由于教学评价对教学目标的达成、教学信息的反馈、教学过程的调控有着重要作用。因此,各级教育主管部门和学校都对评价的类型、标准、内容等进行着积极的探索和研究,可是对课堂教学中学生发言的评价却研究的很少。下面我想结合几个案例,就课堂教学中如何评价学生的发言,谈几点不成熟的想法。一、评价要有实在性[案例1]这是七年级的课堂,一位年轻的女教师正在教学“耕海牧鱼”一课。教师原本是想活跃一下课堂气氛,所以上课伊始就捧出一大包鱼片,说奖给发言积极的同学。话未落音,教室里顿时沸腾了,学生忙得热火朝天,不亦乐乎。可能是教师讲得太投入了,竟然没有发现随着鱼片的减少,高高举起的小手也 As teaching evaluation has an important role in the achievement of teaching goals, feedback of teaching information, and regulation of the teaching process. Therefore, education authorities and schools at all levels have actively explored and studied the types, standards, and contents of evaluations, but little research has been done on the evaluation of students’ speeches in class teaching. Now I would like to combine several cases to discuss some of the immature ideas on how to evaluate students’ speeches in class teaching. First, the evaluation should be practical [Case 1] This is the 7th grade class, a young female teacher is teaching “cultivating the sea and fish ” lesson. The teacher originally wanted to be active in the atmosphere of the classroom, so at the beginning of class, he took out a large package of fish and said that the prize was for students who spoke positively. If the words did not fall, the classroom was boiling, and the students were so busy that they were enjoying themselves. It may be that the teachers talked too much and did not even find that with the reduction of the fish fillets, the high lifted hands were also