Huang Xiaohong

With the continuous advancement of new curriculum experiments in our region, curriculum evaluation has increasingly become a prominent issue in curriculum implementation. Curriculum evaluation is rich in content and diverse in forms. Among many evaluation elements, the exploration and research on students' learning evaluation is more important and urgent. "What to evaluate and how to evaluate" is directly related to the transformation of teachers' teaching methods and learning methods, and to the implementation process of quality education. Therefore, it is not only an important goal of this curriculum reform, but also an important link to ensure the smooth implementation of the new curriculum experiment to actively break the traditional evaluation method based on skill testing and build a curriculum evaluation system with discipline characteristics. In order to effectively promote the new curriculum experiment in our region, so that the majority of students can correctly understand themselves in the curriculum reform experiment, adjust the learning process in time, establish learning confidence, and obtain all-round development from it. Based on the practice of curriculum reform in recent two years, our laboratory has organized many studies and discussions around curriculum evaluation, and on the basis of widely listening to opinions and suggestions, we have reached a relatively consistent understanding of the evaluation reform of various disciplines. Below, I put forward the following opinions on the evaluation of students' learning in the evaluation of music courses in grades one to six in our district for the reference of schools.

I. Guiding ideology

The Outline of Basic Education Curriculum Reform (Trial) points out in Curriculum Evaluation: "Establish an evaluation system to promote students' all-round development. Evaluation should not only pay attention to students' academic performance, but also discover and develop students' potential in many aspects, understand students' development needs, help students know themselves and build their self-confidence. Give play to the educational function of evaluation and promote the development of students at the original level. " This is the overall description of the evaluation of students by the curriculum reform. According to the basic idea of "Music Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" (hereinafter referred to as "Curriculum Standard"), focusing on the educational function, incentive function and improvement function of evaluation, through scientific student learning evaluation, students' development can be effectively promoted, teachers' progress can be encouraged, teaching management can be improved, and the construction and development of music curriculum can be promoted. Curriculum standards put forward specific evaluation suggestions for students' learning essentials in different periods. In the process of implementing students' learning evaluation, it is an important part to understand these evaluation concepts comprehensively and accurately and implement them.

Second, the basic idea

Curriculum standards are put forward in the "Evaluation Suggestions". The evaluation of students' learning should pay attention to indicators such as emotion, attitude, values, knowledge and skills, and also examine the effectiveness of learning processes and methods. The means and forms of evaluation should be diversified, combining process evaluation with result evaluation, qualitative evaluation with quantitative evaluation, self-evaluation and mutual evaluation with other evaluations, paying full attention to students' personality differences, giving full play to the incentive function of evaluation, protecting students' self-esteem and self-confidence and promoting their continuous progress and development.

1. Based on development

The evaluation of students' learning should help students understand their overall learning situation, discover and develop the potential of music, establish self-confidence, and promote the further improvement of music aesthetic ability and the further development of music sensibility, expressiveness and creativity; It is helpful for teachers to summarize and improve their teaching level, carry forward their advantages in teaching, find out their shortcomings in work, further change their teaching concepts, promote music teaching reform, strengthen the weak links in music teaching, continuously improve teaching and improve the quality of music teaching. The evaluation of students' learning should use a developmental perspective, grasp the progress and development of students from the review and comparison of different stages, and make the evaluation play an encouraging and promoting role.

Focus on the process

The determination of evaluation index and the selection of evaluation method should be based on the characteristics of music discipline and the objective law of music teaching, reflect the nature and value of primary school music curriculum, and conform to the characteristics of teenagers' physical and mental development and the law of music aesthetic education. Evaluation must be carried out from the whole, comprehensive and whole process. No matter from which angle, students should be evaluated as a whole, highlighting the evaluation indicators such as students' emotional experience and value orientation, learning effectiveness and ability training in the whole learning process, covering all levels of curriculum objectives and all fields of teaching.

3. Promote diversity

According to the characteristics of music teaching, students' music should follow the principles of multi-level, multi-angle, multi-direction and diversification, and the indicators and methods should be simple and clear, which is easy to operate and popularize. We should combine qualitative evaluation with quantitative evaluation, formative evaluation with summative evaluation, and integrate evaluation into the whole process of teaching, so that self-evaluation, mutual evaluation and other evaluations can be organically combined to form a lively and good evaluation atmosphere, so that every student can enjoy happiness and experience success in the process of learning and evaluation.

Third, the main content

The evaluation of students' music learning should be based on the curriculum objectives (including emotional attitudes and values, processes and methods, knowledge and skills) and teaching fields (feeling and appreciation, performance, creation, music and related culture) of each period and grade (divided into two periods and six grades) stipulated in the curriculum standards:

1. Emotion, attitude and values: In music learning, students are infected and edified in the emotional world, and they establish a deep love for their relatives, others, human beings and all beautiful things, and then develop a positive and optimistic attitude towards life and yearning for and pursuit of a better future. I can love music in the process of personally participating in music activities, and gradually form the habit of enjoying music, laying the foundation for lifelong love of music. Have a healthy and uplifting aesthetic taste, be able to use the existing knowledge and experience to evaluate music, be influenced by noble sentiments in the music art world of truth, goodness and beauty, have good behavior habits, tolerance and understanding, mutual respect, cooperation and collectivism, and love the motherland. Respect the creative work of artists, respect works of art, understand the musical traditions of different nationalities, and love the music of the Chinese nation and other nationalities in the world.

2. Process and method: Students can get pleasant feelings and experiences in the process of music aesthetics, actively experience and express themselves, and have independent opinions on music. On the basis of mastering the basic elements of music, we accumulate perceptual experience through imitation, which lays the foundation for the further development of musical expressive force and creative ability. Keep curiosity and desire for music exploration, carry out exploration and creative activities characterized by improvisation and free play, and develop the exploration process of students' creative thinking. Have a good sense of cooperation and coordination ability in group activities. Can comprehensively and objectively understand the significance of music and its value in human artistic activities.

3. Knowledge and skills: learn and understand the basic elements of music (such as strength, speed, timbre, rhythm, melody, harmony, etc.). ) and the basic knowledge of common music structure (musical form) and music genre form, so as to form and develop the aesthetic ability of music. Can sing confidently, naturally and with expression; Learn the initial skills of singing and playing; Read music scores on the basis of auditory perception, and use music scores in music performances. Express your feelings freely and improvise, and learn simple common sense and skills of music creation; Understand the composer's life and the theme, genre and style of his works, understand the brief history of Chinese and foreign music development, initially identify the music of different times and nationalities, and deepen the understanding and understanding of China folk music. Understand the relationship between music and sister art, perceive the main means of expression and artistic form characteristics of different art categories, understand the relationship between music and other disciplines except art, and understand the social function of music and the relationship between music and social life according to your own life experience and knowledge.

4. See page 10 ~ 2 1 of the curriculum standard for the evaluation content of the teaching field.

Fourth, the basic method

The evaluation of students' music learning mainly focuses on the evaluation of students' music learning quality, which is the evaluation of students' achievement of learning goals and learning results. It mainly adopts the combination of formative evaluation and summative evaluation, qualitative evaluation and quantitative evaluation, self-evaluation and mutual evaluation and other evaluation methods. When evaluating students, we should not only pay attention to students' mastery of music knowledge and functions and the development of students' imagination and creativity, but also pay attention to students' behavior habits, learning attitudes, moral quality and personality differences. At the same time, it is necessary to cultivate students to learn to analyze and evaluate their own and others' learning process and achievements, and develop the function of self-education.

1. Formative evaluation

Formative evaluation is an evaluation method to test the effect of students' phased learning, which generally takes the form of immediate feedback in class. It can timely feedback students' comprehensive ability and actual level of aesthetic emotion in the process of music art practice. This comprehensive evaluation method integrating knowledge, ability and emotion is simple and feasible. Specifically, performance analysis, observation, conversation, questionnaire survey, folder and other methods can be used for evaluation:

2. Immediate assessment

(1) Performance analysis method: Teachers don't simply record grades and scores for students' music performance, but conduct positive and moderate encouraging evaluation on students based on the principles of respect, love and equality, so as to maintain and strengthen students' learning motivation. If you point out the advantages of music performance with appreciative words, put forward the shortcomings of performance with encouraging language, be objective, fair, enthusiastic and sincere, let students realize the seriousness of evaluation, help them solve problems and improve their level.

(2) Observation: Observe students' learning desire, interest change, interpersonal relationship, knowledge and skills mastery and creativity at any time. Teachers can observe students' reactions in class, and at the same time, they can also let students observe the changes of each other's emotions and attitudes.

(3) Talk: This is one of the most commonly used evaluation methods in music teaching. Through equal, harmonious and pleasant dialogue and communication between teachers and students, teachers naturally turn the topic to evaluation, which causes students to reflect on their own behavior or music performance without interrupting the teaching process.

3. Process evaluation

(1) Questionnaire survey method: Through questionnaires and communication, students are asked about their views, suggestions and gains on an activity at any time, and the changes of students' aesthetic interests are also collected.

(2) Portfolio evaluation method: Portfolio evaluation of music activities is a formative evaluation method that attaches importance to students' independent evaluation in the whole process of music learning, aiming to help students become people with the ability to think and evaluate their own music learning history.

4. Cumulative assessment

Summative evaluation refers to the evaluation of course completion at the end of the semester, which is a summative test and evaluation of students' music learning in the semester and school year on the basis of formative evaluation. The content of the test is all the learning content of the whole semester, and its method is basically the same as formative evaluation. Specifically, it can be evaluated by methods such as performance display, evaluation report and entertainment evaluation:

(1) Achievement display method: Achievement display method is one of the most important and commonly used methods in music learning evaluation, which can evaluate students' efforts and the completion of given tasks, including music creation, investigation and research activities, and comments on a pop music or trend that appears at any time. There are various forms of achievement display, and activities such as "class concert" and "little musician" are common vivid evaluation methods.

(2) Evaluation report: At the end of a unit activity or a semester activity, teachers and students give a summary description of the staged learning. It is a summative evaluation that emphasizes the process, and has a strong dialogue and process, which makes the evaluation better promote the development of students.

(3) Entertainment evaluation method: Music learning itself has a game color. In the final evaluation process, it is necessary to break the simple form of "a song" and "a song" to give students a final evaluation result, change the monotonous and tense evaluation form and atmosphere, so that students can not only show their musical ability but also fully experience their interest in music learning in relaxed and happy game activities.

5. Qualitative and quantitative evaluation

Qualitative evaluation and quantitative evaluation have their own advantages and disadvantages in student learning evaluation, and these two evaluation methods need to be combined with each other. For example, in music teaching activities, a more accurate and vivid description of students' hobbies, emotional reactions, participation attitudes, exchanges and cooperation, and mastery of knowledge and skills is called qualitative review; If necessary and possible, conduct a musical ability test or a musical level measurement, make a quantitative evaluation, and get the grade and score of each student. In order to make the evaluation of students' learning scientific, true and accurate and facilitate practical operation, we must combine the two methods as much as possible.

6. Self-evaluation, mutual evaluation and other evaluations

Students' self-evaluation should be descriptive, and students should summarize, review and compare their own music learning through lively forms. Music learning should pay attention to arouse students' enthusiasm and admit their individual differences. Therefore, the focus of learning evaluation should be on the vertical comparison of self-development. Mutual evaluation among students is also an advocated way of music learning evaluation. According to the actual ability of students in different grades, students should carry out periodic or periodic self-evaluation and mutual evaluation activities. For example, "class concert" can fully reflect the democracy of evaluation and create a harmonious and United evaluation atmosphere. Everyone can participate in music singing and performance activities, and can also display music creation achievements, music reviews, singing photos, audio and video recordings, etc. In the process of organizing a "concert", we should give full play to the enthusiasm of students, and under the guidance of teachers, students should arrange, preside over, evaluate and summarize themselves. In order to communicate with each other, encourage and develop students' various abilities.

Verb (abbreviation of verb) Appendix case 1

Music evaluation manual

Use the evaluation manual "Little Artist" in the evaluation of music students' learning. This is a collection of works that can describe students' growth, and it is also a way to evaluate art collections, involving five aspects: music, dance, instrumental music, appreciation, appliance preparation and bold expression. The evaluation manual aims to comprehensively promote the cultivation and development of students' multiple intelligences such as music, space, body movements and speech. The teacher's performance in each music course and the different degree of reward signs for each student are accumulated in his own evaluation manual of Little Artist. Students can also communicate with teachers and parents in time and give feedback. In order to know yourself in time and evaluate yourself correctly.

In the column of "Bold Performance" for students, in order to help students gradually develop good study habits, the manual arranges language communication, bold performance and personalized performance and ideas between students and others. Highlight students' personalized response. For example, some students wrote in the column of "My Wish": I will try my best to improve my dancing level; I will try to get the thumb print, and so on. This evaluation method also makes parents pay attention to their children's specialty development, and actively participate in the school's "art space station" activities to display their talents on the basis of their interest.

For another example, the evaluation manual strengthens students' awareness of participation, creates ways of participation, enhances the depth of participation, enhances students' initiative and develops students' independent personality. Students learn to evaluate themselves and others through dialogue activities in columns such as "Tell me about myself" and "Me in the eyes of friends", which makes the cooperation between students get new development.

The evaluation manual of "Little Artist" not only makes students clear their own direction of efforts, but also promotes their enterprising spirit of constantly trying and exploring culture and knowledge in music learning. In addition, the democratic, relaxed, harmonious and happy interpersonal environment among students has cultivated their spirit of cooperation. The evaluation manual of Little Artist can also be used as a way for teachers to cultivate students' multiple intelligences, and it is a new attempt to evaluate art portfolios.

Establishing folders is an activity of students' self-collection, self-recording and self-growth. It should be constructed by students themselves under the guidance of teachers, to cultivate students' self-reflection ability and sense of being responsible for their own learning, and to avoid the tendency of formalization. How to evaluate the art portfolio in music courses is a very important and realistic problem. In the field of American education, portfolio evaluation has become very common, involving all educational disciplines and fields. We can combine their experience and our own art education practice, explore our own art portfolio evaluation method, and make a new breakthrough in the content, form, method and strategy of art portfolio evaluation.

Case 2

"Class Concert" Activity Plan

First, the activity preparation

1. Student: Each person prepares one or more programs. Program scope: self-selection or adaptation of this semester's textbook content; Program form: singing, playing, dancing, musical, etc. ; Number of participants: freely match according to the needs of the program.

2. Teacher: Assign tasks about three weeks in advance. Provide material and technical assistance for students' rehearsal and do a good job in organization and coordination among students.

3. others.

(1) You can choose the music classroom or the class where the students are.

(2) Elect 1-2 presenters per class. In addition to hosting the program, the host is also responsible for counting the number, content and so on of the programs in this class.

(3) Invite teachers to attend this concert and participate in the concert evaluation.

(4) Classes with conditions and abilities can design programs and invitations, and do a good job in the environmental layout of concert venues.

Second, the activity process

1. Organization.

(1) Self-recommendation: Students raise their hands, and the teacher randomly nominates students to perform on stage.

(2) Pass the package: the teacher plays drums, the students pass the "flowers", and the students who receive the flowers perform on stage. If there are collaborators, they will go on stage together.

(3) The host announced the curtain call: The host announced the curtain call in turn according to the program list, and the students performed in turn.

The advantages of self-recommendation and parcel delivery are that the concert atmosphere is warm, but the disadvantage is that it is more casual. The advantage of the host's announcement is that the program can be carried out in an orderly way, but it is more difficult for junior students. It is suggested that junior students adopt the first two forms, and senior four students can choose the third form appropriately.

2. Scoring table.

(1) Personal basic score

After the performance of each program, teachers and students use gestures to indicate their scores. With reference to the following requirements, those who meet the five requirements will get five points, and those who fail to meet the requirements will be deducted one point.

Can you actively and enthusiastically participate in the performance?

② Is your performance process complete and smooth?

Can you perform this program with emotion and devotion?

Is your program novel and creative?

Do you have a good sense of cooperation and coordination in the group?

(2) Award items

After all the performances, you can set up some bonus items. These awards are voted by teachers and students, and the winning students can add one point. The bonus items include: Best Cooperation Award, Best Creativity Award, Best Performance Award, Best Typhoon Award and Civilized Audience Award.

Case 3

Final entertainment evaluation activity table

Content evaluation method

I guess, I guess, I guess, guess, guess, guess.

The train started.

Dance to the sound

To perform

Guess who I am.

Teacher evaluation

Attachment: Teachers choose encouraging comments to evaluate and put forward suggestions for improvement.

Description: "You are great" is three stars, "You can be better" is two stars, and "Come on" is one star.

Music course game test questions:

1. "I guess, I guess, I guess, guess, guess" game

Purpose:

(1) Cultivate tacit understanding among students.

(2) Test students' performance ability.

(3) Cultivate students' sensitive reaction ability.

Preparation: two chairs, paper with pinyin or pictures written on it.

Method: Let two students sit in chairs. A classmate looked at the pieces of paper stuck on the blackboard. Use expressions, actions or related words to express the content of the paper. If you laugh, eat, etc. Ask another student to guess the content of the paper according to the expression and action, and finish it in 5 minutes. Let's work in groups and see which group spends the least time and guesses the most.

Rules:

(1) Students who guess are not allowed to look at the blackboard.

(2) The rest of the students can't prompt.

(3) The students who perform can't tell the content of the paper.

2. "The train is leaving!"

Objective: To test students' mastery of music ability such as songs, dances and performances in one semester.

Preparation: steering wheel, train headdress.

Methods: Let the students form a group. First use their voices to imitate the sound of the train entering the station, and drive while imitating. Then on the trip, the music played on the train is teaching materials or other songs, and the small passengers perform while listening to the songs. The "train driver" also sang "the song of the little driver" happily. The first stop of the train is the "Animal Kingdom", where students imitate the sounds and shapes of animals. The second stop of the train is "Universe Kingdom". Students imitate the sun, moon and stars and sing. The terminal of the train is the "Art Kingdom" (Music Classroom), where students sing, dance and perform "Spring Festival songs".

3. "Dance to the sound"

Props: tapes and tape recorders that have learned songs this semester.

Methods: Play the accompaniment music of a song at will, see who can hear what song is the fastest, and dance and sing along with the music.

Acting out

Ask some good friends I know this semester to perform together, sing a song, recite a poem, perform a sketch, and draw a picture on the spot. The form and content are not limited.

Guess who I am.

Props: photo frame.

Methods: A student performed various body movements (imitating animals, still life or people) in a photo frame without making any noise. Other students who participated in the game came to guess what he imitated, and then expressed the answer in the form of pictures or songs.

Case 4

Feedback Form of Music Majors' Learning Situation

Category name

Dai Cheng:

We spent another happy semester together, and the teacher was happy for your every attempt, every success and every progress. Maybe you are great now, maybe you need to add some oil. But the teacher believes that you will be the best as long as you keep working hard.

Teacher Shen Xiaofang

Evaluation criteria:

Your performance can set an example for your classmates.

★★★★★ You have the ability to be competent for all tasks in the music discipline.

You have made progress.

(None ★) You have no obvious progress or are in the primary stage, and your level needs to be strengthened and improved.

This is a final evaluation form, including students' self-evaluation and mutual evaluation, teachers' evaluation and parents' evaluation feedback.