英文个人评价

英文个人评价（精选8篇）

英文个人评价 篇1

个人英文自我评价

下面给大家推荐一篇个人评价英文的内容介绍，内容如下：

Mature，dynamic and ability of systematical to work independent1y，mature and person with ability plus flexibility should stable personality and high sense of responsibility are well with a multicultural and diverse work，aggressive attitude，independent and good communication to work under pressure with leardership to assume，selfmotivated and strong interpersonal，fashionminded a pleasant mature determination to leadership to work well with ability to initiate and operate leadership skill while possessing a great team highly organized and to learn and presentation active mind to deal with personnel at all levels positive work attitude and be willing and able to work diligently without，bright，energetic with strong careerambition.英文简历中的自我评价 and congenial, with a strong sense of responsibility and good teamspirit.为人谦和友善，做事态度认真，有强烈的责任感和良好的团队精神。

2.Completed all the courses in the specialized field, obtaining good command of theoretic knowledge and experimental and DIY skill;Very adaptable and Good at leaning.顺利完成专业课程学习，熟练掌握专业理论知识和实验技能，具有很强的动手能力，善于学习新知识和适应新环境。

played a couple important roles in the student organizations, honing the interpersonal communication skills and organizational capability.曾担任学校社团职务，培养了良好的人际交往技巧与组织能力。

a wide range of hobbies, including oral English, music, movies and literature.兴趣广泛，喜爱英语口语、音乐、影视以及文学创作。

in oral English , with fairly good of reading and writing ability;Speaking authentic MandarinChinese.英语口语流利，具有良好的英语阅读、写作能力;普通话标准。

英文个人评价 篇2

1 Definitions of Supervision and Appraisal

1.1 Definitions of supervision

Within the literature,there are many ways of viewing and understanding the term"supervision".In the absence of a widely agreed definition,the most popular one,seems to be Bernard&Goodyear's definition(1998,p.121)[1]:

"an intervention that is provided by a senior member of a profession to a junior member or members of that same profession.This relationship is evaluative,extends over time,and has the simultaneous purposes of enhancing the professional functioning of the junior member(s),and serving as a gatekeeper for those who are to enter the particular profession."

Such a definition could be used in different areas.In the school context,supervision can be explained more simply,such as"providing support for teachers so they become the best they can be"(Bobbins&Alvy,1995,p.100)[2].This requires that supervisors provide broad activities like consultation,counseling,training,instruction and evaluation,which could be done through conversations,observation,coaching,monitoring,and advising on teachers,to promote their teaching curriculum and professional development.

1.2 Definitions of appraisal

As for appraisal,it is"a means of promoting through the use of certain techniques and procedures,to accomplish a mission of providing a better service or product while at the same time enhancing staff satisfaction and development"(Poster&Benington1991,p.1)[3].Lawson defined its objective as"to help improve individual performance,realize potential and achieve better results for the organization"(as cited in Murphy,2001,p.143)[4].

In terms of teachers'appraisal,it involves qualitative judgments about performance and although it may start as self-appraisal by the teacher,it will normally involve judgments by others who are responsible for the teacher's work.

1.3 Comparison

It may be helpful if we make a further comparison between supervision and appraisal in a teaching background.Scott(1998p.169,p.174)[5]asserts that,firstly,supervision tends to be formative and continuous,while appraisal tends to be summative and conclusive.Secondly,supervision tends to focus on judgment while appraisal focuses on improvement.Finally,supervision is perceived as being teaching-oriented while appraisal is administration-oriented.

Furthermore,supervision and appraisal are interdependen processes,one focusing on reflecting and the other on an ongoing plan for correcting.Together,they represent a systematic approach to work with teachers in the teachers'professional environment.One should not be considered without the other.

2 Pros and Cons of Supervision and Appraisal

Although the methods of supervision and appraisal have been widely applied in practice,there are arguments on the pros and cons of both processes.

2.1 Pros and cons of supervision

Research suggests that supervision is an important factor even"the most important variable in a successful research process".It seems that if managers are not supervising their staff they are omitting a key function of management.It could also been seen that supervision is important as a means of motivating and developing staff,communicating key information and the organizational culture,values and objectives to achieve accountability and control.

On a conventional view,supervision is often considered to be merely a means to inspect a work's past performance,make critical judgments,and point out mistakes.Such thoughts might have ignored the function of supervision in improving work processes and ensuring quality services.According to Dryden(as cited in Fleming&Steen,2003,p.1)[6],"the process of supervision like all human relationships is fraught with hazards".The greatest impediment to effective supervision is the lack of definite and recognized principles,which are the very foundation of the whole procedure in carrying out the work of supervision.

2.2 Pros and cons of appraisal

More likely,there are many experts who feel that traditional appraisals don't improve performance and may actually backfire.They argue that most performance appraisal systems neither motivate employees nor guide their development.Furthermore,they cause conflict between supervisors and subordinates and lead to dysfunctional behaviors.In fact,traditional appraisal can be useless or counterproductive.For example,forced distribution appraisals in particular can undermine teamwork.Appraisers may be unfair,lack adequate training and be subjective in giving staff feedback.Thus,Appraisal never looks as attractive from the managers'perspective as it does from HR's.

Criticisms like these may be valid,but managers still need some way to review employees'work-related behaviors in the practice.If done properly,appraisal tends to be an effective tool to improve performance and productivity and to develop employees.It helps individuals to do better and raises self-esteem and motivation.Above all it strengthens the management/subordinate relationship and fosters commitment.The benefits to be realized from a proper appraisal far outweigh the time and effort required to develop,implement and maintain the process.

As far as teaching is concerned,principals need to appraise how well teachers are performing and administrators need to make decisions about compensation,promotions,transfers,or terminations.Teachers also have a strong need to know how they are performing and where they stand in the eyes of their supervisor.A well-planned and carefully implemented appraisal system can have far-reaching impact on teacher effectiveness,while a poorly planned one can dampen staff morale and have a negative effect on teacher performance(Larson,1984,p.68)[7].Good practices of appraisal system may enable personnel and professional growth of teacher and clarify the objectives and strategies of the school.Also,the relationship between individuals and organization can be strengthened.So,if properly used,appraisal will provide both the teachers and the school with far greater benefits.

3 Practical Issues in Supervision and Appraisal

It has been noticed that supervision and appraisal are comprehensive processes,which include not only the professional setting but the social and psychological settings as well.Many difficulties are underlying the practice of supervision and appraisal and two of them are discussed below.

3.1 Building trust in supervision

According to Warren&Burt(1985,p.43)[8],trust is"the lubrication that makes it possible for organizations to work…trus implies accountability,predictability,reliability."Moreover,in institutions where openness and trust are promoted as institutional values,the administrator is better able to engage faculty in a sincere attempt to improve performance(Schmidt,1990,p.88)[9].

For teachers,trust by the supervisor will have good effect on the teaching performance.If supervisors are able to demonstrate trust in teachers,acknowledge the importance of teachers'role in school's productivity and show their willingness to build collegia relations with teachers,then teachers will be more likely to voluntarily share problems and concerns with supervisors,instead o feeling being"checked-up-on".This in turn will enhance supervisors'effectiveness.Teachers should also trust in supervisors that they will make good use of the provided information and they have the required ability and skill,as well as quality to perform well in supervision.Such trust is based on equality and mutual regard.

However,in the process of supervision,there are always barriers to building trust between teachers and supervisors,such as teachers'distrust and anxiety concerning evaluation,teachers hesitancy to express problems and concerns and supervisors managerial styles.To break these barriers,some key points in supervisors'behaviours will be of great help in facilitating interpersonal trust,namely:"supervisor availability,competence,consistency,discretion,fairness,integrity,loyalty,openness promise-fulfilment,receptivity and overall trust"(Butler,1991,p647)[10].

3.2 Meet the dilemma in appraisal

There has been a dilemma for almost all leaders in appraisa activity due to the conflict between individual and organizationa goals or objectives.Dilemma might exist in the information exchange,and conflict arises in appraisal policies design and implementation.For example,the organisation aims to collect information about staff performance to make decisions on promotion recognition or reputation,while the individual is reluctant to provide valid information.The reason may be that individual hopes to confirm a positive self-image,obtain rewards or to preserve autonomy and privacy inside the classroom(in a teacher's case).

The way to solve the dilemma in the appraisal process perhaps depends on how to have an open discussion of performance that meets the employee's need for feedback and the organization's need to develop employees,yet prevents damage to the employee's self-esteem and to his or her security about organizational rewards.To be specific,Beer(1988,p.540)[11]suggested that the appraisal system can be designed to minimize the negative dynamics outlined above,if more attention can be paid to the ongoing relationship between supervisors and subordinates,the quality of communication between supervisor and subordinate can be improved.

4 Conclusion

As De ming said(1986,p.52)[12],the job of management is not supervision,but management.Supervision and appraisal are not the goals but the measures to achieve a high quality of management and working performance.In order to conduct better management,it is high time for leaders to acquire a comprehensive knowledge and understanding of those issues that have been discussed above.By clearly defining supervision and appraisal,

leaders can better apply them in practical work.The analyses on pros and cons of supervision and appraisal will also be helpfu for leaders to make the best out of them.The most but not least the common principles in supervision and appraisal may be useful.

参考文献

[1]Bernard J M,Goodyear R K.Fundamentals of clinical supervi-sion[M].2nd ed.Boston:Allyn&Bacon,1998.

[2]Bobbins P,Harvey B.The principal's companion:strategies and hints to make the job easier[M].London:Sage,1995.

[3]Doreen Poster,Benington M.Teacher appraisal:a guide to training[M].London:Routledge,1991.

[4]Murphy J A.The lifebelt:the definitive guide to managing cus-tomer retention[M].UK:John Wiley&Sons Ltd,2001.

[5]Scott F.Appraisal/supervision as a rational process with teach-ing as the central focus[J].Clearing House,1998,71(3):169-174.

[6]Fleming I,Steen L.Supervision and Clinical Psychology:Theo-ry,Practice and Perspectives[M].New York:Brunner-Routledge,2003.

[7]Larson R.Teacher performance evaluation:what are the key elements?[J].NASSP Bulletin,1984,68(466):13-18.

[8]Warren B,Bur N.Leaders:The strategies for taking charge[M].New York:Perennial Library,1985.

[9]Schmidt J.Critical issues for school counselor performance ap-praisal and supervision[J].School Counselor,1990,38(2):86.

[10]Butler Jr J.Toward Understanding and Measuring Conditions of Trust:Evolution of Conditions of Trust Inventory[J].Journal of Management,1991,17(3),643-663.

[11]Beer M.Performance appraisal:Dilemmas and possibilities[C].Managing professionals in innovative organizations:A col-lection of readings,1988:539-550.

英文个人评价 篇3

【摘 要】本文以提升国际贸易全英文课程教学的效果为目标，对“全英文教学时间和授课对象、渐进式课程设置、教学师资队伍建设”等教学环节进行了探讨和设计，从学生对教学效果的认同度出发，提出了包括“英语学习能力提高”、“专业知识掌握”、“考核和交流形式”、“学生综合建议”四个方面的教学效果评价建议。

【关键词】全英文课程；教学环节设计；效果评价

我国对外贸易的飞速发展，对国际贸易专业人才培养提出了更高的要求，学生不仅要具备高水平的专业知识，还要具备国际视野和高水平的专业外语学习与应用能力，因此，不少高校都在尝试不同形式的全英文教学改革与实践。然而，全英文教学涉及到教学观念的更新以及教学内容的调整，不应以牺牲专业知识和时间为代价，成为专业教学改革中的点缀和陪衬。因此如何从理论和实践上定位全英文教学、把握教学环节设计、评价全英文教学课程的教学效果，从而为高校的全英文教学改革提供有效的实施方案，是一个值得深思的问题。

一、国际贸易全英文课程教学环节设计要考虑的因素

（一）基于学生英语水平的教学时间和授课对象选择

学生专业基础知识和英语水平的参差不齐是全英文教学过程中不可避免的问题。如果不加选择的要求一个专业的所有学生都接受全英文教学模式，往往会给相当一部分学生带来学业压力和心理负担，导致专业知识的吸纳大打折扣。这时可考虑按照学生英语水平、学习能力等方面的相对差异性进行班级划分，对具备较强知识学习能力和英语学习兴趣的学生率先进行全英文课程授课，其它班级学生可以采用旁听形式逐步介入教学过程。

一般来说，国际贸易全英文教学的对象可以设定为大三以上的本科学生，这类学生经过前两年的公共英语学习已经具备了英语四级以上的基础，对相关专业知识和术语已经通过前面的必修课程有了一定的了解，可以更好地用英语理解专业知识，思考这些知识如何用英语表达，从而解决学生思维方式由汉语到英语的转变。

（二）国际贸易课程内容的渐进性

国际贸易课程内容的设置不能一味强调全覆盖，课程设置应以专业知识的掌握为主要目标，在学生可接受的范围内进行教学内容和学时的设计，以保障学生英文学习和思维的适应过程。国际贸易全英文课程以选修课为主，正式授课前应更加注重课前辅助材料的学习以及授课过程中启发式和互动式教学模式的应用，激发学生探究问题的浓厚兴趣和强烈欲望，鼓励其独立思考，发现并提出问题，在解决问题的过程中运用原有知识形成举一反三能力，锻炼其创造力和独立思考的能力。

（三）全英文教学师资队伍建设

当前高校承担全英文教学的师资主要来自两个方面：一是本土和“海归派”教师；二是海外专家及外籍客座教授。但是，海外专家全英文授课需要大量的经费支持，并不适用于全英文教学的全面推广，必须通过校内教师的全程参与和学习提高来有力推动全英文教学师资队伍的全面建设。而华人学者通常具有国内学习的背景，便于结合我国外贸实践及中国学生的教育背景和学习能力开展课堂教学和课后交流。

二、国际贸易全英文课程教学环节设计

（一）教学内容的选择

国际贸易课程内容主要包括如下五个部分，每个部分的教学内容需要根据学生的专业水平和综合能力进行选择：

第一部分主要以时间顺序介绍影响国际贸易的典型历史事件，激发学生对该课程的学习兴趣；同时，运用详实的数据和案例介绍国际贸易的基本概念和基本分类，有助于学生独立阅读世界贸易组织、联合国贸发会、经合组织等国际组织的报告和互联网资料。

第二部分运用微观经济学分析工具重点介绍传统贸易理论（包括绝对优势理论、比较优势理论、赫克歇尔俄林理论等）和新贸易理论对于贸易基础、贸易所得与贸易模式的理论解释。

第三部分从产业组织角度分析了贸易成本、产业地理集中效应及生产的国际分工理论。

第四部分结合世界贸易组织和我国相关法律规定详细分析了关税与非关税措施、反倾销、补贴与反补贴等偶发性贸易措施以及上述贸易措施在我国的实施情况。

第五部分从经济一体化的角度介绍了世界贸易组织及区域经济一体化理论，重点介绍了欧盟及我国的区域经济一体化实践。

（二）教学内容的组织

教学内容将根据授课对象的不同选择相应的章节，建议安排方式如下表：

授课章节授课对象建议

学时

1 HISTORY OF INTERNATIONAL TRADE本/专科2

2 BASIC CONCEPTS OF INTERNATIONAL TRADE本/专科2

3 BASIC CLASSIFICATIONS OF INTERNATIONAL TRADE本/专科2

4TRADITIONAL TRADE THEORY： GAINS FROM SPECIALIZATION本/专科6

5 NEW TRADE THEORY本/专科4

本科2

7 GEOGRAPHICAL CONCENTRATION本科2

8 INTERNATIONAL FRAGMENTATION OF PRODUCTION本科2

9 TARIFFS本/专科4

10 NON-TARIFF MEASURES本/专科8

11 CONTINGENCY TRADE MEASURES本科6

12 GATT AND WTO本/专科2

13 REGIONAL ECONOMIC INTEGRATION本/专科2

总计：本科44学时，专科32学时

三、国际贸易全英文课程教学效果评价

国际贸易全英文授课的效果评价主要从学生“英语学习能力提高”、“专业知识掌握”、“书面考核和课堂交流”、“学生综合建议”四个方面展开。“英语学习能力提高”侧重从国际贸易专业英语学习和思维能力的角度判断全英文授课对于学生英语学习能力的教学效果；“专业知识掌握”从国际贸易课程基本知识、实践技能和国际前沿知识掌握方面考察学生对于专业知识的掌握程度评估；“书面考核和课堂交流”用于对比分析在国际贸易课程考核方面，学生更愿意采用书面模式还是课堂交流；“学生综合建议”用于了解学生对进一步开展英文授课的意向以及中文进行知识点辅助学习的合理性。

基于多年的国际贸易全英文课程教学经验，从学生的反馈来看，学生普遍认同全英文授课对于专业英语学习和思维能力有所提升；而相对书面考核而言，学生更愿意使用英文在课堂上与老师进行直接交流；绝大部分学生认为先通过中文学习相关知识点，有助于英文授课的学习效果，并希望多开设英文课程进行学习。总的来说，渐进性全英文课程教学的模式可以更好地提升整体教学效果，具有较好的推广价值。

参考文献：

[1]张千帆.高校全英语教学模式探析[J].高等教育研究，2003，24（4）.

[2]来茂德.推进双语教学，适应教育国际化[J].中国大学教学，2005（6）.

英文简历个人评价 篇4

I have applied electronic solid professional knowledge base, deep understanding of professional knowledge; have strong learning ability, self-motivated attitude, careful and responsible; team spirit, good at communicating with others, especially technology knowledge, humbly ask others, learn together and progress together; a good living habits, along with others, good at communication with people.

个人评价英文版 篇5

In the university, in addition to learning, there is a very important thing is life, from primary to high school, my basic communication with the students are very few, it may be the character of the reason! I do not like to take the initiative to communicate with others, Talk about something irrelevant.Because I think it is meaningless, so I can talk to the students generally get along with me are very good. But to the university, everything is not the same, if you leave the group is equal to the fish left the water. So I would

Usually doing something when the total lack of confidence and courage, may be related to the experience of childhood. So in many ways I can do better than others, but because of their lack of self-confidence and courage, so I missed a lot of good things, which makes me feel that life is a failure, obviously some things of their own, but because Courage and regret can only be left to their final. This makes me very reluctant.

In the university, the first election when the temporary squad is lack of confidence and courage, so missed a chance to let everyone know me.After some disappointment, more of a regret. But a month later, I finally summon the courage, although eventually I did not when the work committee, but I did not regret to their own, on the contrary, in this matter, I understand the first in the university Month, I did not communicate with the students a good, so I eventually lost a few votes.

个人能力英文自我评价 篇6

Have strong electronic expertise (for digital circuits, analog circuits, c #, single-chip, communication principles are more familiar with); of electronic products manufacturing process, component characteristics and poor product analysis are more familiar; have strong ability to express , Communication and coordination of organizational capacity, management ability and ability to deal with problems; have strong learning ability and good sense of teamwork.

英文个人评价 篇7

As one of the more prominent assessment instruments for learning, portfolio represents a significant departure from traditional tests of learning and can be utilized as tool for competence development.The presents study aimed to find a more effective method of evaluating freshmen’s English writing.It was designed to employ experimental method to establish students’portfolios and to find out whether the portfolio assessment can improve their writing abilities.

2. Literature review

In the last decade of the 20th century, interest in and commiment to portfolios for assessing college writing swelled enormously in America and Europe.A number of studies focused on reliability and validity of portfolio based writing assessment..Portfolio assessment was introduced to China in late 1990s, and has been used as an alternate means of assessment to more traditional tests methods Many primary and secondary schools have been employing this approach in various subjects, such as English, arts, chemistry, and mathematics.

3. Methodology

3.1 Research question

The research question of the present study was:Can portfolio assessment better improve students’English writing ability of accuracy, complexity and coherence at the end of one term-last experiment?

3.2 Setting and sampling

The present project was designed according to the general principles recommended by Hamp-Lyons and Cordon (2000) and the framework posed by Delett, et al. (2001) .

The participants were selected by purposeful sampling, and this study focuses on two classes of one teacher and 61 freshmen of a technological academy in Shandong province.All of the participants have never used portfolio in their previous study.The two classes received the same instruction but different assessment approaches The results of pre-test showed that there were no significant differences between two groups.

3.3 Instrument design

In order to analysis the three varible, this study employed“CohMetrix”developed by Graesser et al. (2004) , which was available freely on the internet.In the current study, the compositions written by the two groups in pre-and post-project tests were put into computer with the original features with all the mistakes.Then these texts were read into Coh-Metrics one by one and the values of coherence and numbers of words and syllables have been calculated and stored in Excel for the purpose of further analysis.

4. Results and analysis

The following was the results of essay tests at the end of the project

As for the space limitation, only the paried samples test of experimental group was displayed.In the above table the mean for the experimental group in the posttest were.507, 12.66, 1.06 and.734with the deviation.011, .038, .127 and.128.The observed t-value were 8.2, 7.6, 7.4, and 12.4 which were greater than the critical value As the same time, p=.000, which was much less than.05.The table showed the means between pretest and posttest are different, and the result of posttest was higher than that in the pretest.The results indicated that the experimental class has improved writing skills greatly.From the results analysis of the data, it testified that both summative assessment and formative assessment can help enhance students’writing ability, but formative assessment can more faciliate the improvement of college freshemen’s writing ability of accuarcy complexity and coherence than summative assessment.

5. Conclusion

This study investigated the EFL learners’experiences and perceptions of participating in the writing portfolio assessment project.Although the data from this study give some implication on the improvement of students’writing ability by using portfolio assessment, limitations still exist.Hoping it is helpful to futher research.

参考文献

[1]、Delett, J.S., Barnhardt, S.&Kevorkian, J.A. (2001) .A framework for portfolio assessment in the foreign languageclassroom.Foreign language annals, 34 (6) , 559-568.

[2]、Graesser, A., McNamara, D., Louwerse, M.&Cai, Z. (2004) .Coh-Metrix:Analysis of text on cohesion and language.Behaviorresearch methods, instruments, and computers, 36, 193-202.

英文个人评价 篇8

关键词：小组捆绑 突出个性 多元评价

中图分类号：G420 文献标识码：A 文章编号：1673-9795（2012）12（c）-0060-01

“小组捆绑、突出个人”小学英语多元评价模式是一种连接学生、家长、教师三位一体的教育管理评价模式，加强对该模式的理论研究和实际分析，可以发现该模式在提高小学英语教学质量和激发小学生英语学习兴趣方面有着较好成效，在培养小学生主动学习英语能力方面有着较强的参考价值和推广价值。

1 “小组捆绑、突出个人”小学英语多元评价模式概述

1.1 基本理念

素质教育创新全面贯彻、落实的过程中，激发学生的学习热情是培养学生英语学习能力的基础，针对素质教育的这一特点，“小组捆绑、突出个人”小学英语多元评价模式成为不可多得的一种教育方式，该方法采用课前展示达到激发学生学习热情的目的，然后将课堂知识以学习任务的形式导入到课堂教学中去，利用课堂活动联系课堂知识要点，最后通过课堂练习、作业布置，巩固学生对课堂知识的掌握程度。

1.2 第一步：明确目标

在实现小学生英语基础能力培养目的的同时，落实对学生集体意识培养的要求，是小学英语教育课堂教学发展的一个趋势。在小学英语课堂中，激发学生兴趣可以采用“小组捆绑、突出个人”模式实现。因为通过集体学习的手段，可以进一步提高学生个人英语学习能力，实现小组合作评价机制建立和完善的目标。集体学习是指教师通过将学习内容以任务的形式下发给事先分好的学习小组中，每个小组由多名同学组成，在完成教师任务的同时，实现共同学习英语知识的目的。

1.3 第二步：建设并优化小组

“小组捆绑、突出个人”小学英语多元评价模式的第二步是教师对班级学生的英语学习情况进行全面了解，并根据全面、公平、合理、优化的原则，对班级进行小组划分。在划分小组的时候，要注意在每个小组中选择一位小组长，这可以在一定程度上保证各个小组在完成学习任务时具备主观能动性的要求。学习小组划分的过程中，教师还要针对小组成员的学习情况、性格特点对除组长外的其他成员进行职能划分，使每个小组的成员都能在完成小组任务的过程中各司其职。小组内的同学在完成教师下发的英语知识点任务过程中，在小组长的带领下通过共同协作、互相配合，有效突出个人特点，实现对个人英语能力进行训练的目的。

1.4 第三步：多样化评价方式

兴趣是最好的老师，激发起学生的学习兴趣是英语教育的关键。在“小组捆绑、突出个人”小学英语多元评价模式中，通过多样化的评价方式可以激发小组内部学生学习兴趣。教师在制定多样化的评价方式时，可以根据教学进度和教学内容先制定课堂评价标准，再制定阶段性评价标准等，通过明确评价标准，实现利用多样化的评价标准促进小组之间竞争机制的建立，从而实现小组之间在学习上的良性竞争，营造出热烈的英语学习气氛。当小组学习任务完成之后，教师要根据学生完成任务的整个过程中的表现进行评价，对学生学习情况充分肯定，促进学生学习英语兴趣提升的同时，也能加强对学生英语能力的培养。

1.5 第四步：全面评价内容

在小学阶段的英语教育中，充分调动起学生在英语课堂上的积极性是一个重要的教学目标，所以在落实“小组捆绑、突出个人”小学英语多元评价模式的时候，教师要通过全面评价内容，实现对学生各个方面课堂表现的综合评价，这样一来学生就会以提高小组课堂分数为目的，约束自己的课堂表现，充分参与到对教师课堂内容学习中去。为了保证学生在课堂中建立起来的学习兴趣可以被延续，教师要积极协调家长，充分利用学生在课后的时间，劳逸结合的同时完善学生对英语知识的巩固，家长针对学生课后学习的考察，也要纳入到对学生的全面评价中去。

2 “小组捆绑、突出个人”小学英语多元评价模式要点分析

虽然“小组捆绑、突出个人”小学英语多元评价模式，在小学英语课堂中具较高的使用价值，但是在小学英语教育课堂中，采用“小组捆绑、突出个人”小学英语多元评价模式的时候，教师还应该明确以下几个要点。

2.1 科学分组

“小组捆绑、突出个人”小学英语多元评价模式，重点在于分组必须具备科学性、合理性、有效性的要求，因为分组是整个评价模式的重点，教师要根据班级学生实际情况合理分组，保证每组都有学习能力好和学习能力弱的学生，这样每个小组在完成老师任务的时候才能实现整体前进、稳步提高的目的。

2.2 明确教师地位

在“小组捆绑、突出个人”小学英语多元评价模式中，教师要适当摆正自身位置，一方面不能“一把抓”失去“小组捆绑”学生主动学习的能动性；另一方面教师也不能“大撒把”，因为一旦教师没有全程跟踪学生英语学习任务完成的整个过程，那么一旦学生出现方向错误，就不能有效纠正，从而在错误的道路上越走越远。

2.3 学生、家长、教师三位一体的联动

“小组捆绑、突出个人”小学英语多元评价模式应该延伸到课堂以外的领域，例如教师可以联系家长，建立一个学生、家长、教师三位一体的联动机制，保证学生在课堂以外的英语学习可以实现课外加强、巩固的效果。家长在“小组捆绑、突出个人”小学英语多元评价模式中，要坚持客观评价学生在家学习外语情况的原则。

2.4 教师要强化教育创新探究

兴趣是最好的老师，也是保证“小组捆绑、突出个人”小学英语多元评价模式顺利开展的前提，所以为了实现“小组捆绑、突出个人”小学英语多元评价模式，可以发挥促进学生英语学习的作用。教师应该在课前做好充分的调研和备课工作，落实教育创新探究，在课堂上要发挥多媒体技术的优势，冲分调动起学生对英语学习的热情，在日常生活中教师也要针对学生心理进行探究，争取在课堂上和每一位学生成为朋友，这对英语教学的有效开展具有积极的意义。

3 结语

通过充分分析“小组捆绑、突出个人”小学英语多元评价模式的自身优势之后，在课堂上采用了这一模式进行对学生的英语教育，经过为期一个学年的实验性教育，在期末考试中，学生英语成绩和英语能力有了整体的提高，通过实践结果判定，“小组捆绑、突出个人”小学英语多元评价模式在小学英语教学发展中，具有很强的推广价值。

参考文献

[1]韩怡盈.多媒体在小学英语教学中的有效应用[J].中国信息技术教育，2012（8）：95，97.

[2]黄铄淳.巧妙渗透，寓教于乐，感悟运用—— 浅谈小学英语语音有效教学[J].新课程（中），2011（3）：95.

[3]尹占华.如何培养小学生学习英语的兴趣[J].中国教育技术装备，2011（22）：112.