Evaluation of Spoken English in primary schools to explore

Evaluation of Spoken English in primary schools to explore

With the depth of quality education, primary school English requirements for listening and speaking ability has improved, developing a "say" the ability of learning English has become the primary stage of one of the main learning objectives. And how to scientifically and comprehensively evaluate the students "said," the actual level is very important. If the hearing is to evaluate the government "deaf", then the government, "dumb" is the best way to evaluate the spoken language. Therefore, it is necessary to explore the feasibility of both a must and can give full play to the evaluation function should reflect the quality of the spoken language training evaluation.
English primary school chapter of the need for evaluation
First, we must recognize that this is an oral language development from the primary characteristics of the primary and secondary school students (especially low-grade primary school students) have the adults do not have the language of talent, with adults unparalleled advantages and great learning potential. They have not yet fully aware of the characteristics of their own language, just follow the laws of foreign language learning, methods properly, give them the opportunity to dialogue in English, will be able to play effectively. Just like a physical education teacher to teach students to learn the same two moves, one is not learned, and the other is studied, but the learned action is a mistake. One can imagine that the former will be to learn, because he did not mind the wrong action, and its high plasticity.
Secondly, English is an important language of international communication tool. The twenty-first century, China's reform and opening-up will be more comprehensive, in-depth, then all the more need for oral communication in English. The original Liu, deputy director of the State Education Commission, said: "China's population, but the export of labor services is limited, is one of the language constraints." In order to meet the situation of China's reform and opening, in order to China's modernization needs, we must not only train students to understand English, understand English, write English, but also train students to speak English, which is "education should be oriented toward modernization, the world and the future," the objective requirements.
Furthermore, the evaluation is for teaching services. "Compulsory education is quality education, rather than exam-oriented education, but the quality of education is not a total negation of the exam-oriented education, but reform of the education system, content and methods, so that it can provide better education services." The quality of education is the all-round development education, the evaluation should also be comprehensive. For English speaking, that is, listening, speaking, reading and writing a comprehensive assessment.
Finally, the use of written forms of spoken language can not replace the oral evaluation. Oral evaluation has not been of great importance to many schools, often focused on the evaluation of writing. It can be said that writing the "Oral use of" only on paper. It is like the driving license test, it is necessary to test the theory, but also test the actual operation, but mainly practical. Even in writing, oral use of a full score of the candidates and talk to English-speaking foreigners, it is likely to be broken, half-day can not say a word. The reason for too little practice. Only through communication training a large number of scenarios in order to overcome these mental activities of the negative effect caused by.
Chapter II primary purpose of the evaluation of spoken English
The basis of "primary school teaching the basic requirements in English (Trial)", attached great importance to stimulate and nurture student interest in learning; cultivate a positive attitude towards learning English; to enable them to establish an initial self-confidence in learning English; cultivate a certain sense of language students and a good voice , the tone of the foundation, happy to guide students in English, the exchange of simple day-to-day. Heard of English teaching in primary schools is based on the project-based training, and the primary purpose of oral English is to check whether students have a certain amount of verbal communication skills, to see if they can on some of the simple theme of communicative expressions correctly, and to help students self-analysis, diagnosis, follow-up in order to facilitate their learning.
Ability to sub-verbal expression of the mother tongue and foreign language ability to express the country. Is referred to here is a foreign language communication, different communication with the mother tongue, foreign language communication and cultural exchanges there are differences. Different cultures have different rules of communication.
Evaluation should be a positive act. The purpose of the evaluation of students is not good, the bad classification, but the summary stage and let the students know their progress is the most important for students to know "What have I learned" rather than "I have learned nothing . " Through the evaluation, and further establish the student's self-confidence, self-esteem, stimulate their interest in learning to stimulate their enthusiasm for learning. Through the evaluation, so that teachers see the results, lack of understanding to further improve our work. In short, students and teachers should be happy in a relaxed atmosphere in this part of the completion of the evaluation, as far as possible come forward to receive the evaluation of students, rather than mandatory forced to avoid the "for the evaluation of teaching," "In order to evaluate and study", teachers should be to focus on the development of students that "learning" rather than "test well" on. Evaluation is not built on the review, but the natural continuation of the teaching. Evaluation, especially spoken English.
Chapter III Evaluation of the primary principles of spoken English
Section I of English in primary schools the principle of simultaneous
English language teaching in primary schools is the foundation of teaching, students learn vocabulary, questions, play a limited role, they learn the most basic content, in their daily lives, but also rarely have the opportunity or it is difficult to get appropriate the use of the opportunity to practice, not learning their mother tongue, at any time, any place can be nurtured, and accumulated some experience. Their English language is simply not possible for the output beyond the scope of the content of their learning, of course, if a teacher is due to join a number of simple oral communication in English, or who by the guidance of specially, it is the exception. Therefore, when spoken proposition must pay attention to content and student evaluation of teaching materials relevant to the content of school in order to accurately prepare an objective evaluation. For example, the People's Education Publishing House materials PEP Primary English Book I introduced an article on "kate" the text, in the oral evaluation can be designed on a topic is to introduce the "friend" or "teacher" of the subject. Materials derived from such topics reflects the synchronization, but also higher than the materials, reflect the creativity, and evaluation of students closer to real life, embodies practicality.
Spoken English in primary schools in section II, the principle of communication
Verbal communication is the most direct language of human communication activities, attention should be paid to English language assessment of the social communicative function, appropriateness and effectiveness. Spoken English in primary schools in the design of the evaluation to the extent possible, focus on the subject embodied in the language of teaching communicative function, so easy to enable students to learn in English class and English communication skills knowledge quickly move to real-life environment, in order to achieve English The ultimate goal of teaching. Such topics such as: According to a picture, one or more students in the given context in a conversation自编自演. 4 pictures are given for the first piece, Mike came to Sarah, and hidden behind a gift; the second site, Sarah received the gift; the third piece, the desk of a cake, a lot of children together, Sarah's Mom dishes out; fourth site,跳啊together to sing, ah, very happy.
Section III of the interesting primary principle of Spoken English
Oral evaluation to avoid the dry, monotonous, mechanical, especially for primary and secondary school students, the topic interesting to play a more important role, it is necessary to fully mobilize their enthusiasm, change from passive to active. Confucius said: "Those who know better than to know who's good to know those who are not as good as music." The "music", that is, interested in fun. Once the students are interesting, they will take the initiative to learn, said yes. First of all, different levels of students for different types of topics designed to evaluate the content of spoken language diversification, so that students have a choice, there is nothing more to say, have anything to say. In addition, the evaluation should also be diversified organizational forms, such as on the individual, dialogue performances, teachers and students in dialogue, such as group activities, that is to say teachers should be adopted in the course of normal teaching in all its forms. Such students are not only familiar with and happy to participate in the elimination of the evaluation of psychological tension, and in peacetime so that they can as easily in English communication.
Spoken English in primary schools in section IV of the principle of incentive
Every student teachers are eager to get recognition, to encourage, whether it is the junior high school, high school students or college students, teachers often encourage their future is full of motivation to learn. Not to mention the primary and secondary school students, also need emotional support, yearning for honor. Spoken and written, the assessment of hearing different standards in the evaluation of a certain degree of subjectivity. Speaking so that teachers can evaluate student interest in learning and other non-intellectual factors. In the evaluation process, teachers to students to pay every step of the efforts to obtain the progress of every point in time should be affirmed, encouraged, which makes oral evaluation of students is unsatisfactory to the teachers so that they re-examination, and will not allow students to daunting. Oral evaluation is to check the capacity of students to master English as a means of communication, how to evaluate the mobilization of students enthusiasm for learning English is the real gains, we are looking for reasonable and relatively objective evaluation criteria will be in such a harmonious atmosphere be resolved.
English primary school in section V of the principle of regular
Oral evaluation is not a fixed life, it is necessary to achieve an objective evaluation can only be carried out regularly, and this evaluation is only in peacetime occurred inadvertently. Teachers in the classroom about five minutes before use to enable students to speak their own, I would like to talk about what to say, not subject to any binding. Even the back of a text, it is a good idea, because teachers are not asked him to recite the text before class, he can also back out in time. Sometimes students may be fresh in order to put that specifically allow parents to use simple English words composed of a small section of dialogue in the classroom after the performance, but also a sense of honor, teachers should be given to appropriate evaluation of the high, what is not?
Section VI of the comprehensive primary principle of Spoken English
Here, a comprehensive, including both evaluation of content, including the evaluation of the object also. Evaluation of the content of spoken language involves letters, words, phonetic transcription, and short and so on, as far as possible to avoid an inaccurate; being evaluated is for all students, some students can not because the results were too high to give it a good evaluation, but also not a some students very well spoken, in order to save time, half-heartedly.
Chapter IV Evaluation of Spoken English in primary schools the main questions
The subject is the core content of the evaluation should reflect the basic knowledge of English and use English for communicative competence, and the focus is the latter, the main questions are:
First section of a learning machine
Evaluation of such topics spoken primarily for children with learning difficulties is provided. For such students, should focus on openings and training to develop good oral habits. Had read in the newspaper an article entitled "Our foreign language teaching how a? "Reports, the article said that many college students after years of English learning through a national examination 4 or 6, but not in the job interviews in English with a smooth exchange of foreigners, learning English as a" deaf English " "dumb English." Here on this story, it seems to me the feeling of a storm in a teacup, but not necessarily the alarm is not ringing. Therefore, from an early age to cultivate habits of the child's spoken English, imagine several of the top students in the above-mentioned, if there is a good oral habits, it would be so embarrassed? Absolutely not. For this type of primary and secondary school students and above, the most appropriate evaluation questions is to read the text, under the sentence to replace the use of textbooks for teachers in the dialogue? Student? Students individual? Q & A between the collective.
While reading Communication in our lives, use less, but as one of the elements of oral evaluation of English teaching will play a positive backwash effect. English language teaching, especially in the start-up phase, it should be to encourage students to read aloud, on the one hand to help students further understand the contents of the study, more importantly, train them in good voice, tone, and form a sense of the phrase. Teachers can learn in a number of classic texts selected texts, students balloting.
Section II of the output-based practice
This is for most students. The main idea is to provide some activities, such as the display of some pictures, the topic so that students of teachers to provide flexibility in the use of materials by language, the students of teachers provided by the stimulation of thinking required to make memories and then respond accordingly. So often there are obvious elements of review or preview, play with a new generation of the old to the new role of the old primers.
Can provide a teacher or a group of pictures, can also provide the subject to enable students to picture the content or topic based on oral expression. Just started learning English for the students, the content can be given a relatively simple picture, such as: painting an exaggerated cartoon-based comparison of the elephants, require students to say a few words under the picture content related words. For some English-based students will be able to provide students with a coherent picture, asking them to content on this Photo series meaning that if a coherent, communicative above mentioned principles. The requirements of teachers is too high not to have it, because teachers and students do not have exactly the same.
Section III Communication of the output type
This is better for certain verbal students. Students involved in the internal self-motivation is also very important. For example: a scene of teachers, eaten dinner, Wu Yifan doing a different thing, and my father in the living room watching TV, my mother in the kitchen washing dishes, Wu Yifan playing in the yard, a dog suddenly jumped into the yard, followed by what happens in their own imagination. Students formed their own group (3? 4), 3? 4 minutes of preparation time, according to the preparation of the dialogue to the scene, on its own initiative to undertake the role to perform. There are also "quick response." Rapid response requires students to hear the questions or scenarios to make the correct response. Teachers made a number of simple materials within the scope of the problem, so that students in the shortest possible time to answer. Such as: What can you do? Do you like playing football? Such. Teachers can also provide experience in daily life situations often require students to ask questions and look at, such as: do not know the way other people asked 'Excuse me.How can I get to the cinema?' And so on.
English primary schools Chapter V of the type of evaluation and methods of operation
The type of oral evaluation of spoken language can be divided into the form of oral assessment and evaluation of the end of two broad categories. Formative evaluation of spoken language usually refers to the process of teaching the students the evaluation of verbal ability; and the end of the evaluation of spoken language refers to the end of term or end of the school year for students of the comprehensive assessment of verbal ability.
Formative evaluation of spoken language in section I and the method of operation
Oral formative evaluation of students through the usual evaluation of spoken language, spoken of their ability to play the role of encouragement and guidance. In principle has been often mentioned a little here to explain further. Teachers can be the beginning of each 5-minute English class about the freedom of speech of students, attendant reporting, dialogue and other forms of performance. The scope of freedom of speech is more comprehensive, to say the line, to better consistency. Attendant reported the contents of the weather conditions, the class of conventional, English songs, and other topics briefly. Dialogue scenarios show a focus on dialogue, pre-class preparation by students, class performances. After students take the self-assessment, peer assessment, teacher assessment, teachers and other forms of summary guidance to students to enable students to participate in the evaluation of the whole process of change measured for the self-test, the students from passive to active status, students take the initiative to reflect the participatory. In this regular evaluation of students and reducing the burden of mental and verbal ability, and verbal itself become a student of human interaction and learning process.
Oral evaluation of the end of Section II and its method of operation
Evaluation of spoken language as a result of the end of time, a wide range, normally distributed evaluation. Decentralized evaluation refers to evaluation of the dispersion of time to evaluate the classification of content. Time refers to the dispersion of the evaluation will be distributed at the end of a one-time to each class, and determine the evaluation of each English class project, and then be evaluated individually. Content refers to the classification of teachers will be teaching the content and classified summary of knowledge, such as can be divided into say hello, talk about a person something, shopping, ask for directions.
Evaluation of Spoken English is not only an assessment of teachers to students, but also students in a learning and practice opportunities for students is also the spirit of cooperation and to improve their ability to process language. With the reform of language teaching and progress evaluation of oral language as a complete evaluation system as an integral part, will further be strengthened, and that the teaching of spoken English, and even a whole generation of English level, plays an invaluable role.