Traditional classroom teaching often emphasizes teachers' teaching and students' absorption, only attaches importance to the acquisition of students' indirect experience, ignores the formation of students' emotions, attitudes and values, and ignores the value of students' self-experience in life and society. Therefore, in the past, the focus of classroom teaching evaluation was mainly on the "teacher", focusing on the teacher's classroom performance and how the teacher spoke. Even paying attention to students' behavior is basically regarded as a response to the teacher's "teaching" or an ornament of the teacher's "teaching". Classroom teaching evaluation shows the trend of "teaching as the main task and learning as the service for teaching". The biggest drawback of such classroom teaching evaluation is that it ignores the people-oriented education and teaching thought and the ultimate goal of student development. With the development of the times, the change of social situation and the deepening of education and teaching reform, the disadvantages of the original classroom teaching evaluation are increasingly exposed: the evaluation function pays too much attention to identification and finality, and it is not educational and developmental, the evaluation standards and methods are too one-sided, and the evaluation subject is too single. These problems have become the shackles of the current classroom teaching reform. Therefore, in today's quality education and curriculum reform, how to objectively and comprehensively evaluate students, test the quality and effect of teachers' classroom teaching, and establish a new classroom teaching evaluation system has become our top priority, and it is also the purpose of our research on classroom teaching evaluation of primary mathematics.
Based on the above theoretical and practical analysis, we clearly realize that it is not only necessary but also urgent to establish a classroom teaching evaluation system suitable for the implementation of the new curriculum. Through effective classroom teaching evaluation, on the one hand, teachers are urged to constantly reflect on their classroom teaching behavior; On the other hand, establish students' dominant position in classroom teaching, form a benign interaction between teachers and students, and reverse the situation that students passively accept knowledge and training in classroom. This curriculum reform pays special attention to students' development and learning process, advocates students' active participation, willingness to explore and hard work, and cultivates students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. We should give full play to the function of evaluation in promoting students' development and improving teachers' teaching, rather than just focusing on its screening and selection functions. Exploring new ways and methods of classroom teaching evaluation is helpful to enrich the theoretical research and practice of educational evaluation and accumulate experience for educational process evaluation. The study of classroom teaching evaluation is an important channel to open up teaching theory and practice, and it is of great significance to promote the combination of teaching theory and practice and promote the benign development of teaching reform.
Second, the new curriculum of primary school mathematics classroom teaching evaluation of rational analysis
The core concept of "student-oriented" in the new curriculum has triggered a new understanding of the essential attributes of education and teaching, and triggered a comprehensive reform of education and teaching, especially the reform of classroom teaching. The reform of classroom teaching depends largely on the reflection and orientation of classroom teaching evaluation. What teachers are most concerned about is which dimensions should be used to evaluate classroom teaching in the new round of curriculum reform? What kind of class is a good class? How to evaluate classes? These are all issues that we urgently need to think, discuss and study.
(A) under the background of the new curriculum "good class" standard
The standard problem of "good class" under the background of new curriculum has been basically solved from the perspective of national education policy. There are clear requirements and regulations in the Outline. However, these requirements are principled and idealistic. At the specific operational level, teachers generally feel at a loss. Therefore, figuring out "what kind of class is a good class" from the operational level is the problem that grass-roots teachers want to solve most. With the implementation and popularization of the new curriculum, Chinese teaching and research personnel and primary and secondary school teachers have made useful discussions on the standard of "good class" and put forward many insightful opinions.
Professor Ye Lan put forward the standard of "five realities" for a good class. Namely: (1) a solid lesson. "Solid" means that "good lessons" are meaningful, meet the requirements of curriculum standards, meet the corresponding teaching tasks and requirements, and can promote students' understanding and mastery of knowledge; (2) Entity class. "Enrichment" refers to the efficient and full realization of teaching objectives and the completion of teaching tasks under limited teaching conditions; (3) Rich classes. "Abundance" means that teaching is fruitful, which is generative and teaching is a concrete manifestation; (4) simple class. "Plain" emphasizes that "good class" is a normal class. It is not decoration, nor decoration, but has a very strong universality. The principle or concept of "good class" can be realized without special conditions. (5) practical classes. "Authenticity" mainly reminds us that we must pay attention to the shortcomings of "good lessons", understand and learn "good lessons" through negativity, and avoid false exaggeration or distortion.
Professor Qian Wen from Beijing put forward five criteria for evaluating a "good class": the learning content should be appropriate; The learning environment should be relaxed; Learning forms should be diverse; The process of learning organization should be scientific; The evaluation of learning activities should be more inclusive.
Cui Yunkuo summarized the standard of "good class" as "teaching effectively, learning happily and getting satisfied with the exam". "Effective teaching" refers to the standard of one class and one class, and one standard for one semester. Be careful and don't waste students' time. "Happy learning" means that the learning process should be pleasant; "Satisfied with the exam" means paying attention to the results. These standards include both the evaluation of teachers and the evaluation of students; Pay attention to the evaluation of teaching process and teaching results. But it seems too general to reflect the rich dynamics of the teaching process.
Based on the constructivism theory, Wang Guangming and Zhang Chunli believe that the main criteria for evaluating a "good class" should be: (1) students actively participate in learning. (2) Maintain effective interaction between teachers, students and students. (3) Learning materials, time and space are fully guaranteed. (4) Students form a real understanding of knowledge. (5) Cultivating students' ability of self-monitoring and self-reflection. (6) Students get positive emotional experience. This standard completely evaluates the level of classroom teaching by students' learning state and learning effect, and highlights the development value of classroom teaching to students. This is of great significance to the reform of the traditional teaching evaluation standard, which focuses on evaluating teachers. However, the scientific nature of this standard remains to be studied.
On the basis of carefully studying and studying various standards of "good class", our research group put forward its own views on the standards of "good class" according to the requirements and regulations of the Outline and combined with its own work practice. We believe that the evaluation of a course mainly depends on whether this course stimulates students' desire to explore; Whether it broadens students' horizons and cultivates students' thinking ability through continuous problem solving; Whether the organic integration of "knowledge and skills", "process and method" and "emotional attitude and values" has been realized in the integrated teaching. Concretely summarized as six points: (1) The goal has been properly implemented; (2) Careful consideration of the activity organization; (3) High interest in cooperative learning; (4) Good teacher-student interaction; (5) The process embodies inquiry; (6) There is room for learning to be effective.
(2) Thinking about the classroom teaching evaluation of primary school mathematics under the new curriculum.
Since the implementation of the new curriculum, evaluation has developed rapidly, and teachers' evaluation concepts and methods have changed greatly. Many experts and teachers have made special research on classroom teaching evaluation and gained a lot of valuable experience. Through more than two years of study and practice, I have a certain understanding of classroom teaching evaluation of primary school mathematics. We believe that in the concept of classroom teaching evaluation of the new curriculum, the key is to promote "two developments"; In the process of classroom teaching evaluation of new curriculum, it is important to realize "two changes".
1, the key: promoting "two developments".
The first is to promote the all-round development of students' quality. First of all, it is reflected in the teaching objectives, not only to achieve basic goals such as knowledge and skills, but also to pay attention to the formation of learning developmental goals (forming a correct learning attitude, gaining positive emotional experience, and cultivating correct values, outlook on life, world outlook, etc.). Secondly, in the teaching process, teachers should seriously study classroom teaching strategies to stimulate students' interest in learning and promote students' active learning. Once again, it is reflected in the teaching effect, and the idea of "learning as teaching" should be truly embodied.
The second is to promote the professional development of teachers. The direction of classroom teaching evaluation of the new curriculum should be along the direction of promoting teachers' professional development, resolutely abandon those formalism and quick success, and really pay attention to teachers' professional development. The focus of classroom teaching evaluation is not to identify teachers' classroom teaching achievements, but to diagnose teachers' teaching problems, set teachers' development goals and meet the needs of teachers' personal development.
2. Focus: implement the "two transformations".
First, from paying attention to teachers' "teaching" to students' "learning". Attention in the classroom should not only pay attention to teachers' "teaching", but also pay attention to students' "learning", which is a new concept put forward by the new curriculum. Only by evaluating teachers' "teaching" based on students' "learning" can we truly embody the teaching thought of taking students as the main body and taking students' development as the foundation. Although there are many factors to evaluate a class, we should first pay attention to students' learning state, learning process and learning style. We can pay attention to students' "learning" from three aspects: the exertion of students' subjectivity, the real change of students' learning methods and their personal experience in scientific exploration.
The second is to change from paying attention to "research on specific teaching materials and methods" to "research on effective teaching strategies". In traditional teaching, it is often the central task for teachers to study the teaching materials carefully and design the teaching process carefully. The focus of research is often what is the focus of teaching materials, where is the difficulty of teaching, and the focus of thinking is often the specific small links in teaching, such as the design of lead-in, the design of questions, the design of blackboard writing and the design of homework. It is not difficult to find that this is a teacher-centered way, and students are often regarded as an abstract group at a certain age. In fact, students in classroom teaching are concrete, unique and active people. No matter how well a class is designed, it is difficult to achieve the predetermined goal without the participation and cooperation of students. Therefore, the classroom is often not static, but lively; Teaching is often not preset, but creative. Classroom teaching must pay attention to students, pay attention to their emotions and emotional life. Teachers must pay attention to the study of effective teaching strategies, so as to stimulate students' learning enthusiasm, motivation and perseverance, and make students truly become the main body of teaching activities.
Based on the above analysis, we assume that: based on the theory of multiple intelligences, constructivism and post-modernism education, under the guidance of the theory of Curriculum Standards and Outline, we will explore various effective methods of classroom teaching evaluation of mathematics in primary schools in the new curriculum through research, and combine various methods to explore and form a subjective, comprehensive, multi-level, pluralistic and diversified classroom teaching evaluation system. Multi-angle and all-round evaluation of primary school mathematics classroom teaching to promote the development of teachers and students.
Third, build an evaluation system of primary school mathematics classroom teaching that meets the requirements of the new curriculum and promotes the development of teachers and students.
Evaluation plays an obvious guiding role in classroom teaching. If there is no scientific evaluation standard and evaluation index system, it will inevitably lead to deviation and make classroom teaching go astray. Therefore, in order to ensure the quality of classroom teaching, we must establish a scientific, feasible and comparable classroom teaching evaluation system, and determine the standards and weights of index items. We imagine: under the guidance of quality education theory, adhere to the value orientation of students' development, and based on modern education evaluation theory, carry out the research and practice of primary school mathematics classroom teaching evaluation, and build a new system of primary school mathematics classroom teaching evaluation that can effectively improve teaching activities and continuously promote the development of teachers and students.
(A) to determine the content and standards of primary school mathematics classroom teaching evaluation
Looking at the existing research literature, there are two main strategies for the design of classroom teaching evaluation standards: one is the strategy of dividing classroom teaching elements. Based on the main elements of classroom teaching, this design strategy is divided into teaching objectives, teaching content, teaching process, teaching methods and teaching effects, and then each part is further divided into several sub-projects. For example, based on the structural elements of the teaching process, Huang Dalong believes that the classroom teaching evaluation under the new curriculum concept mainly depends on whether the design of teaching objectives, the organization of teaching content and the choice of teaching methods are conducive to the improvement of students' quality. The second is the teaching behavior analysis strategy. This design strategy is classified according to the specific behavior of people in classroom teaching, and classroom teaching is divided into teachers' teaching behavior, students' learning behavior and teacher-student interaction behavior. The specific evaluation project is carried out according to the above three behaviors. This design strategy can be illustrated by the "good class" standard in this paper.
However, some scholars have pointed out that classroom teaching evaluation should point to the overall situation of the classroom, not just the division of teachers or students, or a certain aspect of behavior. From the perspective of classroom subjects, there are many complex factors behind any behavior of teachers and students, and only by placing them in a specific background can we make an appropriate explanation. If only some individuals or variables in the classroom are evaluated separately, then the evaluation results will definitely deviate from the essence of the evaluation object.
Based on the analysis and research of these documents, according to the spirit of the Outline and the purpose of reform evaluation, we consider constructing the contents and standards of classroom teaching evaluation of primary school mathematics from the following three aspects.
1, students' learning situation
Participation status. Look at the attitude of students to participate in activities: pay attention to the problem situation and take the initiative to participate in activities; Second, look at the depth of students' participation in activities: they can operate and experiment correctly as required, listen to other people's views, and share the fun of learning with others; Third, look at the breadth of students' participation in activities: there are various ways for students to participate in activities, students have enough time to participate in learning activities, and students have no less than 20 minutes of independent activities.
Communication status. See if there are multilateral, rich and diverse information links and information feedback in the classroom; Second, see if there is a good cooperative atmosphere in interpersonal communication in class; Third, see if there is effective interaction between teachers and students.
Mentality. See if students dare to ask questions and express their opinions; Second, see if the questions raised and the opinions expressed are challenging and original.
Emotional state. See if students have a moderate sense of tension and pleasure; Second, see if students can control themselves and adjust their learning emotions.
Generation status. See if students have acquired knowledge and skills, learned mathematical thinking and developed feelings and attitudes. Second, to see whether students of different levels are satisfied with their expected achievements, they all improve on the original level and achieve their learning goals as a whole.
2, the form of knowledge
Fundamental. See if it reveals the logical regularity of the knowledge structure based on a certain content and provides the necessary growth point for students to actively explore new knowledge.
Basic. This is mainly from the background of students' knowledge and experience, whether the knowledge accepted by students can interact with students' existing ideas, experiences and even the whole spiritual world, thus making learning more meaningful.
Procedural. It mainly depends on whether there are activities or opportunities for students to observe, operate and think independently, and then gain understanding and experience through the cooperation and exchange of student groups.
Tactical. See if students get the experience and feeling of how to learn, how to remember and how to think, so as to enhance their self-awareness and self-monitoring ability.
Practical. See if the accepted knowledge has application value, so as to improve students' practical ability and sustainable development ability.
3. Teachers' teaching behavior
Teaching objectives. See the degree to which the teaching objectives meet the requirements of the new curriculum standard and students' reality: meet the requirements of the curriculum standard, including knowledge, ability, emotional attitude and values, adapt to students' psychological characteristics and cognitive level, and pay attention to students' differences. Look at the degree of operability: the teaching objectives are clear and specific, and it is easy to operate.
Teaching content. See if you can properly handle the teaching materials and use them creatively; Whether to form a reasonable knowledge structure and focus on it; Whether to connect with students' life and social reality; See whether to attach importance to the horizontal connection between disciplines and infiltrate moral education.
Teaching strategies. See if we attach importance to three learning methods (autonomy, cooperation and inquiry) and develop good study habits; Whether we can choose appropriate teaching methods according to the actual situation, design and provide reasonable learning resources for students' learning; Whether a democratic, equal, harmonious and relaxed teacher-student relationship has been established.
Teachers' quality. See if you have rich organization and coordination ability, innovative spirit of teaching reform and unique and good teaching style; Whether information technology can be effectively used to promote the integration of information technology and subject teaching; Do you have good basic skills?
(B) Determination of evaluation index project standards and weights
First, in order to facilitate teachers' practical operation, we follow teachers' long-established evaluation habits and adopt a hierarchical approach to classroom teaching, and divide each goal into four grades: "A, B, C and D".
Second, the rating is converted into a percentage, so that it can be input into the computer for quantitative processing. For each level of each index, it is quantized into a score according to different weights.
Third, the three major items and four grades of the indicators are basically stable. Dynamically process the weight distribution of each index. In other words, the weight of each index is determined according to the actual situation of classroom teaching at a certain stage and the guiding needs of classroom teaching management, which is dynamic. For example, if teachers need to pay special attention to students' learning status in classroom teaching recently, then we can raise the score of "students' learning status" to 50 or even 60.
(C) The scale design of classroom teaching evaluation
In the new curriculum, teachers need a tool and an operable scale, that is, the classroom teaching evaluation form, which is used for teaching reflection after classroom teaching, teaching analysis of teaching and research personnel, and evaluation of various "excellent courses" by judges.