论文总字数：34971字
摘 要
作业是对学生学习内容的直接反馈。教师除了及时批改作业，了解学生的学习动态以及掌握的情况外，对作业如何评价也应该是我们教师需要研究的一个问题。传统的做法是简单的对、错符号或分数或等级。几乎没有评语，千篇一律的是“Good”、 “All right”等。本文基于新课标下对评价的要求，对英语作业的评价进行了研究和探索，分析了传统评价模式的弊端，阐明了创新性评价方式的优点，并且论述了它在教学中的实际应用。
关键词：评价；新课标；新型评语；家庭作业； 传统与创新
Contents
1.Introduction 1
2. Literature Review 1
2.1Definition of Comments and Evaluation 1
2.2 Theoretical Knowledge of Developmental Evaluation 1
2.3Origin of the Theory 1
2.4Theoretical Basis 2
2.5 Connotation of Developmental Evaluation 3
2.6Some Inspirations that Teaching Practice Draws from Developmental Evaluation 4
3. The Traditional Design and Comments on School Assignments 5
3.1From the Perspective of Teachers 6
3.2 From the Perspective of Students 6
3.3 From the Perspective of Parents 6
3.4Survey on Comments on School Assignments 7
4. The Effects of Comment Language on School Assignments 8
4.1 An Extension of Class Teaching 8
4.2 A Carrier of Teachers’ Humanistic Concern 9
4.3 A Concrete Form of the New Curriculum Standards 9
5. How to Apply Comment Language Artfully 9
5.1 The Principles of Making Comments on School Assignments 9
5.2 Different Types of Comments 11
5.3 Some Comment Languages that can be Used in the Class 12
6. The Practical Application of New-style Comment Language 12
6.1 Reflecting Levels of Students and Making Every Student Experience Succes. 12
6.2 Combining the Comments with Teaching Materials 13
6.3 Reflecting Emotional Care from Teachers 13
6.4 Correcting and Commenting Students’ Homework to Their Face 13
6.5 Inspecting and Commenting on Homework Simultaneously 13
7. Conclusion 13
- Introduction
It is recently reported that teachers from some schools in Shanghai are requested to use “○” instead of “×”when checking and correcting students’ exercises or homework, which arouses controversy. One of principles from those schools said that they want teachers to change traditional ways of education by this new measure and they hope a more moderate communication between teachers and students. In my opinion, it just responds to the demand of the new curriculum standards. According to the new curriculum standards, the comment language on school assignment is an indispensable and effective part in English teaching procedure. I will mainly talk about the importance of and put forward some innovative ways of comments in school assignments in the following parts of my paper.
2. Literature Review
2.1Definition of Comments and Evaluation
The new curriculum has put forward that the school should build up an evaluation system that can stimulate students’ learning interest and develop self-learning ability. Formative evaluation and summative evaluation make up this system. The teaching process should be based on formative evaluation to foster students’ interest and confidence. Summative evaluation should focus on testing students’ comprehensive language skills and their ability to use languages. The evaluation system is supposed to benefit students’ ability of using comprehensive language skills and their physical and psychological health. It helps teachers to improve their teaching capacity as well.
2.2 Theoretical Knowledge of Developmental Evaluation
Developmental evaluation refers to a way to promote evaluated objects’ development that systematically gather and analyze information about evaluation, make a value judgment about evaluated objects’ teaching activity.
2.3Origin of the Theory
In the 1970s, Soviet educationist Chan Korsakov had put forward Expansibility Teaching Theory, in which he made a detailed explanation on the developmental teaching task, the developmental teaching principle and the developmental teaching method. Inspired by Chan Korsakov’s theory, the Expansibility Teaching Theory has been formed, combining the Multiple Intelligence Theory, Constructivism Theory and Postmodern Theory. The connotation of Expansibility Teaching Theory is reflected in these five aspects: it is based on the principle of students’ general development as teaching center; it develops on the purpose of promoting students’ development; it comments students on their overall qualities rather than their knowledge; it comments students in diverse types of evaluation and with more than one evaluation subjects; it promotes evaluation through the whole teaching process.
2.4Theoretical Basis
2.4.1The theory of Multiple Intelligence
The Multiple Intelligence Theory was put forward by Howard Gardner, an American physiologist of Harvard University in 1983. In his theory, he argues that intelligence is made up of speech competence, mathematical logical competence, music competence, physical movement competence, spatial competence, interpersonal competence and self-awareness competence. According to this theory, every individual has different types of intelligence, which may be reflected on somebody independently, or may be combined in subtle way. As a result, every individual has his or her superior intelligence. That is to say, people may become eminent in some field and we can’t find a person who even does not have one superior intelligence. This has provided us with a new individual developmental pattern and makes us take a new look at our students. Besides, it makes us keep reexamining our comments on students, including comment approach and comment method. This theory highlights the scene of evaluation, which illuminates teachers that we need a special scene as a focal point to encourage students’ active study and it urges teachers to use different comment methods to reveal students’ superior intelligence.
There are such forms of expression of Multiple Intelligence.
(1)Diversification of evaluation subject
(2)Laying stress on formative evaluation
(3)Emphasizing diversification of comment information
(4)Stressing non-scheduled comment standard
2.4.2The theory of Constructivism
The theory of constructivism originated from Swiss cognitive psychologist J·Piaget. He insisted that learning, based on intrinsic knowledge and experience, was a process of enriching, adjusting and transforming to acquire new knowledge and experience. This process is controlled by both non subject and non object. Instead, it is a two-way construction between subject and object. Later, O·Kemberg, R·J·Stemberg, D·Katz and Vogotsgy had made further research on this theory. They all believed that knowledge was made up of cognitive subject’s active construction and that knowledge was a kind of explanation on world, which would keep changing with the change of social and human’s progress. Knowledge also has the situation because when we use it to solve specific problems, we often reprocess and recreate. They also believed that the essence of teaching was a creative activity to develop students’ subjectivity.
There are some comment ideas of Constructivism.
(1)Target of comment is free
(2)The core of comment is the knowledge construction process
(3)Stress the comment on students’ self-ingredients and meta cognitive development
(4)Comment standard having different aspects and forms
(5)Comment is dynamic
2.4.3The theory of Post-Modernism
The theory of Post-Modernism was advanced by Fredric Jameson, an American contemporary cultural critic. He took Bmaventura Hotel in a downtown in Los Angeles for instance to argue that human beings may lose the sense of position and direction in a post-modern city. So they had to recognize the surrounding environment and make sure of their position with the help of “cognitive mapping”. The “cognitive mapping” is a kind of metaphor whose essence is a link between individual and others and stresses the link between different things. The diversification of evaluation methods and evaluation subjects has been formed according this theory. It makes students keeping progressing with the help of others and makes students participate in the comment process. In fact, this theory focuses on concerning for others and it promotes people to be aware of both others situation and themselves. In addition, the Post-Modern Theory considered the world as diverse and open, which spares some space for every student’s different ideas.
2.5 Connotation of Developmental Evaluation
Different scholars hold different views about developmental assessment. For example, Latoner and Cliff, from British Open University, they consist that the idea of developmental assessment is development-oriented and it focuses on professional and individual development, mutual cooperation and trust as well. Yang Xueliang and Cai Li from China argue that developmental assessment, under the guidance of people-oriented, pays close attention to students’ development, teachers’ teaching quality and the teaching practice improvement. He Xiaowei, also from China, insists that that the developmental assessment is a kind of evaluation method that stresses process, evaluation object and it purposes on promoting the development of evaluation object. Wu Gangping holds the view that aiming at promoting personal development, developmental assessment is based on the past situation of evaluation object and based on serving for object’s present situation and it faces toward object’s future situation. From this point of view, we can say that the developmental assessment which shows a completely new idea of education evaluation, is a kind of evaluation idea and an adjustment of current thinking model of education evaluation. From above explanations, we can see the feature of developmental assessment, that is: it lies in development; it emphasizes formative evaluation; it stresses individual development; it advocates reflection of students’ achievements and progress through assessment; it requires a clear progress goal through assessment process; it concerns about the subjective role of students.
2.6Some Inspirations that Teaching Practice Draws from Developmental Evaluation
2.6.1Transforming from emphasizing discerning and selecting into promoting the evaluation object’s development
Traditional evaluation cares about students’ final exam scores and often judge students’ learning competence from scores. It ignores students’ dynamic development. It can encourage students to study seriously in every learning phase if teachers make comments on their learning process. The comment on last learning process can be used for reference to the current learning phase, as well as the next one. So we can conclude that development evaluation is based on the present, considers the past and faces toward the future. Besides, it advocates past foundation and present situation, along with possible requirements of the evaluation object.
2.6.2 Transforming from unicity into pluralism
Teachers play the role of evaluation subject in traditional comment, while students play the role of evaluation object. Because of the essential purpose of developmental evaluation, students, as learning subject, should be given more prominence. People-oriented means students-oriented in teaching. As different students have different personal details, teachers should take different comment measures. Teachers are not supposed to be the mere evaluation subject. Evaluation results can’t be decided by teachers or students only. It should consist of reviewed evaluation from students themselves, objective evaluation from classmates and ultimate comprehensive evaluation from teachers. Then the evaluation can avoid losing its intrinsic function because of unilateral subject judgment. Therefore, teachers need to comment students according to students’ learning potential. Students will find a most suitable developmental pattern from different evaluation subjects.
2.6.3 Transforming from unicity into comprehensiveness
The traditional standard of comment content is the degree of mastery of knowledge, disregarding the development of overall qualities. Students’ abilities of innovation, cooperation and practice will fail to grow. Only bringing together the content of comment can promote students overall development. The competence of innovation, exploration, cooperation and practice should meet the demand of talent development diversification.
2.6.4 Transforming from quantitative evaluation into combining quantitative evaluation with qualitative evaluation
Simplex numbers may tell some problems, but it may also cover the whole situation. Similarly, simplex qualitative evaluation may lack scientificity due to strong subjectivity. Combining these two methods of evaluation will meet the need of comprehensive evaluation. Teachers also need to enrich the methods of examination and comment in order to realize scientificity, effectiveness and operability.
2.6.5 Paying more attention to the process of examination, rather than the result
Commenting on the results is the key point to traditional evaluation. It is so called summative evaluation, which fails to reflect students’ development track. Teachers should mix formative evaluation and summative evaluation and make formative evaluation continued through the whole learning process. In this way, we can see students’ dynamic development. Students, along with teachers, school and curriculum development make up the complete comment. We can use the summative evaluation as a starting point of next evaluation and add it into evaluated subject’s development process.
3. The Traditional Design and Comments on School Assignments
The traditional comment languages have a very single form and lack humanistic concern. Most of teachers often disregard the importance of comment languages on students’ assignments. Students may find some simple marks when they open their exercise books. They can’t analyze their mistakes from those simple marks. We must make some adjustments.
3.1From the Perspective of Teachers
(1)Teachers’ views on teaching are biased. It means most of teachers pay more attention to the class teaching reform and pursue the perfection of class teaching, while awfully neglect the homework design and comment. They often apart the homework from their classes and request their students to read, to recite, to copy and to exercise. In most instances, homework has lost its importance and it makes evaluation formality.
(2) The homework is unreasonable. Teachers always assign the completely same homework to the whole class without individual differences.
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