I. Importance of evaluation
As an activity of cultivating people, teaching has obvious humanistic characteristics. Students' interests, needs, hobbies, initiative, emotion, personality, will and other subjective factors not only strongly restrict and influence teaching activities, but also constitute the elements of teaching activities. In order to get a large number of junior high school students out of the shadow of learning failure, we should pay attention to every detail of students' learning, so that they can often experience the success of learning, thus awakening their desire for learning. Therefore, the process evaluation in teaching has realistic and far-reaching significance for junior high school students to improve their academic performance, gradually move towards success, and then become useful talents and pillars of society.
Second, the evaluation method
1, behavior attitude evaluation.
It refers to the evaluation of students' behavior and attitude in the process of learning, such as correct attitude, rising in class, taking notes carefully, not gossiping, not reading novels, responding to teachers' lectures, etc., which are all problems of students' learning attitude. Strengthening the evaluation of students' behavior and attitude can keep students in a positive learning state and enhance their learning confidence. These seemingly unrelated evaluations have played a great role in the classroom. For example, Liu Bing, Zhao Chen and other poor math students always regard sleeping as the main theme of math class at first. If they don't sleep, they gossip and play pranks. After the author talked with them many times, exchanged ideas and praised them regularly, the students' classroom performance has been obviously improved, and they no longer disturb the classroom order, and their self-management and restraint abilities have gradually increased, so they can actively answer some simple questions in class.
2. Cooperative inquiry and evaluation.
It means that when students encounter difficulties in classroom learning, they can actively communicate and cooperate with group students to solve problems, help some students with learning difficulties and actively cooperate with teachers in classroom teaching. The evaluation of cooperative inquiry is mainly to evaluate students' cooperative ability in learning. Through cooperation, we can strengthen the learning atmosphere in the classroom, enhance students' ability to solve problems, enhance the cohesion of the group, the sense of collective honor, and enhance the friendship between students.
3. Participate in teaching evaluation.
It refers to evaluating every link of students' participation in learning, such as whether students can stand up and answer questions, take the initiative to take the stage to do problems, and take the initiative to participate in discussions. Learning evaluation should pay attention to different levels of participation, some are superficial participation in learning, such as answering questions mechanically, and some are deep participation in learning, such as telling the process steps of learning. Teachers should give different evaluations appropriately, so that students can be appreciated in different levels of successful learning experience, thus gaining endless learning motivation and enthusiasm.
4. Complete the job evaluation.
Refers to students' attitude towards homework, mainly to evaluate students' consolidation of classroom follow-up and their investment in mathematics learning after class. Job evaluation should give different evaluations on the speed, frequency and quality of work. The backbone of mathematics learning trained by teachers, such as students who participate in correcting homework, should be fully recognized in the evaluation, which can improve students' participation enthusiasm, guiding learning ability and class mathematics learning management ability.
Third, the operation of evaluation.
Evaluation needs a scientific operation scale, and some information needs to be collected in the operation. Only by giving some necessary quantification to the teacher's observation and the student's performance can the evaluation be based. For some information that cannot be quantified, teachers should also give qualitative feedback in time.
1, process evaluation.
According to the credit arrangement of mathematics subject, the process credits of mathematics classroom are registered in the following ways: if the group students speak, the whole group scores 1 minute/time, the individual speech scores 2 points/time, and the creative answer scores 3 points/time. According to the completion of the job, the score is 1 minute/time, and the score of the job is 3, 2 and 1 minute/time in turn. Homework is corrected by students, and the score is scored according to the voluntary registration of correction, 5 points/person/week. Therefore, the total homework credit = homework completion times+homework score+homework correction.
2. Multidimensional incentive evaluation.
In addition to giving evaluation with credits, evaluation can also give students positive encouragement in language, so that students can gain a learning motivation from encouragement. For example, let students participate in the performance on the stage, encourage students, especially poor students, to try and find the truth; Teachers should also encourage and improve the speed and quality of students' problem-solving through various forms of classroom competitions.
3. Guide to improve the evaluation.
For students with mistakes, teachers should criticize less and guide more. Let students know why they are wrong and how to correct them, such as calculating steps, thinking methods or doing problems seriously. Therefore, there is still a need for inspiring evaluation language in class, so that students can realize that everything has a dialectical side. "Without mistakes, there is no correctness, mistakes are the premise of correctness, and mistakes are the only way to be correct" and so on. Through guiding evaluation, students are more likely to accept and correct their mistakes, and they will be brave enough to admit them.
Four. Matters needing attention in evaluation
First of all, we should grasp the level and focus of evaluation, first pay attention to the emotional evaluation of junior high school students, and gradually transition to knowledge evaluation, and finally aim at students' interest in learning mathematics.
Secondly, the evaluation should pay attention to the underachievers, and pay attention to setting some easy questions for the underachievers to answer. If the worst students can also study mathematics with enthusiasm, then the classroom must be full of vitality and vitality.
In addition, we should judge objectively and fairly, and treat both good students and poor students equally, without prejudice. Finally, we should constantly improve the evaluation scheme. With the change of time, the evaluation methods of the same class should be different, and the evaluation methods should be continuously improved to adapt to the continuous improvement of students in the evaluation process.
There is a saying that "interest is the best teacher". Praise students inside and outside the classroom properly at ordinary times, and evaluate students with correct and effective methods in time, which can stimulate students' interest in learning and make math class more exciting.