1, carefully designed evaluation language.

In mathematics classroom learning, students' answers to questions not only reveal their learning situation, but also inadvertently reveal their mathematics learning level and their emotions and attitudes. Teachers should carefully design evaluation language, seize the best opportunity, and use students' evaluation language in a targeted manner, so that evaluation language can help students know themselves and build up confidence.

In evaluation, teachers should not only pay attention to students' mastery of knowledge and development of ability, but also pay attention to students' learning process, expression and development of emotional attitudes and values, carefully design evaluation language conducive to students' development, stimulate independent exploration, pay attention to motivation and team, and develop good oral evaluation habits to make the classroom more attractive.

The ingenious application of (1) language in evaluating behavior habits.

Mr. Ye Shengtao, a famous educator, said, "What is education? In a simple sentence, it is to cultivate good habits. " However, good study habits cannot be developed overnight, and teachers need to cultivate them consciously and imperceptibly.

In the teaching process, in order to cultivate students' good habit of listening carefully, teachers can evaluate students like this: "Listening is a good way to share success. Seeing that XX students are sharing everyone's happiness, I believe he has gained a lot! " "He listened carefully. Children who can listen are children who can learn! ""XX students listened most carefully and were the first to raise their hands. Please answer! " "You really listen carefully. This is the performance of respecting others! " "You listen carefully, your ears are really smart. You have noticed such a subtle place! "

If you want to cultivate students' habit of speaking, you can say, "What you said is very reasonable. If we can cultivate students' good thinking habits, the teacher can say, "I think XX students must be thinking. Let's give him some more time, ok? " "Think with your little brain. It doesn't matter if you think it's wrong. Teachers like students who are willing to use their brains! "

If you want to cultivate students' habits, you can say, "Not only study hard, but also remind your deskmate. That's amazing!" "The first batch of xx students can be great! Win a shining star for this group! " "Look, many children have knocked down their cowards and raised their hands!" "You see, XXX is a good example for everyone to learn! See how he does it! " "The students in the fourth group have wide eyes and bright eyes. I feel that you are particularly serious and especially attentive! " "You sit up straight! Good concentration! " "Seeing XX's seriousness, the teacher will know that she is a studious child!" "You look like a little teacher. You not only manage yourself, but also manage your own group! " "I don't know what makes you change so much, from noisy class to learning to think quietly and learn to work hard secretly. I'm so happy for you! " "Respect (appreciate) others and you will be respected (appreciated) by more people!" "To learn to appreciate others, what should you say to the students' answers?" "Your progress makes the teacher feel particularly happy!" "You are really good! (Great, really sensible, really brave, really careful, really patient, really persevering, really good) "This can guide students to develop good study and life behavior habits.

(2) Effective use of evaluative language to encourage development.

Students' potential needs teachers to stimulate with oral evaluation. In the teaching process, teachers should let students experience success from learning and guide students to turn this sense of success into new learning motivation, thus forming a virtuous circle.

In teaching practice, we believe that the following evaluation words that encourage students to grow up are worth learning: "You dare to challenge difficulties, I want to learn from you!" "You really have perseverance and can persist in research for so long!" "It's amazing that you have your own unique ideas!" "Your findings are very valuable, and your findings are of great help to our further research." "ah! Your extracurricular knowledge is so rich that you can be my teacher! " "Even these people know that it is really a class doctor!" "You know so much! What a rich knowledge! We all want to learn from you! " "Your eyes are really bright and you find so many problems!" "It's amazing to ask such a valuable question!" "Children who can ask questions are smart children!" "This question is very valuable, and we can study it together!" "This idea is unique and refreshing!" "Guess is a prelude to scientific discovery, and you have taken a wonderful step!" "You are so smart! What a clever boy to come up with such a wonderful method! " "You have come up with a new method. You are so clever. Can you tell us? " "Your idea is unique, and the teachers admire you very much!" "You are particularly fond of thinking, and you often make a blockbuster, so that everyone can't help applauding you!" "Your speech inspired me a lot, thank you very much!" "Look, who is sharp-eyed and finds the most and fastest?" "You found such an important method, and the teacher is proud of you!" "Your answer is really different, very creative, and the teacher especially appreciates you!" "The teacher appreciates your attitude of seeking truth from facts!" "Who is willing to give you a demonstration? Show your skills! " And so on have stimulated students' progress.

(3) Encourage the application of questioning and evaluating language.

Students dare to question, they have their own consciousness of independent thinking, and they are no longer "books" or "teachers". Moderate praise from teachers is a catalyst for students to dare to question. In teaching practice, "children who can ask questions are smart children!" "Small doubts and small progress, big doubts and great progress!" "Never mind, speak your mind out loud." "Your answer made us sit up and take notice." It is an evaluation language commonly used by some teachers to encourage students to question.

For example, when sorting out and reviewing the unit "triangle", when reviewing the triangle can be divided into acute triangle, right triangle and obtuse triangle according to the size of the angle, and equilateral triangle and isosceles triangle according to the characteristics of the side, some students asked: "Teacher, can we say that equilateral triangle is acute triangle?" That's a good question After guiding the students to discuss, the teacher praised the student in time: "You are really a very intelligent child, who can grasp the connection between knowledge and think about problems. The teacher likes you. " Inspired by the teacher, other students asked: Is the isosceles triangle necessarily an acute triangle? Is there a right triangle in the isosceles triangle? ..... Due to the teacher's timely encouragement, the classroom atmosphere became active, and other students also benefited from it.

(4) Pay attention to the application of evaluation terms in cooperative learning.

As one of the three learning methods advocated by the new curriculum, group cooperative learning is widely used in current classroom teaching. When evaluating, the overall evaluation group is conducive to cultivating students' team spirit and collective sense of honor.

For example, "You did a good job. It would be better if you could help your deskmate! " ""You are an excellent recorder. You not only recorded the observation in detail, but also wrote it correctly and clearly! "You look like a little teacher. You must not only manage yourself, but also manage your own group. " "This is the result of your successful cooperation, and the teacher is happy for this achievement! Come on for your active participation! " Our discussion today is very lively, with a large number of participants and high quality. I'm proud of you! ""his report is complete and wonderful, and it is an example for us to learn! "These evaluations not only focus on the guidance of methods, but also cultivate students' sense of cooperation.

2, timely feedback, grasp the best evaluation opportunity.

(1) When the students answer correctly,

When a student's answer happens to be the answer in the teacher's mind, the teacher often praises him immediately, which seems to imply to other students that the student's answer is almost perfect and can't be picky. At this time, even if other students have other ideas and opinions, they dare not speak out. An invisible pressure stifles their desire to answer. So the teacher should listen to other students' thoughts first, and can turn to ask other students, "Do you think so?" "Who else would like to state your thoughts to you?" Wait until everyone's opinions reach a * * * knowledge before making a positive evaluation. Nowadays, students have a wide range of knowledge and are insightful in thinking about some problems. Sometimes teachers have to marvel at their unique thinking. But at this time, if you evaluate it immediately, it is possible that the teacher will know, while other students are still confused and don't understand. At this point, the teacher can give the evaluation right to other students: "Who understands his method?" "What do you think of his method?" Then he asked, "What's so good about it?"

(2) When students answer incorrectly

When students' answers are wrong in class, if teachers give a conclusive evaluation of students' answers in class too early, it will inevitably block students' desire to explore and think and dampen their enthusiasm for learning. If teachers can grasp the degree of evaluation time at this time, postpone the evaluation reasonably, give students more time and space to think, let them discuss freely around the problem, learn from each other's strengths and form a correct view. Teachers can evaluate students again and give necessary guidance to make teaching achieve the expected results.

For example, when the teacher teaches "axisymmetric graphics", first let the students judge which geometric figure they have learned is axisymmetric by cutting one by one. A group of students think that "the parallelogram is an axisymmetric figure" because they think that "the figures on both sides can completely overlap after being cut and rotated along the center line of the parallelogram." The teacher did not immediately evaluate and correct the students' wrong judgment, but delayed the evaluation, allowing students to discuss the problem, and students inspired each other in free discussion, and finally formed a correct understanding.

(3) When students can't express clearly.

When students express their ideas about solving calculation problems or application problems, they often have a clear idea, but when they stand up and speak, they hesitate to say clearly. At this time, if the teacher interrupts the students' speech with boring words, the students will fall into a very embarrassing situation and even cast a shadow of inferiority. If the teacher listens patiently, encourages him with the evaluation language of "Don't worry, speak slowly" in time, or inspires him with the suggestive evaluation language of "Look at the conditions and requirements of the topic first, and then answer as required", and gives him another chance, students can often express their original opinions smoothly.

(4) When the class is embarrassed.

The teaching process is a dynamic process, and there are often "complications" and embarrassing scenes. Teachers should be good at skillfully resolving embarrassment with flexible and witty evaluation words.

For example, when the teacher teaches "classification", let the students collect the classification questions around them before class, and then organize the students to discuss. From bookstores to supermarkets, from stations to hospitals, students listed many typical classification problems. At this time, a student stood up and said, "I know that going to the toilet should be kept secret." Boys go to the men's room and girls go to the women's room. " The childish language of the students attracted a burst of laughter, and the students suddenly felt very embarrassed. The teacher immediately realized that everyone's laughter embarrassed the classmate and made him doubt his discovery, so the teacher went over and touched his head and said with a smile, "going to the toilet is a classification problem that everyone around us has to experience, but none of us found it." You are really a careful child. " The teacher's clever evaluation makes students turn embarrassment into confidence.

(5) When meeting special students

In the classroom, special students also have the inner need to be recognized and appreciated, and they also need the respect, tolerance and teaching of teachers. The following is a case reflection of a teacher's evaluation of a special student:

There is a boy in my class who is a little special. When he meets an unsolvable problem, he only tears. What should I do? In the usual class, in order to protect his enthusiasm, he is usually asked to answer what he has done and then encourage him. The situation in class today is similar to that in the past. When the whole class was proofreading, he only finished half. When asking a basic question "300 hectares = () square kilometers", I didn't see him raise his hand, but I called him up. After dawdling for a long time, he stood up and muttered, "I haven't done it yet." He thought I would ask him to sit down. "Nothing, then you can think about it now." I turned him into an army. "But I really didn't do it well." He repeated this sentence, and as he spoke, his tears came out again. At this time, some students are urging: "Come on, don't waste time, you have to do your homework later!" " "Under the double pressure of teachers and classmates, he twitched more and more severely and seemed to be greatly wronged. In normal times, maybe I would stop here and let him sit down, but this question can be obtained by turning a corner slightly. Why not encourage him to answer boldly "why don't you think about it?" Actually, you will. "Maybe because he is not sure, he still doesn't want to talk." Don't be afraid, be brave. It doesn't matter if you are wrong. If you don't say anything, you will never overcome yourself and feel the joy of success. Try it, you can do it. "I encouraged him and hoped that he would show some courage." 300… hectares =…=3… square kilometers ",he cried and answered the question. Although his voice is intermittent, I can hear his question and answer completely. "Great, you really did it. The teacher is really happy for you! "Teachers with warm applause.

His mood is slowly calming down. When I was explaining the next question, when I turned to clean the blackboard (the progress between area units), he suddenly said, "teacher, can you slow this down a little?" I want to write it in a book. " I am so surprised. I'm afraid he will hate me for it. I'm worried that the confidence he had built up was ruthlessly destroyed under my insistence. Now this kind of worry is not only completely unnecessary, but also makes him more motivated. I am very happy.

3, targeted, strengthen the pertinence of evaluation.

Teachers' evaluation of students' performance should vary from person to person, or be outspoken, euphemistic and implicit, or serious and solemn, or enthusiastic and targeted, and all students cannot be measured by "one ruler". We should also give affirmation and encouragement to students' slight progress. Of course, while praising incentives, we should also pay attention to objective evaluation and correction, so that students can learn from setbacks and make clear the direction of their efforts. When students' understanding is found to be biased, teachers should give timely feedback according to their participation performance, accurately and objectively point out students' strengths and existing problems, and guide students through targeted evaluation.

For example, when teaching "axisymmetric graphics", the teacher asked the students to take out a piece of paper and fold it in half to cut out a beautiful pattern. After the students began to practice, they cut out beautiful patterns, including clothes, houses, rockets, trees, dragonflies, butterflies and weightlifters.

Teacher: Look at these patterns. What did you find?

Health 1: The left and right parts of these patterns are the same, and they can completely overlap after being folded in half.

Teacher: The patterns you just got are all axisymmetric. It's amazing that you can summarize their characteristics.

Teacher: What other figures we have learned are axisymmetric figures?

Health 2: I think the square,

Teacher: It's really not easy to find the axisymmetric figure accurately in the geometry you have studied.

S3: Teacher, I also found that isosceles trapezoid and isosceles triangle are also axisymmetric figures.

Teacher: You are really a good listener and thinker. You can get inspiration from other people's speeches.

Health 4: I also found that the patterns on Xiaoming's clothes are also symmetrical.

Teacher: You can tell the axisymmetric figures in your life. Your observation is really careful.

Teachers accurately capture the different intellectual tendencies revealed by four students through different evaluation words, which naturally reveals teachers' affirmation and appreciation of their strengths and intelligence. Such targeted oral evaluation can effectively stimulate students' learning, highlight students' thinking personality and really promote students' progress.