Mathematics teaching evaluation has the functions of guidance and management. Guiding function is the noumenon function of mathematics teaching evaluation, which plays a potential restrictive role in mathematics teaching. Mainly reflected in three aspects: first, the guidance of school teaching management; The second is the guidance of teachers' teaching contents and methods; The third is the guidance for students' mathematics learning. Its macroscopic manifestations are: solving the contradiction between the present situation of mathematics teaching and the development of market economy; Solve the contradiction between the greater role of mathematics in a wider field in the future and changing the narrow educational view of exam-oriented mathematics teaching; Solve the contradiction between improving students' mathematics quality in an all-round way to meet the requirements of mathematics curriculum standards and simply carrying out double-base training and unilaterally pursuing the enrollment rate. Its microscopic manifestations are: solving the contradiction between mathematics teaching for all students and cultivating a few mathematical elites; Solve the contradiction between reducing students' excessive burden of mathematics learning and successfully passing the junior high school graduation mathematics academic examination. Management function refers to the constraint efficiency and ability of mathematics teaching evaluation to achieve the expected goal. It can regulate, control and standardize the behavior of the object of mathematics teaching evaluation. Only scientific mathematics teaching evaluation can scientifically and effectively manage the mathematics teaching process and students' mathematics learning process. Using different mathematics evaluation criteria to evaluate teaching and learning will lead to different management of mathematics teaching and students' mathematics learning in schools. For example, only taking the written examination of students' mathematical knowledge and basic skills as the only criterion to evaluate the quality of school teaching and the academic achievements of teachers and students will lead to the one-sided pursuit of enrollment rate in school management and teachers' teaching, arbitrary increase of class hours, early termination of courses, strengthening mechanical training, increasing students' learning burden and deviating from the requirements of quality education.
The guidance and management functions of mathematics teaching evaluation in "Nine-year Compulsory Education Full-time Mathematics Curriculum Standard" are as follows: (1) Let students experience the formation and application of mathematics knowledge; (2) Encourage students to practice, explore independently and study cooperatively; (3) Respecting students' individual differences and meeting diverse learning needs; (4) Pay attention to the necessity, basic process and method of proof; 5. Pay attention to the internal relationship between mathematical knowledge and improve students' ability to ask and solve problems; [6], to help students establish a scientific attitude and form a positive emotional attitude and correct values. At present, most education departments seem to attach too much importance to summative evaluation. In the evaluation process, the written test is used as the standard to measure the teaching quality of a school and a teacher, which leads to a one-sided understanding of "pursuing high scores" in "exam-oriented education", and thinks that students get high scores, have high ability, good social adaptability and strong viability. This concept and this evaluation method should be updated and reformed as soon as possible.
Mathematics teaching evaluation has the functions of feedback and adjustment. The function of feedback adjustment refers to the efficiency and ability of feeding back relevant information through teaching evaluation in the process of mathematics teaching, and adjusting teaching and learning according to the feedback information to achieve the expected goal. If the feedback information is accurate and the regulation meets the standard requirements, the teaching evaluation will achieve the best effect and achieve the purpose of mathematics teaching evaluation, otherwise it will affect the evaluation results. Mathematics teaching evaluation has the functions of encouragement and promotion. The function of encouragement and promotion is based on the function of feedback and adjustment. The purpose of regulation and control is to encourage and promote learners' interest in mathematics, arouse their enthusiasm and initiative in learning mathematics, stimulate their learning motivation and promote students' progress towards the expected goals. It is mostly reflected in the process of qualitative evaluation, rather than complete quantitative evaluation. Of course, if the evaluation is unfair, it will inhibit and suppress students' emotions, learning and enthusiasm, thus hindering or even killing students' development. This is the two sides of teaching evaluation.
Mathematics teaching evaluation has the functions of diagnosis and discrimination, and mathematics teaching evaluation has the function of research. This is determined by the characteristics of mathematics teaching evaluation itself. This function is often used to diagnose and identify teachers' teaching level and students' learning level, and provide decision-making information for superior schools to select students. Diagnosis is a process of evaluating various forms of students' mathematics learning, comprehensively analyzing all available information, diagnosing the value of the results and drawing scientific conclusions; Discrimination is the process of identifying and distinguishing different levels of learning through the data obtained from the diagnosis of students' mathematics learning, so as to measure the differences of different students' mathematics learning. It is a horizontal comparison between students. The ultimate goal of diagnosis is not to identify, but to educate and remedy each student and improve the teaching level of teachers. Mathematics teaching evaluation has research function. Research function means that mathematics teaching evaluation has the efficiency and ability to explore the laws of some phenomena or activities in the process of mathematics teaching (including teaching evaluation itself), and to create, process and apply mathematics knowledge to solve problems. The evaluation goal of mathematics teaching in the new curriculum can promote teachers to devote themselves to the research of mathematics education theory, study standards seriously, deeply understand the basic concepts of standards, vigorously develop curriculum resources, explore ways and methods of mathematics teaching, and strive to practice the new mathematics curriculum, thus making the majority of mathematics teachers change from experience-based to scientific research-based.
Mathematics teaching evaluation has educational function, and mathematics teaching evaluation has social psychological function. Educational function refers to the effect and ability that affects the education and teaching of educators and the learning of educatees, thus promoting the development of educators and educatees. Through educational evaluation, we can inspire and help them to develop their strengths and avoid their weaknesses, and constantly reflect, adjust and reform the plans, strategies and methods of mathematics teaching and learning, so as to promote their development in knowledge, ability and ideological morality. Educational functions can be divided into two types: guiding function and learning function. The so-called guiding function is the influence of educational evaluation on educators' education; Learning function refers to the function that educational evaluation has an impact on the educated. Mathematics teaching evaluation has social psychological function. Social psychological function refers to the function that mathematics teaching evaluation has an impact on social psychology in the field of education. For example, teacher-student communication and interpersonal relationship, classroom psychology and atmosphere, class spirit and school spirit, learning motivation and study habits have great influence on education and teaching, students' students, school management and teaching research. Mathematics teaching is an important part of school education, and its goal, content and teacher-student relationship directly affect the social psychology in the field of education.
The most important function of mathematics teaching evaluation is to comprehensively analyze all the information provided in the evaluation process through various forms of evaluation activities, and draw one or more conclusions according to the feedback information, which will play a more effective role in managing, guiding, guiding and promoting the educational situation, school development, educational and teaching activities and students' learning activities in the region, including the psychological development of teachers and students. Mathematics teaching evaluation can organically combine basic mathematics knowledge with basic skills, emotional attitude, mathematical thinking and problem solving. Effectively improve mathematics teaching activities and keep the teaching balance. When mathematics teaching does not meet the needs of social development, it can be used to adjust and establish a new balance in mathematics teaching. Mathematics teaching evaluation is to promote the continuous improvement and development of mathematics teaching under the cyclical law of "balance-imbalance-balance". In short, the effective use of the function of mathematics teaching evaluation can improve mathematics teaching activities, fully mobilize the enthusiasm and initiative of teachers and students, improve the efficiency and quality of mathematics teaching, and realize the value of mathematics teaching, which is the ultimate goal of mathematics teaching evaluation. Of course, the function of evaluation not only has its positive effect, but also has its negative effect. We should give full play to the positive role of teaching evaluation and prevent the negative effects brought by negative effects.