成長(zhǎng)規(guī)劃英文自我評(píng)價(jià)

成長(zhǎng)規(guī)劃英文自我評(píng)價(jià)如何寫呢？我們一起來看一看：

成長(zhǎng)規(guī)劃英文自我評(píng)價(jià)寫作方法：1、首先可以寫自己的學(xué)習(xí)經(jīng)歷、主要成績(jī)以及在成長(zhǎng)過程中的所獲所思所感；2、然后可以寫學(xué)習(xí)期間的所獲所思所感以及對(duì)自己的評(píng)價(jià)；3、最后結(jié)尾部分寫自己今后努力的方向以及對(duì)未來的職業(yè)規(guī)劃。

　　成長(zhǎng)規(guī)劃英文自我評(píng)價(jià)篇一

　　Today, although the last day of training, but the mood was like the weather at this time, happiness and happiness in the rising temperature. Today's lecture is still very exciting, today's harvest the most shocking. I will remember these "shock":

　　1. Evaluation is not simply to assess how much knowledge students have, remember how much knowledge, but to evaluate what can be done with this knowledge and in the process of learning knowledge, emotions, learning strategies such as changes and improvements.

　　2. The new curriculum emphasizes that evaluation should be combined with formative and final evaluation to increase the dimension of evaluation, not only pay attention to the learning process, but also pay attention to learning results, and strive to reflect the curriculum content "people-oriented" core idea

　　In the evaluation, we should respect the needs of students and the law of physical and mental development, respect the students' emotions, pay attention to mobilize the enthusiasm of students, on the basis of research, design, implementation evaluation.This is the deep meaning of the student body.

　　We should take into account the age, psychological characteristics and cognitive level of students according to the characteristics of each stage of teaching and evaluation purposes, choose reasonable and diverse evaluation methods such as self-evaluation, peer evaluation, parental evaluation, teacher evaluation, etc.Formative and summative evaluation.

　　Such as: language performance (role-playing, recitation recitation, chart presentation, project research, experimental reports, classroom teaching evaluation, etc.), observation and analysis records (student performance records, student reflection, activity overall performance, student growth record bags) Interpersonal communication (interview, individual conversation, group discussion, speech debate, etc.), testability evaluation (standardized test, stage test, unit test, random test, etc.).

　　5. Formative evaluation principles are: incentive principle (to make students like the evaluation, so that students experience

　　(Students are the main body of learning and evaluation of the main, to encourage students to actively take the initiative to evaluate their own learning and reflection), students participate in classroom activities is the formative evaluation of the situation, Formative evaluation and teaching are closely related and diverse, and can be "test and non-test, teacher evaluation, student self-evaluation and student mutual evaluation of the combination of" and so on.

　　6. Language teaching is not with reading a few words, analyze a few sentence structure, explain a few grammar tense

　　Can work. We should be in a certain period of time, such as the first stage, leading students to learn how to evaluate their own learning interest, how to use the portfolio to evaluate themselves.

　　成長(zhǎng)規(guī)劃英文自我評(píng)價(jià)篇二

　　Students are very pleased to have the opportunity to share with you here on the growth plan of high school students a little experience and experience want to help you. First and talk to students to adapt to high school life. After a tense examination of the students with excitement and excitement into the high school campus. But with the passage of time with the freshness of the recession of many students will have all kinds of adaptive problems.

　　First, the living environment does not adapt to change. For a freshman, came to a new living environment. The original home life or collective life style and the existing collective lifestyle and the daily code of conduct requirements there is a great distance. And thus the new school life environment had a strong fit.

　　Second, the role of the conversion does not meet. Some high school freshmen in the original junior high school is the "top students" strong opponents now suddenly increased the original advantage will no longer exist "conceited." So the face of the new environment they will have lost, distressed, afraid of the psychological often miss the class before the collective rejection of the class.

　　Third, the new relationships brought about not suited. As the original study and living environment for the new students and teachers will have different expectations require an acceptance of the process. Some students will lack confidence in interpersonal communication often produce inexplicable sense of loneliness.

　　Fourth, learning to bring the inconvenience. After entering the high school students in junior high school to master the learning method will obviously not suited to high school learning. Some students will have an anxiety which is why there is even more exclusion of teachers and lead to learning landslides. Why are these not suited to us from the psychological point of view to analyze the causes of maladjustment where age characteristics of the adaptation difficulties. The psychological characteristics of adolescents determine that high school freshmen have a certain degree of atresia and self-centered interpersonal communication lack of initiative, thus hindering the communication and communication between each other. Self-loosening caused by difficulties in adaptation. Into the high school gate Many students will have the idea of breath. But see others are hard to learn their own hard to learn a floating heart is not up not to focus on up not to play is not happy to learn not practical. The results for a long time can not find the feeling. Family education errors caused by lack of adaptability. Parents have to replace everything which leads to their lack of independent life experience there is a strong dependence on psychological interpersonal ability is poor, difficult to adapt to high school independent life.

以上就是小編今天的分享，希望可以幫助到大家。

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