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1、1Improving the evaluation of programs to improve the quality of studentsIn recent years, with the deepening of quality education, we have the development of art teaching objectives, class-based design, modern technology and art integration of teaching and achieved some results. But we have overlooke
2、d or neglected the art of teaching evaluation research and practice, making art teaching evaluation lags behind. Combined with their own specific characteristics, evaluation of teachers to students in art more easily into the errors. Misunderstanding 1: (subjective evaluation) evaluation of teachers
3、 think that the art of teaching is the evaluation of teachers, classrooms, student work is complete, teachers will be given a subjective consciousness level assessment (or excellent or jointly, or to be), marked with excellent and they are happy But I wonder if the keystone, marked with be saddened
4、the hearts of poor do not know where to . . lead to students unable to grasp the learning information, to suppress the students interest and enthusiasm for the long run result in confusion emotional weariness. 2Misunderstanding 2: (traditional evaluation) teachers to look at the traditional works, o
5、ften the screen clean, appropriate proportion, coloring uniform as a standard, ignoring a childs imagination, creativity and expression. At the same time the form of a single evaluation, impact students personality and abilities, is not conducive to students learning the subject. Misunderstanding 3:
6、 (single assessment) teachers in addition to merely attach importance to job evaluations, performance art on the end of the assessment of the students also used a simple a painting set results approach. Namely, to enable students to copy a painting, and then gives a result, not well reflect the qual
7、ity of the requirements of many students ignored the comprehensive evaluation of art. Based on the above, to build a comprehensive, complete, re-process, re-creative art of teaching evaluation system is important, it is also in line with the new curriculum standardfor the evaluation of all-round dev
8、elopment of students concept; in line with provincial compulsory education in Fine Arts instruction outline of evaluation should be based on teaching goals, pay attention to the 3purpose of student learning, attitudes, aesthetic sense of the evaluation, pay attention to the evaluation of imagination
9、 and creativity of students requirements. The topics to build a classroom - Extra-curricular - the end of three-pronged evaluation system, with the majority of art teachers to explore. First, the establishment of classroom teaching in the All programs evaluations. The so-called all programs evaluati
10、on, that is, classroom teaching evaluation throughout the whole process of the whole process of teaching students interested in performance, the concept of creativity, to make a comprehensive evaluation of the classroom work. Classroom teaching is the most important teaching methods in schools for s
11、tandard multi-dimensional art evaluation and multi-level requirements, the establishment of the All programs evaluation of a whole class can be divided into three stages, multiple pairs of student performance evaluation feedback . The initial phases: (interested in evaluation) art class teaching con
12、tent and new United States, interest, depicts a wide range of instruments, most of the performance of 4objective things can become an object, with the plastic arts than any other subject matter areas of the broader performance. In art class the initial stage, a high evaluation of student interest an
13、d enthusiasm to participate and help students to actively participate in the teaching has always been conscious throughout. Such as teaching RGB a lesson, the students produce a third color of two colors to reconcile the scene is very interested and would like hands-tune a tune. Teachers should have
14、 the students responded with enthusiasm to this study certainly recognize and protect the students sense of participation, to encourage students to hands-on attempt. This way, students experience the subject of increasingly strong, the more subjective consciousness is enhanced, making it to the teac
15、hing content in-depth direction, in turn, to further improve the classroom teaching students to participate in the enthusiasm, self-awareness. In-depth phases: (Creative evaluation) in this process, teachers guide students through a strong interest, curiosity has been transformed into creative think
16、ing. Students are living, they are playful element rich imagination - imagine the whole world fairy tale: the sun 5will laugh, plants cry, Tom and Jerry are good friends . . an art class, specifically the design course, students more to the imagination to play. Such as: design a new pair of shoes Some students said that luminous lighting should be designed shoes, and some to design the skates on wheels, as well as music, shoes, healing sho
