不正确，本子不干净，都不能得三颗星。每一次课堂作业和家庭作业都是自己先和同位互评，圈出书写漂亮的字，我再负责画星。根据学生的课堂作业本和家庭作业本上的得星数量，我们定期评选“小书法家”。“小书法家”的作品要在教室的宣传栏展示，供大家学习，另外评上“小书法家”就有了当小老师的资格，他们自己写完作业后可以给书写吃力的同学做指导，给他们写范字，他们甚至有权利让书写不够好的同学重写，直到在“小书法家”的指导下合格为止。我们第一次选出了15位“小书法家”，他们帮助同学的热心和耐心让人惊讶，自己也唯恐下一次选不上而更加努力。第二次我们评选了22位“小书法家”，这支队伍不断壮大的同时，也意味着书写好、有良好的写字习惯的同学越来越多。每一次发下作业本来，大家都忙着看自己得了几颗星，得三颗星的同学会得意地向同学展示：“耶！我三颗星！”钰伟则向爸爸妈妈夸口：“像我这样的小书法家，想不得三颗星都很难！”很多同学下午放学见到家长的第一句话是：“我今天得了三颗星！”过去这些小家伙不愿意上写字课，现在他们会像一群小尾巴一样追问：“老师，我们还不上写字课？”【实验结果】

一、激发了学生写字的兴趣。星级合作评价，让学生书写的时候就想着胜利的红五星，所以书写很努力。当他们的书写作品被自己和老师同学认可，快乐更是无法言表。当“小书法家”是不能懈怠的，于是你追我赶，字也越来越漂亮。

二、减轻了老师的负担。用这种方法进行写字教学，不但提高了学生的认真度，而且老师也不用忙的焦头烂额，只需要有重点地进行指导这些小老师，或帮助班里个别书写很落后的同学。三|、改掉了部分学生丢三落

四、不注意保护本子的毛病。由于我们评选是要数一数本子上的红五星的，所以用过的本子要放好，以前作业本脏乱的现象没有了，个别同学找不到本子的情况也很少发生。

四、大面积提高了学生的书写水平。实行星级合作评价后，优生争先当上了“小书法家”，在争当“小书法家”的过程中，他们一直保持着高昂的热情。而中等生因为“小书法家”的诱惑，也奋发练字。后进生因为有很多“老师”指导，也没有偷懒的机会，写字水平也相应提高。

在写字教学中运用星级合作评价 第2篇

如何进行化学教学中的小组合作学习

大庆市肇源县民意中学

邹国锋

2014.10.10

如何进行化学教学中的小组合作学习

初中学生对化学学习兴趣浓厚，主要是初中生对化学学科产生爱好的重要阶段，其生理和心理正处于转型的重要时期，采用小组合作学习探究的形式，能够有利于增强学生之间的互动，加强学生之间的交流与合作，有利于学生之间形成团队意识，培养学生团队协作精神。

一、在化学教学中要进行小组合作学习，首先进行化学学习小组的建设。

1．教师要对每一个学生都充分了解，遵从“组间同质、组内异质”的原则进行分组。每个学习小组由至少4名学生到6名学生组成，组建要充分考虑到小组成员的成绩、性别、性格、兴趣爱好等，力求实现小组组合的最大优化。

2.学习小组分工明确，实行小组长负责制，每个小组设置一名行政小组长和若干名学科小组长。行政小组长由组员民主选举产生，学科小组长由组员担任，原则上每名小组成员至少担任一门学科的学科小组长。这样，学生人人有责任，人人有目标，对学生合作学习提供了平等的平台。

3、学习小组内部建立帮扶机制。学习小组内部，可以将两个或三个组员结成学习对子，小组与小组之间可以自由组成竞争的对象，相互合作，相互竞争，形成比、学、赶、帮、超的学习氛围，以促进共同进步和共同提高。

4、学习小组合作文化建设。各学习小组自行协商制定组名、组训、合作公约、奋斗目标。组训是小组的共同信条，共同口号。合作公约涵盖全员参与，共同进步，互相帮助，人人发言，自控守约等内容，引导组员树立“组强我荣、组弱我耻”的团队观念。

二、要建立健全评价机制

对合作学习科学的评价，是合作学习成功的关键。合作学习的评价要注重学习过程和学习结果两个方面相结合的评价。因为合作学习依靠学生个体之间的互学、互帮、互补、互促达到提高学习效率的目的。

以学习小组为单位，实行学习小组捆绑式整体评价，把以前对学生个体评价的内容移植到小组评价中来，包括学习和生活两个方面。不评价学生个体，只评价个体所在的小组集体，个人的表现也就是小组大家的表现。充分利用小组成员之间相互管理的功能。当然，如出现个别特殊学生，教师还应发挥主导作用，不能放任学生的思想自由发展。要逐渐形成“组荣我荣”的观念。

三、教师在教学过程中，应注重以下几个问题。

1、教师要加强小组合作学习的宣传，让学生充分认识到小组合作学习的优越性。

2、在教学过程中创设良好的教学氛围，有利于小组合作探究学习。如开展一系列的小组合作学习竞赛活动，让学生充分享受小组合作学习带来的快乐。

3、巧妙运用教育教学方法解决学生生成的问题，促使小组合作学习的开展，在日常教学过程中，对于突发教学事故，要运用教学机智进行合理处理。

4、加强与生活知识的相互联系，化学是一门实用性很强的学科，因此，必须加强其与生活的相互联系。让学生在小组合作探究中培养学生学习化学的兴趣，得到化学素养的培养。鼓励学生在生活中做一个有心人，在生活中发现与化学相关的问题，引发对生活问题的探究兴趣。

5、不能把小组合作学习当作简单的“分组学习”，也不是所有的课程都适合采取小组合作学习，一般来说，较简单的学习任务，个人独立学习或全班教学即可。较难的学习任务才采用小组合作学习的形式。

6、对学生在合作学习展示过程中，教师的评价应多样、准确，如评价语言是“好、可以、很好、你的答案不是很准确但很有想象力、你的语言重新组织一下会更好、你的语言真美……”。当某一小组同学展示后，如果答案不准确，或错误，此时教师应就这一问题充分发挥学生相互补充，相互纠正，让学生在相互学习过程中思维碰撞，提高学生的思维能力。对不同层次的学生回答问题的评价要不同，要鼓励，不能批评和笑话答问者，特别呵护不爱答问学生的心理。

在写字教学中运用星级合作评价 第3篇

首先,合作学习能促使学生积极参与教学,培养学生自主学习的意识。

在合作学习中,小组中每个成员都要积极参与到学习活动中,通过合作探索活动进行学习,真正成为教学活动的积极参与者。如在初中历史课教学中我经常要求各学习小组利用课余时间,收集历史文物,结果各组收集了很多,诸如镂花青砖、古字画,各种陶器及其碎片,各朝各代的古铜钱等。我将它们收集起来,加以筛选整理,在适当的时机带入课堂,让找寻到这些“历史”的同学对其历史进行讲解。这些“可观”的历史,能为学生留下深刻的印象,激发学生的学习情趣与探究热情,拉近历史与学生生活的距离,也培养了学生主动参与历史学习历史的意识,同时使学生在教学关系中的主体地位得到了提高。

其次,合作学习能活跃历史课堂气氛,激发学生学习历史课的兴趣。

自主、探究、合作的学习方式就是要让学生动起来,让课堂活起来,通过学生动脑、动口、动手,使他们积极主动、合理有效地参与到学习中来,与他人合作,共同探究。比如,在学习七年级中国历史上册《周口店告诉我们的历史》这一课时,我指导学生认真阅读教材中北京人采集、狩猎的插图以及北京人使用的石器、用火的遗迹等图片资料,结合教材的相关文字,在合作学习中,由每个小组成员说出自己对北京人一天应该怎么生活的想象。经过小组讨论,综合全组意见,形成较为一致的观点,然后与其他小组进行交流,取长补短,形成更为综合的意见。学生在小组合作学习的具体实践活动中,锻炼了对历史史实的表述能力,体验了小组成员合作成功的快乐,激发了学习历史课的浓厚兴趣,最终达到爱学、会学、乐学的目标,进而有效地提高了历史课堂教学质量。

再次,合作学习能增强学生对历史的体验和感悟,加深学生对历史史实的理解。

合作学习注重充分调动学生学习的积极性,使学生从自己的经验出发,在合作中探索、发现和发展。在历史课堂教学中,可以让学生置身于虚拟的历史环境中,通过特定的历史人物扮演,再现当时的历史情境,以达到加深学生理解历史史实的效果。如在学习《丝绸之路》一课时,结合教材中的读史明理“张骞通西域困难重重”栏目,我要求学生分角色演出课文的有关情节,理解在交通工具只有骆驼和马的条件下,还要面对黄沙漫漫、狂风走石、翻越无数高山等极为恶劣的自然条件,还有风餐露宿、饥饿寒冷、匈奴的威胁以及各种意想不到的困难,来亲身体验张骞的艰辛。通过观看演出大家既熟悉了课本知识,又对课本涉及的历史人物、历史事件有了明确的了解,演出结束后,学生们纷纷对历史各抒己见,顺利解决了教材中的想一想:“你能体会张骞出使西域的艰辛吗?”这个问题。

最后,合作学习能拓展学生的知识来源,增强学生的团队意识与合作精神。

合作学习小组的成员在相互讨论学习相互合作的过程中,能够学会相互帮助支持,增强团队意识和集体荣誉感。合作学习中为了解决遇到的困难,学生会将学习从课内延伸到课外,这既拓展了学生的知识来源,也拓宽了历史教学的空间。如在学习了八年级上册人民解放战争的胜利这一单元内容后,我要求学生编辑历史小报——“我们眼中的解放战争”。并要求每组从课文中提到的人民解放战争中的重大历史事件中选择三件大事,作为小组历史小报的主题。为了完成任务,小组成员相互配合,按照各自的兴趣特长来分工合作 ,积极收集历史资料和设计报刊版面。最终呈现在我眼前的是几份风格不同的小报,它们版面不等,报头名称各异,资料丰富图文并茂,各组在互相观摩学习中也掌握了许多的课外知识。

通过这次合作编辑历史小报,学生了解了历史资料的丰富性,知道了收集历史资料的多种途径,初步掌握了整理历史信息的方法,同时增强了学生团队意识,培养了学生的合作精神。

合作学习在高中政治教学中运用 第4篇

关键词：政治教学；合作学习；对策

【中图分类号】G633.2

传统的政治教学方式是以教师讲授为主，师生之间的沟通交流也比较缺乏，学生学习较为被动。而合作学习凸显了学生在学习过程中的主要地位，同时又让学生有学习的积极性和主动性。教师在合作学习的教学中，辅助学生进行自主探索，为学生提供合作交流的机会。合作学习在增强学生政治逻辑，提高创新能力，培养政治情感都有重要的作用。高中的政治教学不仅仅是为了让学生应对高考，更重要的是让学生能够培养政治素养，积极参与到社会政治热点的思索中，为社会的发展提供新鲜的思维。

一、合作学习在高中政治教学中的意义

创造轻松、愉快、自由的教学环境是合作学习的突出之处。每个学习小组在政治教师的指导下，进行课堂合作学习，探究政治知识。在这过程中，学生不仅收获了政治知识，也学会了如何进行数政治思维的思索，拓展政治素养。学生在合作学习中，加强了与其他同学之间的交流接触，了解自己的不足，取长补短，逐渐形成自己的学习方式。适合自己的学习方式才是最好的。

合作学习是新课改的要求，它可以活跃课堂，激发学生的政治探索热情，为学生发现问题、探索问题、解决问题提供契机。合作学习重在合作。在合作中，通过学生与学生、教师与学生之间的沟通交流，培养学生的团队意识，互相促进，共同进步，让学生体会合作的意义。

二、合作学习在政治教学中的作用

1、有助于发展学生政治创新思维。不同的知识储备和思维方式必定会导致不同的思考角度。每个学生都有自己思维的特点，对同一个政治问题的思考路线都有不同，而通过合作学习，同学之间互相交流，每种看法互相碰撞出火花，形成对一事件完整严谨的思考，拓宽了自己的视野，达到“1+1>2”的增量效应，使自己的思维变得更加丰满。

2、有助于培养学生对政治的良好情感。现在的政治教学不再是简简单单得让学生学习政治知识，学会分析政治题目，而是要让学生逐步形成政治情感，发自内心地喜爱政治，愿意去探索政治的奥秘。很多学生觉得上政治课就“昏昏欲睡”，教师的讲授就是催眠曲，如何转变学生对政治的消极态度，让学生爱上政治是政治教师一直在探索的课题，合作学习的方式正好可以用来解救政治与学生之间的尴尬局面。在合作学习的融洽氛围中，学生不断地进行摸索，在展示成果中体会到成功的乐趣，增强学生对政治学习的激情与信心。

三、合作学习在高中政治教学中的对策

认识到合作学习在政治教学中的重要性之后，我们要做就是探索如何建立合作学习的教学方式。下面笔者根据自己的教学经验，分享几点建议。

1.合理构建合作学习小组。

合理分配小组是合作学习的基础。一般教室的座位是按照学生的身高来进行安排的，如果在分组时只是为了方便而草率操作，那么合作学习就失去了意义。教师针对这一情况，教师可以在分组前对全班的学生进行个性化的了解，对学生的政治学习情况和学习习惯方面做到心中有数。再根据所了解到的情况，对学生进行科学的分组，让学生的个性化特点能够在小组中起到作用，从而使每个小组的水平都趋于平衡。不同的小组，组成的成员的特色也不尽相同，视角不同的学生之间进行沟通交流会碰撞出更多思维的火花。

2、在合作中引入竞争机制

竞争是良好的促进剂，能够激发学生求胜的欲望，从而使合作学习效果更加明显。在教学公民的政治权利一棵中，教师可以让每一组进行讨论自己身边的公民权利有哪些，最后每一组派出一名同学进行汇报，根据说的多少来评定哪一小组获胜，同时教师对获胜的小组进行物质或者精神上的奖励。在这一过程中，教师要注意把握全局，引导学生进行良性的竞争，树立正确的竞争观。

3、创造和谐的学习氛围

只有在和谐的环境下，学生才能够安心地进行学习。合作学习也是需要和谐的融洽的环境。教师主要角色就是鼓励学生积极地与同学交流合作，辅助学生进行有效地合作学习。

4、课外资源与课内资源相结合

《半月谈》、《人民日报》、《中学生时事政治报》等等这些都是优秀的中学生阅读的政治素材，教师在上课中可以穿插一些这些课外知识，或者讲这些知识作为教学中的讨论，激发学生对时事的兴趣，也引导学生对社会现象的思考。鼓励学生对时政的探讨，鼓励学生拥有自己独特的见解，引导学生树立积极向上的正能力政治观。

四、结语

总而言之，合作學习的教学模式是高中政治教学中值得尝试一种创新模式，在广大高中政治教师的共同努力下，在实践中不断地进行探索，必然会让高中政治教学焕发出光彩。

参考文献：

[1]刘旭阳.浅谈在新课改下如何转变初中学生的政治教学理念[J].时代青年，2011（9）

在写字教学中运用星级合作评价 第5篇

吉林省图们市一小 刘翠玲

合作学习是新课标中提出的一种学习方式，是指学生为了完成共同任务，有明确的责任分工的互助性学习。合作学习鼓励学生为集体的利益和个人利益而一起工作。在完成共同任务的过程中实现自主的理想，小组合作是课堂教学中充分发挥学生主体作用的一种有效方法。经过一个学期的探索，我在运用小组合作学习方面得到了一些认识。

一、小组合作学习的优势

1、有利于培养学生的合作意识和自主能力

新课改伊始，许多学生尚未从传统的教学模式中走出来，他们习惯了独立思考，一问一答的学习方式，突然间要他们以小组合作的形式解决问题，都有些措手不及。但是合作将个人间的竞争转化为小组之间的竞争，从而培养他们的合作精神和竞争意识。在合作学习中由于有学习者的积极参与，高密度的交互作用和积极的自我概念，使教学过程远远不只是一个认知的过程还是一个交往和审美的过程。

2、有助于提高学生的语文素养

《语文课标》中所提的“语文素养”包括：字、词、句、篇的积累，语感、思维品质，语文学习方法和习惯，识字、写字、阅读，写作和口语交际能力，文化品位等内容，学生在合作学习过程中，进行热烈讨论，对于提高口语交际能力的作用，与传统教学中比，无疑是巨大的，同时也可以让学生有一个非常好的学习方法和习惯。

3、有利于提高学生的学习积极性

苏赫姆林斯基说过：“人的内心有一种根深蒂固的需要——总感到自己是一个发现者、研究者、探究者，在儿童的精神世界中这种需要特别强烈。”小组合作学习，就可以为每个学生提供展示自己的舞台，以满足其展示自己的愿望，让他享受成功的喜悦，从而提高他们的学习积极性。

4、有利照顾学生的个体差异

现在我校实行小班制，一个班级二三十人，学生之间存在个体差异，老师教浅显的，语文素养好的不满足，老师传授难度大的，语文素养差的，又不能接受，如何处理一堂课的难易度，让每个学生都有收获，都有积极性，让老师很难把握，运用小组合作学习，这个难题就迎刃而解了。学生在小组学习中就会做到互教互学，互相切磋，形成“一人教大家，大家教一人”的氛围。

二、小组合作学习存在的误区

目前，我已经有意识地把小组合作学习，这种学习方式引入课堂。但是，我仔细观察发现，在部分课堂上，小组合作学习只是一种形式，缺乏实质性的合作，存在以下几个方面的误区。

误区之一：分组即合作

现在，有些老师上课，出几道思考题，划分下小组，前后桌，或邻近几桌为小组，让他们合作学习，结果有的小组，根本没有人讨论，有的小组说一些与题目无关的话，等几分钟后，请小组汇报，结果问题没有解决，老师把答案说出来，其实这不是小组合作人，导致耽误了时间，学习效率低下。

误区之二：参与即合作

合作学习鼓励学生参与，同时应注意两种现象：其一：无效参与。在轰轰烈烈的讨论争辩中，很多学生由于达不到教师设想的高度，在参与过程中并未真实获得，而以一种虚假表象掩饰自己内心的无助。其二，小组“一言堂”。合作小组中由于学生层次的参差不齐，能力强的学生往往成为了小组长，他的表达也决定小组整体学习的方向和过程，这就形成了小组的“一言堂”的局面。

无论是无效参与者还是小组的“一言堂”，出现如此现象，其中暗含着合作学习缺乏教师的有效监管，或者为了求全求美，让合作学习走向一种形式化。

误区之三：结论即合作

一堂课学生讨论的时间不过十分钟，其余时间被无情地分割成学生回答，教师点评。这并不是新课标提倡的合作学习，这是一种披着合作外衣的教师的“一言堂”。

合作学习应在于对问题的合作探索，合作不回避结论，但合作学习应着眼于在结论的追求中所获得的方法与乐趣。合作学习不应仅是教室内热闹，更应将语文教学范围扩展到更广阔的天地。

三、小组合作学习的策略

1、科学组建合作学习小组

合作学习是以小组为基本单位进行教学活动的，构建合作学习进行合作学习活动的组织前提。合作学习小组在构成上要根据每组成员的性别、性格、成绩、智力等方面的比例进行组向平行微调，使同号的组员实力相当，组与组之间的综合水平基本平衡。这样构建的合作小组“但内异质，组间同质”。组内异质为互助合作奠定了基础，而组间同质又为在全班各小组间展开公开竞争创造条件。合作小组的人数，国外研究一般建设4人。4人相邻合作学习，2人同桌，对空间场地的变化要求不是很高，较容易实现。

要使合作学习小组能够正常运行，合作富有成效，则必须做好以下三件事：

①确立一个小组长。实践告诉我们，选取一名成绩好，责任心强有一定组织能力的学生担任小组长，全面负责的组织，分工，协调，合作等工作至关重要。

②拟定一个核心目标。让每组成员集思广益，共同蹉商为小组取一个积极向上，富有新意的，响亮的名字，作为一个核心目标，这有利于凝聚人心，形成小组目标和团队精神。

③制定一个合作方案。使学生人人参与，须制定一个合作方案，确定小组成员的角色，分工明确。如，小组长负责主持组内的交流，协调成员间的关系，调动成员参与的积极性，记录员负责记录发言的内容。第一发言人综合本组的发言内容，代表小组长在全班交流；第二发言人作补充完善。监督员对成员的表现作以评定并记载，作为以后评优的依据，每个角色要定期轮换。

2、教师的引导和组织策略

张志公先生曾说过：“成功的语文教学，是导演和演员良好配合的结晶”。如果没有教师有效的组织，没有教师渐入佳境的引导和因势而发的促进，学生囿于自身的水平，就不能在较高层面上把握文本，这样的合作必然是无序和低效的。

（1）要有明确的合作学习的目标和任务

合作学习目标应包括两类，即学术性上目标和合作技能目标。在以往的教学活动中，教师十分重视学术性目标，而往往忽视学生交往技能的训练和培养。而在合作课堂中，对学生合作技能的培养和训练是一个很重要的组成部分，否则学生因缺乏合作意识和技能，从而影响学习的顺利进行。合作学习中学生应该掌握的基本技能：倾听、质疑，坚持自我，互相帮助，加强整体意识，交流，大胆，表述自己的观点。

案例：教师在教学《爬天都峰》时的一个环节

分小组，分角色朗读全文，提出学习目标是：能有感情朗读全文。合作技能目标是：同学们在听同组同学朗读时，要注意听出朗读同学的感情。读完后，小组内同学要交流，这样的话小组内的同学读得更认真，听的也会认真。从而完成学习任务。

（2）合作学习的形式和流程

问题讨论是合作学习的基本形式，它通常由教师提出一个讨论的问题，然后由小组进行讨论，教师巡视，讨论完后让学生汇报讨论的结果，教师给予一定的评价和补充。合作学习过程的基本流程可以这样设计：确定合作目标和任务——独立思考、个体学习——小组交流、形成共识——呈现小组学习活动成果——总结和评价。

（3）要创设情境——合作学习的前提

所谓创设情境，就是创设学生欲知、欲究、欲得、欲进的良好的问题情境来激发学生的求知和探索欲望，为合作学习创造一个良好氛围，激发学生的学习兴趣，诱发学生更多选择，思考余地，为探究提供了思维空间，为合作探究提供了条件。可从以下几方面入手。

a、用音乐创设情境。如教《我们的祖国多么广大》一课时，用《我们的祖国是花园》的歌曲，学生都熟悉，使学生容易进入到的故事情节中来。b、用故事创设情境。如教《卖火柴的小女孩》一文时，播放《卖火柴的小女孩》的动画故事，激发他们的创新意识。

c、用图画创设情境。《富饶的西沙群岛》可用西沙群岛的图片，促进他们研讨西沙群岛特点的激情。

在写字教学中运用星级合作评价 第6篇

Key Words: performance, assessment, Task-Based, Language, Teaching

摘要： 根据任务型教学的基本理论，本文主要探讨在任务型教学的.英语课堂中评价学生的方法, 成绩评价这一工具包括观察，纸张，讨论，日常 对话，多媒体设计，卡通， 长期计划等，这些工具是衡量学生的成绩和学习。他们可以激起学生的学习英语的兴趣。写下本文以供大家参考。

关键词：表现，评价，任务型，教学

Ⅰ. Introduction

Are you familiar with the following”

1. Is it true or false?

2. Is it answer a. b, c. d (or all of the above )?

3. Can you match the definition of the vocabulary word to the word listed beside?

Most teachers’ answers are positive for they are the questions we often see in our examination papers. We’d categorize these questions into the Traditional Assessment type, which is to assess a child’s direct recall of the information. In our English language teaching (ELT) assessment reform, we advocate Performance Assessment, which is to 1) meet the needs of children who learn in a variety of modalities; 2) assess a child’s ability to solve problems, process information, and work in real-world settings.

Ⅱ Working Definition for Performance Assessment

What distinguishes performance assessment from other types of assessments? According to Cooper , performance assessments are tasks which require children to demonstrate their knowledge and skills in response to authentic activities. So in performance assessment, it appears to be that students must perform tasks, and the tasks should be as authentic as possible. Success or failure in the outcome of the tasks, because they are performances, must usually be rated by qualified teachers. The teachers observe the behavior of the students or examine the product that is reflective of that behavior, and apply clearly articulated performance criteria in order to make a judgment regarding the level of proficiency demonstrated by the students (Pierce & O’Malley, 1992). What we use in performance assessments in English classrooms are posters, reports, tasks and projects, or the creation of plays (Cooper, 1997). By making English posters students demonstrate their creativity and imagination in language learning; English reports show students’ reading and writing skills; tasks and projects show students’ abilities to integrate content knowledge across subject areas (interdisciplinary skills and inquiry learning skills); and in the creation of plays students perform what they have learned. In performance assessments students plan, make decisions, apply (their content knowledge), communicate, and co-operate.

The key characteristics for consideration in designing second language performance assessments are (a) collaboration: Do students share in the learning process? (b) context: Are the objectives taught in meaningful tasks? (c) real-word tasks: Are they relevant to our students’ lives now and later? (d) authentic standards: Do they measure what we are really trying to measure?

Ⅲ. Performance assessment and Task-Based Approaches

Second language performance assessment and task-based approaches to language teaching and assessment share a great deal of theoretical and practical common ground. Performance assessments will typically be based on tasks, which will be judged by raters on the basis of some forms of rating scale. Student performance exists across tasks and content areas and observations must be made carefully and frequently by the teacher.

Tasking students perform should be based on needs analysis (including student input) in terms of rating criteria, content and contexts. They should be as authentic as possible with the goal of measuring real-world activities. Sometimes they have collaborative elements that stimulate communicative interactions. They should be contextual and complex. They involve integrated skills with content and are appropriate in terms of number, timing, and frequency of assessment. They are generally non-in-trusive aligned with the daily actions in the language classroom (Norris et al., ). Task raters should be appropriate in terms of number raters, overall expertise, and familiarity and training in use of the scale. The rating scale should be based on appropriate categories of language learning and development, breadth of information regarding learner performance abilities, and standards that are both authentic and clear to students. Tasks are to enhance the reliability; performance assessments should be combined with other methods for gathering information (for instance, self-assessments portfolios, conferences, classroom behaviors, and so forth).

Ⅳ. Definitions of Tasks

There are various definitions of tasks. Here we list a few:

1.Long (1985:89); A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, filling out a form … , and helping someone across a road. In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play, and in between.”

2. Richards, Platt and Weber (1986:289): A task is “ an activity or action which is carried out as the result of processing or understanding language (i.e. as a response)” .

3. Nunan (1989:10): A communicative task is “ a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right.”

4.Skehan (1995): A task is “an activity in which meaning is primary; there is some sort of relationship to the real world; task completion has some priority; and the assessment of task performance is in terms of task outcome.”

5.Foreign Language Teaching in Hong Kong’s School: The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.

Ⅴ. Applying Performance Assessment in Task-based language teaching

In a performance Assessment and task-based language teaching, the teacher must create an environment which is conducive to collaborative learning. In this free environment, students perform their best, assess their own growth, feel that their opinions, ideas, and responses carry weight. This allows the teacher to see a more authentic performance and provides the teacher with a more realistic picture of the students’ capabilities (Glazer & Brown, 1993). It is the teacher’s responsibility to provide an appropriate setting in which performance or task can be demonstrated and scored. Depending on the nature of the performance or the work the students are undertaking, the teacher should observe the students; behavior as it naturally occurs in the classroom or in a particular setting created for a specific performance (Airasian, 1994). Students’ performances and other forms of work are often scored holistically or analytically or analytically. The performance and task accomplishment criteria are determined by both the teacher and students.

To implement performance assessment in task-based language teaching and learning, here’s a six-step plan for developing task-based assessment:

Step 1. Establish what are the teacher’s specific instructional goals. It is important that the chosen assessment task matches the instructional outcome it is designed to measure.

Step 2. Identify the specific, discipline-based content and skills that students are expected to attain and determine whether the task adequately represents or uses them.

Step 3. Ensure that the task is complete to allow students to demonstrate their progress and abilities.

Step 4. Ensure that the task is fair to compensate for a lack of prior knowledge, unequal access to resource or materials, and so forth.

Step 5. Decide which of the three possible forms the tasks will take: a) authentic, real-world tasks; b) interdisciplinary tasks; c) multi-dimensional tasks.

Step 6. Describe the assessment task so that others can understand and use it in other settings. Such a description should detail the intended outcomes, the content covered, the work and roles in the task, the materials involved, the rating system, and so on. Other areas of consideration in selection include determining whether the task is teachable, credible, and meaningful.

In task-based language teaching/learning the basic and initial point of organization is the TASK: class work is organized as a sequenc4e of tasks, and it is tasks

[1][2][3]下一页

that generate the language to be used, not vice versa. So, in task-based language teaching/learning what teachers ask students is that they carry out a series of tasks, for which they will need to learn and recycle some specific items of language. The main focus id on the tasks to be done and language is seen as the instrument necessary to carry then out. Task-based language teaching/learning thus highlights the instrumental value of language.

Individual tasks for the purpose of task-based assessment may better be designed with appropriate themes (theme-learning). If necessary, each task description includes a prompt and descriptions of ways to vary the task difficulty by making (linguistic) code , cognitive complexity, and communicative demand high or low (Norris et al, 1998). This general scheme of factors that can affect the difficulty of a given task. It can also be used to increase or decrease task difficulty. Now let’s explicate the three main features that might affect task difficulty.

1. Code complexity, which is “ concerned with traditional areas of syntactic and range ” (Norris, et al. 1998: p.52).

2. Cognitive complexity, which is affected by both cognitive processing (the learner has to actively think through task content ) and cognitive familiarity. Cognitive familiarity involves the extent to which the task draws on ready-made or prepackaged solutions (Norris, et al. 1998: p.52).

3. Communicative stress, which includes time pressure, modality (reading, writing, speaking, or listening), scale (number of participants or relationships involved), stakes (either low or high, depending on how important it is to do the task and to do it correctly), and control (how much learners can “control” or influence the task) (Norris et al. 1998:pp.52-53).

These task difficulty features comprise the ability requirements and task characteristic inherent in a given L2 task (Norris et al. 1998: p.50).

Ⅵ. Some Rewards of Performance Assessment

Through performance assessment in task-based language teaching and learning, students are more likely to feel ownership over their language learning, resulting in greater self-confidence and intrinsic motivation to learn English. They also feel a sense of achievement and get individual attention from others. Teachers are less likely to grade as many papers or exercises and tend to monitor students’ daily progress as often.

Ⅶ. Factors That Affect Task-Based Assessment Practicality

In implementing task-based assessment, we should take the following factors into consideration: 1) time and effort; 2) teacher development; 3) public acceptance; 4) cost; 5) all parties’ (students, teachers, parents, communities, authorities, etc.) willingness to cooperate, It is time and effort consuming, especially at a beginning stage. Teachers are not used to giving students responsibilities or tasks to take and have to put special effort to design tasks and activities related to what the students are learning and to show their abilities. To design workable and meaningful tasks students can perform, teachers need to develop themselves and equip themselves with skills required in task-based language teaching and performance assessment. It takes time for the public to accept this kind of teaching or assessment for the majority of people believ3e that students go to school to listen to and learn from the teachers ------ if the students are doing all the work, what do the teachers do? They don’t realize the teachers’ effort in designing the activities that will bring out their children’s potentials and in preparing their children for more efficient and effective learning. The existing examination system hinders performance assessment practice, for, in the end students are to be enrolled by universities according to their examination scores. It is not an easy task for all parties to understand that as students’ language competence and proficiency grow, they are able to take any examination.

Ⅷ. Ethical Guidelines

During the classroom performance assessment, teachers should be aware of the basic rights of students: confidentiality, privacy, their rights to know and fair treatment. And it is the teachers’ responsibility to take learning and teaching into consideration. They are responsible also to report the assessment results of students’ achievement, progress, and to document further needs and future plans.

Here are the ethical guidelines teachers need to be aware of.(Adapted from Jerosky,1997:13)

1.Confidentiality: Teachers are responsible for the confidentiality of information collected by them in the assessment process.

2.Privacy: Generally assessment should not require the disclosure of sensitive information including personally-held beliefs and views on controversial issues. Teachers need to be sensitive to signals that students are not comfortable with something they have been asked to do or talk about.

3.Rights to know: Any student affected by the assessment has the rights to know the assessment results or to obtain information about the results. Teachers need to be responsive to questions from the student and parents.

4.Fair treatment: Throughout assessment activities involving members of a class, participants should be treated equally and receive equivalent learning opportunities. Also, if the assessment requires that students are selected from a large group, the selection process should be based in fair criteria.

Ⅸ.How to using performance assessment in task-based teaching

Performance assessment tools measure a student performance and/or learning within the context it was learned and will be performed and allow students to demonstrate or share their learning with others. The tools include observations, portfolios, conferences, dialogue journals, multimedia projects, cartoons, long-term projects, etc. The popularity and usefulness of performance assessment methods have led to the incorporation of the results the provide into students’ grades. But we also use these assessment tools for purposes of individualization of instructional planning.

1.The challenge of classroom observation is to plan observation and record keeping of observations in a manner that will benefit instruction and ultimately student learning.

2.Portfolios and conferences involve learners as active collaborators in documenting and monitoring their own progress and in identifying learning goals. They give students opportunities to use language with teachers in ways that rarely occur during regular class time and for student self-assessment.

3.Journals and interviews are used to collect information about teaching and learning processes; about students’ educational backgrounds and experiences; their attitudes, goals, likes and dislikes. They are also used to collect information about language proficiency: writing in the case of journals and speaking in the case of interviews.

Performance assessment promotes reflection on both a teacher’s teaching performance and a student’s learning performance as a means to develop and improve themselves constantly. Classroom performance assessment involves the school, community, parents and students themselves and challenges both students and teachers in making decisions themselves.

We need all kinds of information such as student achievement, student behavior, student attitudes towards schools or themselves, student goals and needs concerning the outcomes of foreign language learning, student wording habits, learning styles and strategies to assess our students and to improve the chances of educational success.

Performance assessment requires a change in curriculum priorities from coverage of content to mastery of skills. Content becomes a way for students to develop intellectually, to generalize, to recontextualize, to synthesize and to apply this learning to new situations. This change in curriculum will empower students to take responsibility for their own learning.

Most important, at the heart of an integrated teaching, learning, and assessment system is creativity. Performance assessment is an effective way to get a better “picture “ of what students have really learned and also what they value in their learning.

Now give a Sample Item: Guidelines and Examples

Theme: Dinner at a restaurant

This (common) theme could pose effective circumstances for eliciting performances on numerous relatively low-level tasks that require a certain amount of pragmatic, strategic, and quite a certain amount of pragmatic, strategic, and formal knowledge /ability of using the language in real communicative situation.

Task 1. Reserving a table

Task 2. Ordering drinks and appetizers

Task 3. Ordering the main course

Task 4. Sending back the dish that tastes bad

Task 5. Ordering coffee and dessert

Task 6. Paying the bill

Now there is a sample for Task 6 Paying the bill

1.Prompt

Read through the bill that the waiter gas left on your table. Compare the prices on the bill with the prices listed in the menu. If the bill is incorrect, recalculate the amount that you should gave been charge. Be sure to examine the bill to see if a service charge has been included. If not, then calculate an appropriate tip for the waiter.

2.Linguistic code low

Understanding parts of a bill, parts of a menu, and the tipping system in the us; writing a check; doing simple mathematics.

3.Linguistic code high

Depend on system of writing out or printing bill, structure of menu, tip information given, construction for check writing and calculating percentage.

4.Cognitive complexity low

The bill is correct: composed of easily understood and listed components; easy decimals; service is included; menu prices are obvious.

5.Cognitive complexity high

The bill is incorrect: service is not included; menu prices are listed obscurely; bill difficult

上一页[1][2][3]下一页

to decipher.

6.Communicative demand low

Undirectional: relatively unlimited planning time; only reading and writing, no interaction involved.

7.Communicative demand high

Need to question waiter for clarification of confusing or unclear entries in the bill, special prices, etc.; restaurant is closing and waiter is hovering around, waiting for the bill; higher stakes if the bill is wrong.

Conversation 1:

[between a waiter (W) and a customer ( C ) ] (beginning level)

W: Can I help you?

C: Check, please. … Here’s the money.

Conversation 2: (intermediate level)

C: Waiter, may I gave check, please?

W: Oh yes. I’m sorry. I’ll be back in a minute. ( after a few minutes)

W: (hanging over the corrected check ) I’m sorry to have kept you waiting.

C: It’s OK . Thank You.

Ⅹ.. Conclusion

To assess accurately, to record, and to give feedback on what the students are accomplishing and where they are on the learning continuum, we need to gather as much information as possible before making decisions about the students. Besides, the information we gather should be accurate and reliable. In this way, we can make the students be interesting in English.

__________________

Bibliography:

1. Airasian, P. W. 1994 Classroom Assessment. New York: McGraw-Hill.

2. Cooper. J. D. !997. Literacy: Helping Children Construct Meaning. Boston, MA; Houghton Mifflin.

3. Estaire, S, and J, Zanon. 1994. Planning Classwork: A Task-Based Approach. Macmillan Heinemann English Language Teaching.

4. Glazer, S. M. and C, S. Brown .1993. Portfolios and Beyond: Collaborative Assessment in reading and Writing. Norwood, MA: Macmillan Heinemann English Language teaching.

5. Harris, M. and P. Mc Cann. 1994. Assessment. Macmillan, Heinemann English Language Teaching.

6. Jerosky, S. (ed.) 1997. Field-Based Research: A Working guide, Queen’s Printer for British Columbia.

7. 罗少茜： . A Handbook of Performance Assessments.

8. Norris, J. M., J. D. Brown, T. Hudson and J. Yoshioka. 1998. designing Second Language Performance Assessments. Second Language Teaching & Curriculum Center, University of Hawaii at Manoa.

9. Pierce, L. V. and J. M. O’Malley. 1992. Performance and program Information Guide Series, 9 (ERIC document Reproduction Service No. ERIC document Reproduction Service No. ED346 747).

10. Sjoquist, R. 2001. An Introduction to Performance Assessment Presentation at Nanjing, China.

11. Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford: Oxford University Press.