Evaluation of Weaving Crafts Curriculum in the Context of Junior High School Visual Arts Education
初中视觉艺术教育背景下的编织工艺课程评价

1.Issues in the Evaluation of Weaving Crafts Curriculum
1.编织工艺课程评价中的几个问题

1.1 Subjective Evaluation and Personal Expression
1.1主观评价与个人表达

The core of the weaving crafts curriculum is to guide students in expressing their individuality through handmade weaving. However, due to the varying interpretations of creativity by teachers evaluating students’ weaving artworks, the results of evaluations often vary significantly. This can lead to discrepancies between the teacher’s evaluations and the students’ personal expressions in weaving. Subjective evaluation may bring in subjective biases, where different teachers may provide different evaluations for the same student’s work. However, these evaluations are crucial for students.
编织工艺课程的核心是引导学生通过手工编织来表达自己的个性。然而，由于教师对学生编织艺术作品的评价不同，对创造力的解释也不同，因此评价结果往往差异很大。这可能导致教师的评价和学生在编织中的个人表达之间的差异。主观评价可能会带来主观偏见，不同的教师可能会对同一个学生的作品给出不同的评价。然而，这些评价对学生来说至关重要。

Students should be encouraged to showcase their creativity boldly, whether through color coordination, pattern design, or material selection, reflecting their unique perspectives and interests in weaving. Teachers should adopt a student-centered approach, encouraging students to explore freely without being constrained by predefined rules to achieve personalized artistic expression. Thus, subjective evaluations should only serve as a valuable reference, and a balance between the teacher’s subjective evaluation and the student’s personal expression is essential to affirm the student’s individuality.
应鼓励学生大胆展示自己的创造力，无论是通过色彩协调，图案设计，还是材料选择，反映他们对编织的独特观点和兴趣。教师应采取以学生为中心的教学方法，鼓励学生自由探索，不受预设规则的约束，实现个性化的艺术表达。因此，主观评价只能作为有价值的参考，教师的主观评价和学生的个人表达之间的平衡是肯定学生个性的必要条件。

1.2 Professional Standards and Comprehensive Objectivity
1.2专业标准与全面客观

In the weaving crafts curriculum, the establishment of professional standards ensures that students grasp fundamental weaving skills and craft standards during their learning process. Comprehensive and objective evaluation requires teachers to not only focus on whether students meet these standards but also consider factors such as students’ creative backgrounds, innovation, teamwork abilities, knowledge application, and diverse evaluation methods, including peer and teacher assessments. Teachers often face challenges in balancing professional standards and comprehensive objective evaluations.
在编织工艺课程中，专业标准的建立确保学生在学习过程中掌握基本的编织技能和工艺标准。全面、客观的评价要求教师不仅关注学生是否符合这些标准，还应考虑学生的创造背景、创新能力、团队合作能力、知识应用以及包括同行和教师评估在内的多样化评价方法等因素。教师在平衡专业标准和全面客观评价方面往往面临挑战。

Professional standards include the correct use of weaving techniques, the cleanliness of the work, and the rationality of material selection and structure, ensuring that students’ works achieve a certain level of professionalism. Specific standards vary depending on different weaving techniques, such as embroidery, which uses needle and thread to create intricate patterns on fabric, including techniques like cross-stitch, random-stitch, mesh-stitch, and full-stitch embroidery. Straw weaving, on the other hand, involves using plant fibers (like straw, reed, or rattan) to create woven products through processes like knotting, braiding, twisting, coiling, hooking, stitching, and more. The standards for evaluating weaving crafts vary depending on the materials and techniques used. However, an excessive emphasis on professional standards in evaluations may overlook aspects like teamwork, knowledge application, and innovation.
专业标准包括正确使用编织技术、作品的整洁度以及材料选择和结构的合理性，确保学生的作品达到一定的专业水平。具体的标准取决于不同的编织技术，例如刺绣，它使用针和线在织物上创造复杂的图案，包括十字绣，随机缝合，网状缝合和全针刺绣等技术。另一方面，草编涉及使用植物纤维（如稻草，芦苇或芦苇）通过打结，编织，扭曲，盘绕，钩住，缝合等过程来制造编织产品。评价编织工艺的标准因所使用的材料和技术而异。然而，在评价中过分强调专业标准可能会忽视团队合作、知识应用和创新等方面。

Therefore, teachers should avoid using academic standards alone as the evaluation criteria but should instead consider the students’ comprehensive abilities, fostering creativity and encouraging them to exhibit a personalized artistic style based on a foundation of professionalism. Teachers should also focus on cultivating students’ aesthetic thinking, self-awareness, teamwork abilities, knowledge application, and innovative thinking. Diverse evaluation methods, including teacher evaluations, peer evaluations, and project-based assessments, should be adopted to provide a comprehensive and objective evaluation of students’ achievements and skill levels.
因此，教师应避免以学术水平作为评价标准，而应考虑学生的综合能力，培养创造力，鼓励他们在专业的基础上表现出个性化的艺术风格。教师还应注重培养学生的审美思维、自我意识、团队合作能力、知识应用能力和创新思维。应采用多种评估方法，包括教师评估、同伴评估和项目评估，以全面客观地评估学生的成绩和技能水平。

1.3 Active Creativity and Technical Skills
1.3积极的创造力和技术技能

The ultimate goal of the weaving crafts curriculum is to enhance creativity through mastery of techniques, thus requiring a balance between active creativity and technical skills. While learning weaving crafts, students need to not only master basic weaving techniques but also develop creativity by designing and producing personalized artworks. However, learning technical skills demands a considerable amount of time and practice, which might limit the freedom of creative expression for students. Beginners, in particular, may focus more on techniques at the expense of creativity.
编织工艺课程的最终目标是通过掌握技术来增强创造力，因此需要在积极的创造力和技术技能之间取得平衡。在学习编织工艺的同时，学生不仅要掌握基本的编织技术，还要通过设计和制作个性化的艺术品来发展创造力。然而，学习技术技能需要大量的时间和实践，这可能会限制学生创造性表达的自由。特别是初学者，可能会更注重技术，而牺牲创造力。

In course evaluation, it is essential to consider both the students’ proficiency in techniques and how they apply these skills to express their artistic ideas in their works. For example, bamboo weaving includes fundamental techniques such as cross-weaving, herringbone weaving, triangle weaving, hexagonal weaving, and coiling. Learning these techniques initially requires substantial time and patience, and students need to learn to switch between different techniques smoothly, ensuring bold experimentation with new forms to create unique and personal artworks. Teachers should encourage students to continuously explore new ideas and forms of expression while learning technical skills to achieve a balance between technique and creativity.
在课程评价中，既要考虑学生的技术熟练程度，又要考虑他们如何运用这些技术在作品中表达自己的艺术思想。例如，竹编包括基本技术，如交叉编织，人字形编织，三角形编织，六边形编织和盘绕。学习这些技术最初需要大量的时间和耐心，学生需要学会在不同的技术之间顺利切换，确保大胆尝试新的形式，创造独特的个人艺术品。教师应鼓励学生在学习技术的同时，不断探索新的思想和表达形式，以达到技术与创造力的平衡。

Through analyzing the contradictions between subjective evaluation and personal expression, professional standards and comprehensive objectivity, and active creativity and technical skills, teachers can consider students’ individuality and professional abilities more comprehensively in evaluating weaving crafts courses. This approach enhances students’ overall capabilities, aiding them in achieving self-expression and skill development in artistic creation.
通过分析主观评价与个性表达、专业标准与全面客观、积极创造与技术技能之间的矛盾，使教师在评价编织工艺课程时能更全面地考虑学生的个性和专业能力。这种方法提高了学生的整体能力，帮助他们实现自我表达和艺术创作技能的发展。

Formative Assessment Tools
形成性评估工具

Observation and Reflection Checklist for Sketchbook Reviews
速写评论的观察和反思清单

Level 1:
第一层：

A First Exploration of the Beauty of weaving - Understanding the Artistry of weaving
编织之美初探--理解编织的艺术性

Earn the ‘Weaving Explorer’ badge and points 1-5. Unlock the next level.
获得“编织探险家”徽章和1-5分。下一关。

Level 2
2级

Mastering the basics - learning and practising basic weaving techniques
掌握基础知识-学习和练习基本的编织技术

Earn the ‘Beginner Trickster’ title, and points 1-5. Unlock more material options (e.g. coloured ropes, branches, blades of grass).
获得“初学者魔术师”称号，并获得1-5分。更多材质选择（例如彩色绳索、树枝、草叶）。

Level 3
3级

Creativity and Design - Design and produce unique weaving artwork
创意和设计-设计和制作独特的编织艺术品

Earn the ‘Creative Weaver’ badge and points 1-5.
获得“创意编织者”徽章和1-5分。

Level 4
4级

Final Challenge - Comprehensive Design Showcase
最后的挑战-综合设计展示

Awarded the title of ‘Weaving Master’ and have their work displayed on the classroom wall. Receive 1-5 points.
荣获“编织大师”称号，并将作品挂在教室墙上。获得1-5分。

Bonus: Points 15 and above works can be displayed in school or redeemed for a small gift.
奖励：15分及以上的作品可以在学校展示或兑换一份小礼物。

Note: The above Observation and Reflection Checklist incorporates the idea of a game to help students systematically record and reflect on their learning progress during weaving lessons, increasing engagement and fun. Students keep a record of their learning process through sketches and text forms during the weaving lesson. The teacher observes and guides them in the classroom and accrues appropriate marks for the students.
注：上述观察和反思清单融入了游戏的理念，帮助学生系统地记录和反思他们在编织课上的学习进度，增加参与度和乐趣。学生在编织课上通过素描和文字形式记录自己的学习过程。教师在课堂上观察和引导学生，并为学生积累适当的分数。

Peer Assessment Rubric for Peer Critiques
同行评价规则

Classroom Flow (Immersion Experience)
课堂流程（沉浸式体验）

Story introduction: The teacher describes the background of the Weaving Kingdom in a simple story, e.g., “You are the chosen Weaving Adventurers who need to help the Weaving Kingdom find new artistic inspiration by completing creative tasks!
故事介绍：老师用一个简单的故事来描述编织王国的背景，例如，“你们是被选中的编织冒险者，需要通过完成创作任务，帮助编织王国寻找新的艺术灵感！

Pick up mission maps and mutual evaluation forms：Each student receives a designed map and a mutual assessment form. On top of the form, design an additional adventure map (Figure 1) with one exploration point for each assessment dimension (e.g., “Creative Valley,” “Color Lakes”), and mark the map with a sticker or drawing star when finished.
领取使命地图和相互评估表：每个学生都会收到一张设计好的地图和一张相互评估表。在表单的顶部，设计一个额外的冒险地图（图1），每个评估维度有一个探索点（例如，“创意谷”，“彩色湖泊”），并在完成后用贴纸或绘图星星标记地图。

Observation and assessment：
观察和评估：

①Students look at their classmates' work with an “adventurer's eye” and complete an evaluation based on the task.
①学生以“冒险家的眼光”看待同学的作品，并根据任务完成一份评价。

②For each task completed, give a “weaving point” (1-5) and write a suggestion or story-like comment, e.g., “The color scheme reminds me of the Rainbow Bridge, which fits your theme!”
②对于完成的每一项任务，给出一个“编织点”（1-5），并写一个建议或类似故事的评论，例如，“配色让我想起了彩虹桥，很符合你的主题！”

Unlock achievements： The “Best Creative Adventurer” will be selected based on points accumulated and badges unlocked.
成就：“最佳创意冒险家”将根据累积的积分和解锁的徽章选出。

Wrapping up the story：The teacher summarizes and offers encouragement.
故事结束：老师总结并给予鼓励。

This design incorporates both gamification and hands-on elements, allowing students to interact and improve their observation and assessment skills while developing a cooperative spirit and artistic aesthetic. Each student can feel a sense of accomplishment in the adventure and truly enjoy the art of weaving.
这种设计结合了游戏化和动手操作的元素，让学生互动，提高他们的观察和评估技能，同时发展合作精神和艺术审美。每个学生都能在冒险中感受到成就感，真正享受编织的艺术。

Peer Assessment Rubric
同行评估规则

(Figure 1 adventure map)
（图1探险图）

3. Self-scoring Rubric for Self-assessment
3.自我评估的自我评分规则

Description:
产品说明：

Scoring Range: 1 = Needs Improvement, 2 = Substantially Met, 3 = Good, 4 = Excellent, 5 = Outstanding
评分范围：1 =需要改进，2 =基本满足，3 =良好，4 =优秀，5 =突出

Self-scoring: Please fill in the appropriate scores after each evaluation criterion according to your actual situation.
自我评分：请根据您的实际情况，在每个评价标准后填写相应的分数。

Note: You can record your insights or areas that need attention.
注：您可以记录您的见解或需要注意的领域。

Level 1: Weaving the Novice Village
第一层：编织新手村

Description: Learn and master basic knitting knots and complete a simple weaving exercise.
描述：学习和掌握基本的编织结，并完成一个简单的编织练习。

Level 2: Color Explorer
第2级：颜色管理器

Description: Explore color combinations and weave using different colored threads.
描述：探索颜色组合和编织使用不同颜色的线程。

Level 3: Pattern Designer
级别3：模式设计器

Description: Design and knit a simple pattern artwork.
描述：设计和编织一个简单的图案艺术品。

Level 4: Weaving Master
第4级：编织大师

Description: Synthesize the skills you've learned to create a one-of-a-kind weaving artwork that showcases your highest level of excellence.
描述：综合你学到的技能，创造一个独一无二的编织艺术品，展示你的最高水平的卓越。

Self-reflection and insights (answer the following questions after completing each level):
自我反省和洞察力（完成每个级别后回答以下问题）：

What was the most satisfying aspect of this assignment for me? Why?
对我来说，这项任务最令我满意的方面是什么？为什么要这样？

What challenges did I encounter in completing the task? How were they resolved?
我在完成任务时遇到了哪些挑战？它们是如何解决的？

If I had the opportunity to complete this task again, how would I improve?
如果我有机会再次完成这项任务，我会如何改进？

What new skills or knowledge did I learn as a result of this breakthrough?
通过这次突破，我学到了什么新的技能或知识？

Self-assessment bonus:
自我评估奖金：

Beginner Knitter (total score ≥ 50): earns the title of “Beginner Knitter” and is rewarded with colorful stickers.
初级编织师（总分≥ 50）：获得“初级编织师”称号，并获得彩色贴纸奖励。

Intermediate Craftsmen (total score ≥ 60): obtain the title of “Color Master” and unlock the use of advanced threads.
中级工匠（总分≥ 60）：获得“色彩大师”称号，解锁高级丝线使用。

Advanced Designer (total score ≥ 70): earn the title of “Pattern Master” and have your work displayed in the class exhibition.
高级设计师（总分≥ 70分）：获得“图案大师”称号，并在班级展览中展出作品。

Master Knitter (full marks): earns the title of “Master Knitter” and is awarded a certificate of honor and a small prize.
编织大师（满分）：获得"编织大师"称号，颁发荣誉证书和小奖品。

4.Discussion

In designing assessment tools for knitting craft courses, we recognize the need to stimulate student creativity while maintaining technical standards. To this end, we designed three tools: observation list, comparison table evaluation and self-assessment, aiming to encourage students to personalize their expression, promote the interaction and cooperation between teachers and students, and cultivate students' reflective ability, which are the key to learning visual art well.
在设计针织工艺课程的评估工具时，我们认识到需要在保持技术标准的同时激发学生的创造力。为此，我们设计了观察表、对照表评价和自我评价三个工具，旨在鼓励学生个性化表达，促进师生互动合作，培养学生的反思能力，这些都是学好视觉艺术的关键。

4.1 Follow up the learning process and deepen the understanding in the observation list
4.1跟进学习过程，在观察清单中加深理解

The observation list guides students to record and reflect on their own learning process in knitting courses through a series of questions. These questions not only help students understand weaving techniques and materials, but also encourage them to explore the beauty and practicality of the art of weaving. Students need to answer whether they understand the art of weaving, have a basic understanding of the function and artistry of weaving, and what most attracts them in traditional weaving. At the same time, students should also draw and describe the materials they can find to be used for weaving. After learning basic knitting skills, students need to reflect on their understanding of weaving, feel the differences of different materials, try and evaluate different weaving methods, and make suggestions for improving the techniques.Students need to combine their skills and ideas to design unique weaving patterns or shapes, and experiment with different colors and patterns to show their innovative thinking. At the same time, they also need to explain the design decision process, and the difficulties and solutions encountered. Students need to use their skills to complete a complete work, show the artistry, practicality and life relevance of weaving, and reflect on the relationship between weaving art and life reflected in the work, as well as the new understanding of weaving after the completion of the work. The observation list not only helps students to track their own learning process, but also promotes their deep understanding and personalized expression of the art of weaving through reflective questions.
观察清单通过一系列问题引导学生记录和反思自己在针织课程中的学习过程。这些问题不仅帮助学生了解编织技术和材料，而且还鼓励他们探索编织艺术的美丽和实用性。学生需要回答是否了解编织艺术，对编织的功能和艺术性有基本的了解，以及传统编织中最吸引他们的是什么。同时，学生还应该画出并描述他们能找到的用于编织的材料。在学习基本的编织技巧后，学生需要反思自己对编织的理解，感受不同材料的差异，尝试和评估不同的编织方法，并提出改进技术的建议。学生需要联合收割机结合自己的技能和想法，设计出独特的编织图案或形状，并尝试不同的颜色和图案，展示自己的创新思维。同时，他们还需要解释设计决策过程，以及遇到的困难和解决方案。学生需要运用自己的技能完成一件完整的作品，展现编织的艺术性、实用性和生活相关性，并反思作品中所反映的编织艺术与生活的关系，以及作品完成后对编织的新认识。观察清单不仅帮助学生追踪自己的学习过程，还通过反思性提问，促进学生对编织艺术的深刻理解和个性化表达。

4.2 Gamification evaluation and constructive feedback in the comparison table evaluation criteria
4.2对照表评价标准中的游戏化评价和建设性反馈

The comparison table assessment criteria are gamified, turning the assessment process into an interesting adventure, enhancing students' sense of participation, and creating a supportive classroom atmosphere. As "knitting adventurers", students bring new artistic inspiration to the "Weaving Kingdom" by completing various creative tasks. The evaluation content covers creativity, color matching, material application, technology, theme expression, artistry, practicality, time management, knowledge application, team cooperation, creative sharing and cultural inheritance, and makes a comprehensive evaluation of students' works. Each student receives a "adventure map" and a mutual review table of exploration points such as "Creative Valley" and "Color Lake". For each evaluation dimension, students can mark the map, get "knitting points" and unlock the achievement. Students evaluate the works from the perspective of "adventurers", and give ratings and comments according to the task requirements. This assessment method encourages students to interact actively and progress with each other through feedback. It not only increases the fun of participation, but also cultivates the sense of observation and cooperation, making the evaluation process a pleasant learning experience.
将对照表考核标准游戏化，将考核过程变成一次有趣的冒险，增强学生的参与感，营造支持性的课堂氛围。作为“编织冒险家”，学生们通过完成各种创意任务，为“编织王国”带来新的艺术灵感。评价内容涵盖创意、色彩搭配、材料运用、技术、主题表达、艺术性、实用性、时间管理、知识运用、团队合作、创意分享、文化传承等方面，对学生作品进行综合评价。每个学生都收到一张“探险地图”和一张“创意谷”“彩色湖”等探索点的互评表。对于每一个评价维度，学生都可以在地图上做标记，获得“编织点”，解锁成果。 学生从“冒险家”的角度对作品进行评价，并根据任务要求进行评分和点评。这种评估方法鼓励学生积极互动，通过反馈相互进步。它不仅增加了参与的乐趣，还培养了观察和合作的意识，使评估过程成为一种愉快的学习体验。

4.3 Self-reflection and goal-setting in the self-assessment criteria
4.3自我评估标准中的自我反思和目标设定

The self-assessment criteria allow students to self-evaluate their knitting skills, creative expression and learning process according to their actual situation. This tool helps students understand their progress and shortcomings and set personal learning goals. The self-assessment is divided into four levels, with each rating from "knitting novice village" to "knitting masters". Students need to fill in the score according to the actual situation, and record the experience in the learning process and need to pay attention to the places.After completing each level of task, students also need to answer some reflective questions, such as " What am I most satisfied with in this task?why?"," What are the challenges encountered in completing the task? How did I solve it?"class. These questions encourage students to reflect deeply and sum up their experience and lessons. Depending on the number of self-scores, students can receive different levels of rewards, such as "beginner weaver", "Color Master", "Pattern Master" and "Knitting Master", and receive corresponding awards and certificates of honor. This reward mechanism not only stimulates students' enthusiasm for learning, but also enhances their confidence and sense of achievement.
自我评估标准让学生根据自己的实际情况，自我评估自己的编织技能，创造性的表达和学习过程。这个工具可以帮助学生了解自己的进步和不足，并设定个人学习目标。自评分为四个等级，每个等级从“编织新手村”到“编织大师”。学生需要根据实际情况填写分数，并记录学习过程中的体会和需要注意的地方，在完成每一级任务后，学生还需要回答一些反思性的问题，如“在这个任务中，我最满意的是什么？为什麽？“、”在完成任务过程中遇到了哪些挑战？我是怎么解决的？“上课。这些问题促使学生深入反思，总结经验教训。 根据自评分的多少，学生可以获得“初级编织师”、“色彩大师”、“图案大师”、“编织大师”等不同级别的奖励，并获得相应的奖项和荣誉证书。这种奖励机制既激发了学生的学习热情，又增强了学生的信心和成就感。

5.Conclusion

References
引用

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