Primary school mathematics curriculum evaluation is an important part of primary school mathematics classroom, which has a direct diagnosis, guidance and incentive effect on the development of primary school mathematics teaching activities and students' learning mathematics, and plays an important feedback and guidance role in teaching activities. Under the background of basic education reform, it is necessary to advocate the developmental concept of classroom teaching evaluation, pay attention to the mutual development of teachers and students, attach importance to students' independent inquiry learning, get rid of the misunderstanding of traditional curriculum evaluation, and pay attention to the diversified treatment of evaluation. This paper will start with the misunderstanding of traditional curriculum evaluation, compare it with the diversified treatment of curriculum evaluation and simply analyze it.
1. The misunderstanding of traditional curriculum evaluation
1. 1 The evaluation of "teaching" and "learning" has different degrees of attention. In the traditional course teaching evaluation, the evaluation of "teaching" is always more important than the evaluation of "learning". In the course of course evaluation, evaluators always pay attention to teachers' teaching ability and skills in the process of teaching activities, such as the appropriateness of teachers' determination of teaching objectives, the scientific organization of teaching content, the careful design and ingenious arrangement of the whole teaching activities, etc. This kind of curriculum evaluation is teacher-centered, ignoring the importance of students as the main body of teaching objects, and the evaluation basis is single, which does not have the conditions to evaluate the whole teaching activities.
1.2 emphasizes "knowledge and skills" rather than "emotional attitude". The idea of exam-oriented education is deeply rooted in the hearts of the people. The selection and screening of talents has always been determined by the examination results and the mastery of knowledge and skills, which also leads to the course teaching taking the mastery of knowledge and skills as the final destination of students' learning. Too much emphasis on students' learning knowledge and skills, ignoring students' all-round and all-round development, makes classroom teaching appear dull and rigid. Teachers only pay attention to the final results of knowledge transfer and testing in the classroom, while students' emotional attitudes and values are excluded from the whole teaching activities. This not only violates the "people-oriented" concept of quality education, but also ignores the law of students' physical and mental development.
1.3 unified evaluation criteria, ignoring students' personality development. The unified syllabus and textbooks show the same teaching mode, similar teaching methods and the same evaluation criteria in teaching activities. Students' learning under this unified premise is like uniform mechanized production in a factory. In fact, students are different individuals with different personality development, knowledge accumulation, experience cohesion and intelligence level. There is no scientific basis for this standard and unified teaching evaluation standard. To some extent, it inhibits the individualized development of students' physical and mental laws, rigidities the teaching content and seriously affects the teaching effect of the course.
1.4 Pay attention to the evaluation of "quantity" and ignore the evaluation of "quality". In the traditional curriculum evaluation in China, quantitative evaluation has always occupied a large proportion. The viewpoint of quantitative evaluation holds that only quantitative data is scientific evaluation, and objective and credible conclusions can be made on the activity process. It simplifies complex and unpredictable classroom teaching activities into a series of index parameters and quantitative scores by using established evaluation standards, and infers classroom teaching effect and judges classroom teaching quality through comparative analysis of data. This kind of evaluation seems to be objective and standardized, but in fact it is rigid, lacking the flexibility and practical pertinence to grasp the actual situation, which easily leads to a distorted reflection of the actual situation in the classroom and makes the classroom evaluation lose its essential significance.
1.5 attaches importance to the selection function and ignores the incentive development function. Due to the ideological influence of exam-oriented education and the limitation of traditional concepts, the objects of traditional curriculum evaluation, whether teachers or students, pay attention to the functions of screening and selection. Taking the quantitative results of teachers' teaching or students' academic achievements as the basis for their evaluation and grading will have a great influence on the psychology of teachers and students. For primary school students, they can keenly capture the difference between teachers' treatment of excellent and poor students, which can easily reduce their self-confidence and enthusiasm for learning. This is not conducive to the formation of students' correct emotional attitudes and values.
2. Diversified treatment of curriculum evaluation
2. 1 increases the diversity and interactivity of evaluation subjects. Teachers and students are important participants in the teaching evaluation of primary school mathematics curriculum, and other evaluators participate in the teaching evaluation of the curriculum. As the guide of teaching activities, teachers should actively reflect, objectively evaluate themselves and improve and adjust teaching strategies in time; On the other hand, we should change from traditional knowledge givers to guides on students' learning path. Students fully mobilize their thinking and actively participate in teaching activities. The rest of the evaluators make accurate and fair evaluation conclusions according to scientific values through their own understanding of teaching activities and full communication with teachers and students in teaching activities, and work with them to promote the improvement of teaching activities.
2.2 Enrich the evaluation methods and extensively absorb suggestions. The evaluation and examination of students in primary school mathematics are usually based on examination papers. In a sense, this form of assessment is inevitable for the current educational situation in China and the teaching methods of primary school mathematics. However, this evaluation method has been inconsistent with the increasingly progressive educational concept. Accordingly, primary school curriculum evaluation should constantly enrich the evaluation channels and scientifically identify the individual differences of students under different evaluation methods. Through various channels, we should extensively absorb suggestions on teaching activities, improve teaching activities, and fully tap students' thinking interest in learning mathematics.
2.3 The evaluation content is diversified. The object of curriculum evaluation needs to involve four basic elements in teaching activities: teachers, students, teaching content and teaching environment. Teaching activities are not only the process of giving and receiving knowledge between teachers and students, so the evaluation of courses can not only be the evaluation of teaching process and teaching effect, but also consider many comprehensive factors. The content of curriculum evaluation should not only aim at teachers' professional level and students' mastery of knowledge and skills, but also pay attention to students' participation and emotional experience in mathematics learning to ensure the comprehensive and scientific evaluation results.
2.4 Evaluation results "quality" and "quantity" combined. For the teaching evaluation of primary school mathematics classroom, we should not only pay attention to "quantity", but also pay attention to "quality" Only by combining "quality" with "quantity" can we have a fully scientific, accurate and fair evaluation conclusion and put forward effective suggestions in the improvement plan of teaching activities. The combination of "quality" and "quantity" also reflects the diversity of primary school mathematics curriculum evaluation and has made great contributions to the progress and development of primary school mathematics curriculum teaching.
3. Summary
Only by getting rid of the misunderstanding of traditional curriculum evaluation and developing in a diversified direction can the primary school mathematics curriculum evaluation keep pace with the development of the times and meet the teaching requirements of the new curriculum standards. This diversified treatment of curriculum evaluation is not only a comprehensive guarantee for the individualized development of teachers and students, but also a requirement for the change of social talent demand in China, and it is also an important change in traditional education and teaching concepts in China.