成长记录册英文自我评价

成长记录册英文自我评价如何写呢？我们一起来看一看

成长记录册英文自我评价可以分三部分来写。是开头部分，可以写自己的经历，接着可以写对自己的评价，结尾部分写对自己的期待。

　　成长记录册英文自我评价篇一

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

　　First, the living environment does not adapt to change. For a freshman, came to a ne 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 ne 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 " students" strong opponents no suddenly increased the original advantage ill no longer exist "conceited." So the face of the ne environment they ill have lost, distressed, afraid of the psychological often miss the class before the collective rejection of the class.

　　Third, the ne relationships brought about not suited. As the original study and living environment for the ne students and teachers ill have different expectations require an aeptance of the process. Some students ill lack confidence in interpersonal munication 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 ill obviously not suited to high school learning. Some students ill have an anxiety hich is hy there is even more exclusion of teachers and lead to learning landslides. Why are these not suited to us from the psychological point of vie to analyze the causes of maladjustment here 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 munication lack of initiative, thus hindering the munication and munication beteen each other. Self-loosening caused by difficulties in adaptation. Into the high school gate Many students ill have the idea of breath. But see others are hard to learn their on 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 hich 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.

　　成长记录册英文自我评价篇二

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

　　1. Evaluation is not simply to assess ho much knoledge students have, remember ho much knoledge, but to evaluate hat can be done ith this knoledge and in the process of learning knoledge, emotions, learning strategies such as changes and improvements.

　　2. The ne curriculum emphasizes that evaluation should be bined ith 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, e should respect the needs of students and the la 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 aount the age, psychological characteristics and cognitive level of students aording 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 groth record bags) Interpersonal munication (intervie, 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 on 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 bination of" and so on.

　　6. Language teaching is not ith reading a fe ords, analyze a fe sentence structure, explain a fe grammar tense

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

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