How to conduct process evaluation in elementary art learning

How to carry out process evaluation in primary art learning? Through the practice of education, I think we should grasp the following three principles:

I. Teachers must pay attention to the differences in students' abilities

As students differ in school education and social, family environment and genetic factors, and thus show differences in the development process, which is objective. Each student will always show some aspects of strengths and characteristics, while there are also some aspects of deficiencies and weaknesses. In the face of these different educational objects, teachers should hold different evaluation standards. In the classroom evaluation, teachers should respect the students on the basis of full consideration of their personalities, psychological, emotional and other differences.

For aggressive and enterprising students, easy to be complacent, the teacher in the affirmation of their achievements at the same time, it is more important to strengthen the guidance, cultivate students' frustration and self-confidence; and for imaginative, but a little introverted or inferiority complex students, the teacher when the timely encouragement and praise its progress, and to promote the development of its ability.

When learning the lesson of "My Schoolbag", a student with strong drawing ability drew a lot of design sketches, and ran to me after the drawing, proudly asked: "Teacher, you see which one of these I drew is better?" I took a closer look, patted him on the shoulder and said, "You've done a really good job, there are different special features in each sketch." He smiled complacently. I also smiled and continued, "It's a pity that you have only one or two special functions in each of these design drawings, wouldn't it be better if you could combine these functions and put them into a single school bag design?" The student immediately replied loudly, "Yes! I'll combine them."

In the classroom evaluation should not only pay attention to the students' art subject knowledge and ability, but also pay attention to the students in the learning process of the sense of participation, spirit of cooperation, aesthetic interest, habits and hobbies, conceptualization and creativity, the ability to explore and so on. Students' works should not be evaluated simply on the basis of whether the shape of the painting is similar or not, or whether the color is correct or not. If students have outstanding points in a certain area, even if it is a flash, teachers should be keen to capture, and be recognized and praised. Classroom evaluation should reflect multi-faceted and multi-level, in order to adapt to the psychology and ability of different students.

Second, try to find the flash point in the student's own comparison

Art classroom teaching should try to promote each student on their own basis to obtain a different degree of development, rather than using a uniform yardstick to measure the level of development of students. The purpose of classroom evaluation is to promote the development of students, so in classroom evaluation teachers should try to avoid horizontal comparisons between students, so as not to discourage the self-confidence of some students and enthusiasm for learning.

The correct evaluation of students can play a role in stimulating, stabilizing, promoting, and changing learning attitudes. There is a student in the completion of the "decorative color" this lesson homework, painted two danding cranes, I suddenly remembered that he was in the previous lesson "decorative painting" homework is also these two danding cranes, I compared his two paintings, and found that there is almost no difference. The student looked at me nervously, thinking that I was going to criticize him, "Why did you paint both sides of the same drawing? But I smiled and said to him, "Look, the eyes of the cranes in the latter painting are more vivid than the former, reflecting the elegance and leisure of the cranes, which is an improvement. If you can change the posture of the Danding Crane a little, I think it might work a little better, you can try it." Relieved, the student took out another worksheet and drew carefully.

Conducting classroom evaluations vertically can be explored from each student on his or her own, so that they can fully experience the joy of success and creativity, full of self-confidence. Under the premise of respecting students' individuality and efforts, it is necessary to subtly point out the lack of students' work, so that students can correctly recognize their own shortcomings and developable directions, and analyze and improve their own learning behavior. This can inspire students to continue to explore the desire of the students' learning initiative and enthusiasm will continue to be mobilized, personality and ability will be fully developed.

Third, the use of classroom teaching to enrich the teacher's evaluation of the language

There will always be a part of the class drawing ability of the weaker students, the traditional sense of art learning is not much interest. If they don't get encouragement and targeted guidance for a long time, they will gradually lose their passion for learning art. For these students, teachers should pay more attention to the humanistic care in classroom assessment. Instead of sticking to the evaluation of the final result of the assignment, they should pay attention to the students' drawing or production process, reflecting their appreciation of the students' success and tolerance of their faults.

Another student in the class, like this one, is more timid, in the drawing of the lesson "my schoolbag", after the drawing, but also not dare to communicate with me, I asked her in front of her: "You draw a lot of features, what are they for?" She said her thoughts in a very small voice, and I thought it was already very good for her, so I said, "Let's take a look at Jing Le Ru's homework, in her homework I saw many special features, using warm colors, and it looks like a school bag used by girls, can you introduce it?" Everyone looked at her with surprise, they must be thinking: what can a classmate draw? I explained: "She has been designing her bag carefully, I have looked at it carefully, and many of the features on it are indeed very practical, she summarized those unreasonable designs on her bag and improved and redesigned them from scratch, and if she was not satisfied with it once, she drew it again with an eraser, and insisted on drawing it many times, more than once. She insisted on drawing many times, once better than once. Her indomitable spirit is worthy of each of us to learn, the teacher believes that she will be able to design the best design!" In the process evaluation, let her introduce his design drawings to the class, the class applauded her work at the same time, her work was recognized by the class and the teacher, and her self-confidence was enhanced. Teachers with a sincere attitude to evaluate the learning process of students, emotional and spiritual support for them, to provide them with more opportunities for performance, their sense of participation, the ability to explore and communication skills, teachers should be timely affirmation and encouragement, to help them establish the courage to overcome the difficulties, and firm confidence in art learning.