用評價促進學生的發(fā)展

喻伯軍

中圖分類號：G422文獻標識碼：CDOI：10.16400/j.cnki.kjdk.2021.36.001

評價，在一些人的第一印象中可能等同于考試，是區(qū)分學生學得好壞的重要手段，這是不夠全面的。評價應該是促進學生發(fā)展的有效手段，是學生發(fā)展的助力，而不僅僅是甄別。對學生科學學習評價的主要目的，是全面了解學生學習科學的過程和結(jié)果，激勵學生的學，改進教師的教。因此，評價應該充分考慮學生在年齡、性別、學習習慣以及環(huán)境等方面的差異，致力于促進全體學生的學習。

評價具有強烈的導向作用。教師的評價理念和評價手段，會對學生學習科學產(chǎn)生不可低估的影響?？茖W教師要樹立正確的評價觀念，學習先進的評價技術(shù)，為促進學生的發(fā)展而采取合適的評價手段;要改變只重結(jié)果不重過程的評價理念，改變一張試卷評價學生成績的做法，改變只有教師單向評價的手段。

日常教學中，科學教師主要采用過程性評價和終結(jié)性評價兩種方式。

課堂教學評價屬于過程性評價的一種。教師應該時刻關注學生在課堂上的表現(xiàn)，給予鼓勵性為主的評價。作業(yè)是過程性評價的重要載體，教師對學生所做的每道作業(yè)題要先親自做一遍，然后及時批改和反饋。除了運用一些約定俗成的符號進行批改外，要通過合適的評語達到提醒、幫助和激勵學生的目的，要組織課堂講評與矯正，對優(yōu)秀作業(yè)予以展示，提倡記錄并分析學生作業(yè)完成情況。

對學生行為的觀察進行敘事式的記錄，也是過程性評價的重要內(nèi)容。學生在記錄單和記錄本中展示的想法、過程和結(jié)論，是教師了解學生學習進展、進行評價的重要依據(jù)。教師可以從記錄本中看到探究的成果、學習的軌跡和對下一步探究活動的設想，可以看到學生的作品、文章、概念圖、科學繪畫等，進而對學生進行過程性評價。

終結(jié)性評價，一般是指最終的評價，期末考試是重要載體之一。試卷題目會呈現(xiàn)明顯的導向作用，命題人員要把握好命題的方向，把握好試題的內(nèi)容難度，盡量少采用死記硬背的題目，盡量融合在分析和解決實際問題的情境中，注重評測學生對科學概念的理解和應用。

不管是過程性評價還是終結(jié)性評價，都必須對評價結(jié)果進行及時分析和反饋，以實現(xiàn)對教與學的促進作用。對評價結(jié)果進行分析時，不僅要有橫向的比較，更要加強“增值”評價，關注學生的發(fā)展和進步，并以此增進學生學習科學的自信和興趣。

對學生科學學習評價，還要突出學科的特點?？茖W學科是非常注重探究實踐的，因此在進行考試評價的時候，要突出實踐考查，體現(xiàn)能力為重的素養(yǎng)導向。低年級提倡“游考”等實踐的形式進行，中高年級可采用筆試與實踐相結(jié)合的方式，盡量避免以紙筆考試代替科學課程的終結(jié)性評價。

一些地方為了突出實驗教學，開展實驗技能的考查，這樣做的出發(fā)點是很好的，但是要避免僅用考查學生的實驗技能來代替實踐能力，更好的方法是考查學生遷移應用、解決問題的能力?？梢愿滩膬?nèi)容結(jié)合，設計一些跟教材水平差不多的實踐題目，促進學生通過實踐考試提高自己的問題解決能力。例如，準備一根筷子、一根線和一個螺母，讓學生做一個1分鐘擺動60次的擺;準備一個保鮮袋、一根蠟燭、兩枚回形針，讓學生做一個能在空中停留20秒的熱氣袋。加強對學生實踐能力的考核，會更好地體現(xiàn)學科發(fā)展的方向，提高小學科學整體的教學質(zhì)量。

Promoting Students' Development with Evaluation

YU Bojun

中圖分類號：G422文獻標識碼：CDOI：10.16400/j.cnki.kjdk.2021.36.001

YU Bojun

Deputy Director of Zhejiang Provincial Teaching and Research Office

Core Member of Science Curriculum Standard Revision Group of Ministry of Education

Member of the Teaching Guidance Committee of Basic Education of the Ministry of Education （Science）

Evaluation，in some people，s first impression，may be equivalent to examination. It is an important means to distinguish students，learning，which is not comprehensive enough. Evaluation should be an effective means to promote students，development and help students，development，not just screening. The main purpose of evaluating students，scientific learning is to fully understand the process and results of students，scientific learning，stimulate students，learning and improve teachers，teaching. Therefore，the evaluation should fully consider the differences of students in age，gender，learning habits and environment，and strive to promote the learning of all students.

Evaluation has a strong guiding role. Teachers，evaluation ideas and methods will have an inestimable impact on students' learning science. Science teachers should establish correct evaluation concept，learn advanced evaluation technology，and adopt appropriate evaluation means to promote the development of students;We should change the evaluation concept of focusing only on results rather than process，change the practice of evaluating students，scores with a test paper，and change the means of one-way evaluation only by teachers.

In daily teaching，science teachers mainly use process evaluation and summative evaluation.

Classroom teaching evaluation is a kind of process evaluation. Teachers should always pay attention to students，performance in class and give encouraging evaluation. Homework is an important carrier of process evaluation. Teachers should first do each homework problem for students，and then correct and feed back in time. In addition to using some conventional symbols for correction，the purpose of reminding，helping and motivating students should beachieved through appropriate comments. Classroom evaluation and correction should be organized，excellent homework should be displayed，and the completion of students，homework should be recorded and analyzed.

Narrative recording of the observation of students，behavior is also an important content of process evaluation. The ideas，processes and conclusions displayed by students in the record sheet and notebook are an important basis for teachers to understand students，learning progress and evaluate them. Teachers can see the results of inquiry，the track of learning and the assumption of the next inquiry activities from the notebook，and can see students，works，articles，concept maps，scientific paintings，etc.，so as to make a process evaluation on students.

Summative evaluation generally refers to the final evaluation，and the final examination is one of the important carriers. The questions of the test paper will play an obvious guiding role. The proposition personnel should gras p the direction of the prop - osition，grasp the content and difficulty of the test questions，minimize the problems memorized by rote，integrate them into the situation of analyzing and solving practical problems，and pay attention to evaluating the students，understanding and application of scientific concepts.

Whether it is process evaluation or final evaluation，the evaluation results must be analyzed and fed back in time in order to promote teaching and learn - ing. When analyzing the evaluation results，we should not only have horizontal comparison，but also strengthen the "value-added" evaluation，pay attention to the development and progress of students，so as to enhance students，confidence and interest in learning science.

The evaluation of students，scientific learning should also highlight the characteristics of the discipline. Science discipline attaches great importance to inquiry and practice. Therefore，in the examination and evaluation，we should highlight the practice examination and reflect the ability oriented literacy. The lower grades advocate “traveling examination”and other forms of practice，and the middle and higher grades can adopt the combination of written examination and practice to try to avoid replacing the final evaluation of science courses with paper and pen examination.

In order to highlight experimental teaching and carry out the examination of experimental skills in some places，the starting point is very good. However，it is necessary to avoid only testing students，experimental skills instead of practical ability. A better way is to test students，ability to transfer，apply and solve problems. It can be combined with the content of teaching materials to design some practical problems similar to the level of teaching materials，so as to promote students to improve their problem-solving ability through practical examination. For example，prepare a chopstick，a thread and a nut，and ask students to swing 60 times a minute;Prepare a fresh-keeping bag，a candle and two paper clips. Let the students make a hot air bag that can stay in the air for 20 seconds. Strengthening the assessment of students，practical ability will better reflect the direction of discipline development and improve the overall teaching quality of science in primary school.