孩子要做成长档案的自我介绍 篇1
我叫，是一个三年级的小学生，我属兔，今年十岁。
我有一张不胖不瘦的脸，一双水灵灵的眼睛。一头乌黑光亮的秀发，一个挺直的鼻梁。虽说算不上漂亮，也是一个不错的小姑娘。
我的功课算不上优秀，但我的字写得非常棒!我还获得过全国汉字书写大赛的优秀奖呢!我和张少坤一样是班里的画画能手。我写的作文也经常得到老师的夸奖。
我的不足是丢三落四，经常忘带学习用具，问同学借。上课的时候老走神。我给你们说个秘密，你可千万别告诉别人哦!一天半夜，我饿得睡不着觉，我就开始想美食了，我想了肯德基、汉堡包、火腿肠……想着想着我就进入了梦乡。忽然，我看见桌子上有许多好吃的东西，便抓过来就啃。哎呦!我吃的哪是什么美味大餐!我肯的是自己的手指头。
这就是我，一个活泼、好动可爱的小女孩。
孩子要做成长档案的自我介绍 篇2
大家好!我是xx小学，六(五)班的学生，今年12岁了。两周岁到六周岁在小太阳幼儿园度过难忘的时光，六周至今在东胜区第一小学就读。20xx年2月6日，一个雪花飘落的下午，一名活泼可爱的女婴降临在五彩缤纷的世界上!那就是我。我的爱好很多：打羽毛球、游泳、读书、玩电脑等。我的座右铭是：不能向困难低头，因为世上无难事，只怕有心人。
孩子要做成长档案的自我介绍 篇3
First, the archiving object:
From the first semester of the 20xx-20xx academic year, students continue to improve the "student growth portfolio" in the seventh, eighth and ninth grade.
Second, the value orientation:
Portfolio assessment is a new evaluation method, which belongs to the qualitative evaluation paradigm, which is the interaction between schools, teachers, students and parents. The embodied value orientation: to promote the development of each student.
The Student Growth Portfolio provides each student with the opportunity to create, present, and appreciate the success of a student, based on a qualitative assessment of student achievement based on known standards. It is based on the whole, according to material Shi assessment, each student can use these standards to observe and examine their own results, to promote their own development, publicity personality.
Promote the comprehensive development of students."Portfolio" not only concerned about academic performance, more concerned about the spirit of innovation and practical ability. It uses qualitative evaluation, expository evaluation, process evaluation, developmental evaluation and self-evaluation. It can fully understand students 'learning and life dynamics, inspire students' enthusiasm for learning, develop students 'potentialities and promote students' comprehensive development. . And promote the sustainable development of students. "Portfolio" is the development of students as a continuous process to look at, it allows students to reflect on their own learning and evaluation to help students responsible for their own development, especially the feelings of their own continuous growth and progress, cultivate self-confidence , To promote students in the original level of sustainable development.
Third, constitute the content:
Student growth portfolio can also be called "quality education bags." Students can reflect the overall quality of the material bag. Portfolio content can be very broad, it is composed of:
1, the basic development of students to achieve the goal of the situation. It includes moral quality, civic literacy, learning ability, communication and cooperation ability, aesthetic and performance and so on.
2, the degree of achievement of students learning objectives. It includes knowledge and skills, processes and methods, emotions and attitudes and values and other projects.
3, students in a certain area of progress and achievements. It includes materials that the students themselves, parents, and teachers feel can reflect efforts, progress, and quality.
Fourth, the operating process:
(A) preparatory work stage.
Organizational preparation. The establishment of "student growth portfolio implementation of the program" working group.
Leader: Shi Rongsen
Deputy head: Tang Linzhou Yang Fu Gen
Members: seven, eight, nine class teacher, teacher
2, business training. Formulate the form of work, the development of work system, evaluation of assessment regulations. Thematic training for members of the Working Group.
(B) the implementation phase of the program
1, the accumulation of archival materials. According to the contents and evaluation principles of "Portfolio", the organization guides the students to participate in life, hands-on practice, cooperative learning, teacher-student interaction, and timely evaluation of student learning, progress and progress.
2, timely sorting and screening. According to a stage or a study, the accumulation of life themes collected materials, information, results, teachers and students negotiated screening, retained in the Portfolio, so that students experience the fun of learning, the joy of success.
3, guide parents to participate. Teachers to mobilize and guide parents with the school, the children in the family learning, life content evaluation information on the immediate collection, arrangement, preservation, and supervision of the whole process, specific intervention.
4, regular display of communication. In the implementation of the program, the school should create opportunities for teachers, students and parents to communicate and communicate with each other, organize regular seminars and demonstrations, strengthen discussion and cooperation with each other, and continuously improve the "Portfolio". Evaluation of quality.
(C) the results of the processing stage
1, analysis and evaluation. Teachers to guide students to build the "growth portfolio" in the material analysis, evaluation, improve self-assessment, mutual assessment ability. But also to guide students to reflect on their own timely growth of the situation, summed up the reasons for growth, reflect on their own lack of clear efforts to target.
2, reflection and summary. Teachers themselves to the portfolio of the design and use of the evaluation methods and effects, personal achievements and other professional development summary, reflection.
3, assessment and assessment. The school carries out quality analysis, evaluation and evaluation on the operational procedures, evaluation functions and work results of the members of the Portfolio Implementation Program team, sums up the experience, commends the advanced, finds out the problems and studies the countermeasures, and truly realizes the "Students Growth Portfolio" Of the value orientation.
V. Working Arrangements:
September:
Continue to improve the supplementary portfolio.
October:
1, improve the class portfolio, the use of research
2, the teacher held a forum
November:
Enrich the portfolio, organization and evaluation within the class display,
December:
Show the class within the excellent appraisal of the portfolio, grade group exchange.
January:
1, grade group within the "Portfolio" to establish competitions and display.
2, brief summary of each class and put forward practical improvements.
3, the school on the establishment of "student growth portfolio" work assessment assessment, sum up recognition, improve the next revision of the "student growth portfolio and the establishment of pilot program."
孩子要做成长档案的自我介绍 篇4
一个平平凡凡的我,既然没有嫦娥那样的风采,更没有西施那样的婀娜.小小的眼睛,小小的鼻子,小小的嘴,外表给人的感觉.性格内向,平时沉默寡言,不爱表现自己.只是老师和同学对我的一致评价.我不否认我的却是这样的一个人.时遇挫折,时遇不顺,我在大家面前从来不流露丝毫,只原在背地里哭鼻子,彼此来拂去心头的阴云,在学习诸事如意的时候,我也和大多数女孩子一样,说说笑笑,蹦蹦跳跳,来表达自己心中的喜悦之情,可是总不能想有的女孩子那样毫无顾及地表现自己,只是我一大特点,也许是一大缺点吧!画画是我的专长,不论书本上,还是笔记本上随处留下我绘制的小动物,小人物,远山近景等.
高兴的时候描绘几笔,喜悦之情就表现得淋漓尽致,有一次画画比赛还得了二等奖呢!优点固然存在,缺点也是难免的,意气用事是我最大的缺点.几次深刻的教训和自己仔细的考虑,这个缺点虽然大有改正,但要彻底去掉它,还需要我付出更大的努力.这就是我,一个活泼可爱的小女孩,你们喜欢和我交朋友吗?
孩子要做成长档案的自我介绍 篇5
我有一双水汪汪的大眼睛高高的个子红彤彤的脸蛋一个圆圆的脑袋上还长着不计其数根细小的头发.
我是一个小书虫"妈妈一买下书我恨不得把它们"啃光".
今天妈妈到市里买了一些书竟然有我最喜欢看的小故事讲出大道理我立刻放下手中的活跑过去拿起那本书像老鼠看见香甜美味的大米一样如饥似渴的读了起来.我正津津有味的读的时候妈妈突然喝道:还没有写日记呢!"我猛然想起忘写日记了.原来我看书认真的程度到了把正经事忘了
有一次我出去玩的时候没写日记一回到家见妈妈怒气冲冲地对我说:日记呢?"我这才猛然想起日记还没有写呢!我看了一下手表啊?10点了.我正想惭愧地对妈妈说日记明天再写但是一想:堂堂大男子汉就必须当天的事情当天做.我立刻收住了涌到嘴里的话洗完脸开始认认真真地写日记了.
这就是我一个爱读书有韧劲的小男孩我表现不错吧!