用评价促进学生的发展

喻伯军

中图分类号：G422文献标识码：CDOI：10.16400/j.cnki.kjdk.2021.36.001

评价，在一些人的第一印象中可能等同于考试，是区分学生学得好坏的重要手段，这是不够全面的。评价应该是促进学生发展的有效手段，是学生发展的助力，而不仅仅是甄别。对学生科学学习评价的主要目的，是全面了解学生学习科学的过程和结果，激励学生的学，改进教师的教。因此，评价应该充分考虑学生在年龄、性别、学习习惯以及环境等方面的差异，致力于促进全体学生的学习。

评价具有强烈的导向作用。教师的评价理念和评价手段，会对学生学习科学产生不可低估的影响。科学教师要树立正确的评价观念，学习先进的评价技术，为促进学生的发展而采取合适的评价手段;要改变只重结果不重过程的评价理念，改变一张试卷评价学生成绩的做法，改变只有教师单向评价的手段。

日常教学中，科学教师主要采用过程性评价和终结性评价两种方式。

课堂教学评价属于过程性评价的一种。教师应该时刻关注学生在课堂上的表现，给予鼓励性为主的评价。作业是过程性评价的重要载体，教师对学生所做的每道作业题要先亲自做一遍，然后及时批改和反馈。除了运用一些约定俗成的符号进行批改外，要通过合适的评语达到提醒、帮助和激励学生的目的，要组织课堂讲评与矫正，对优秀作业予以展示，提倡记录并分析学生作业完成情况。

对学生行为的观察进行叙事式的记录，也是过程性评价的重要内容。学生在记录单和记录本中展示的想法、过程和结论，是教师了解学生学习进展、进行评价的重要依据。教师可以从记录本中看到探究的成果、学习的轨迹和对下一步探究活动的设想，可以看到学生的作品、文章、概念图、科学绘画等，进而对学生进行过程性评价。

终结性评价，一般是指最终的评价，期末考试是重要载体之一。试卷题目会呈现明显的导向作用，命题人员要把握好命题的方向，把握好试题的内容难度，尽量少采用死记硬背的题目，尽量融合在分析和解决实际问题的情境中，注重评测学生对科学概念的理解和應用。

不管是过程性评价还是终结性评价，都必须对评价结果进行及时分析和反馈，以实现对教与学的促进作用。对评价结果进行分析时，不仅要有横向的比较，更要加强“增值”评价，关注学生的发展和进步，并以此增进学生学习科学的自信和兴趣。

对学生科学学习评价，还要突出学科的特点。科学学科是非常注重探究实践的，因此在进行考试评价的时候，要突出实践考查，体现能力为重的素养导向。低年级提倡“游考”等实践的形式进行，中高年级可采用笔试与实践相结合的方式，尽量避免以纸笔考试代替科学课程的终结性评价。

一些地方为了突出实验教学，开展实验技能的考查，这样做的出发点是很好的，但是要避免仅用考查学生的实验技能来代替实践能力，更好的方法是考查学生迁移应用、解决问题的能力。可以跟教材内容结合，设计一些跟教材水平差不多的实践题目，促进学生通过实践考试提高自己的问题解决能力。例如，准备一根筷子、一根线和一个螺母，让学生做一个1分钟摆动60次的摆;准备一个保鲜袋、一根蜡烛、两枚回形针，让学生做一个能在空中停留20秒的热气袋。加强对学生实践能力的考核，会更好地体现学科发展的方向，提高小学科学整体的教学质量。

Promoting Students' Development with Evaluation

YU Bojun

中图分类号：G422文献标识码：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.