The determination of teaching objectives plays a guiding role in the correct application of teaching methods, the rational design of teaching process, the in-depth excavation of the connotation of teaching materials, the full play of students' main role, and the realization of the overall goal of the final course.

1. Evaluation of curriculum concept

Accurately grasping the curriculum concept is the macro-design of classroom teaching. Teachers should be familiar with the new mathematics curriculum standards, accurately interpret the intention of textbook arrangement, dig deep into the connotation of textbooks and implement them in the teaching process.

2. Evaluation of teaching philosophy

(1) Teachers' leading and students' main body. The leading role of teachers is mainly reflected in constructing teaching content scientifically and accurately, choosing teaching methods and designing learning methods according to students' reality. Carefully design the teaching process, guide and summarize learning methods, point out knowledge problems, and solve doubts in time. Teachers encourage, respect and guide students to participate in order to achieve teaching objectives.

② Pay equal attention to research materials and students. Classroom teaching should be democratic, teachers and students should "speak with one voice" to prevent teachers from "speaking with one voice"; The classroom is a school, not a lecture hall, and the teacher is a leader rather than a speaker. Teachers should study students' interest, attitude, methods and efficiency.

③ Pay equal attention to imparting knowledge and guiding learning methods. Whether mathematics teaching activities stimulate students' interest, arouse their enthusiasm and stimulate their mathematical thinking; Whether to pay attention to cultivating students' good math study habits and make students master appropriate math learning methods. Students' serious listening, positive thinking, hands-on practice, independent inquiry and cooperative communication are all important ways to learn mathematics.

In the classroom, are students given enough time and space to experience activities such as observation, experiment, guess, calculation, reasoning and verification? Whether or not to give guidance and teaching is a problem that should not be ignored when evaluating classes.

3. Comment on the design and realization of 3D target.

① Whether the formulation of "three-dimensional objectives" meets the requirements of curriculum standards, whether the teaching objectives are comprehensive, specific and clear, and whether they meet the curriculum standards, teaching materials and students' cognition. Whether the integration of knowledge and skills, process and method, emotional attitude and values is naturally coordinated.

(2) Whether we can accurately grasp the key points and difficulties of the teaching content, highlight the key points and break through the difficulties in teaching.

③ Whether to attach importance to the process and deal with the relationship between learning process and conclusion; Whether to attach importance to intuition and deal with the relationship between intuition and abstraction; Whether to attach importance to direct experience and handle the relationship between direct experience and indirect experience from the students' existing knowledge and experience; Whether the design and realization of the "four basics" goal is holistic.

Second, the dynamic evaluation of the teaching process

Dynamic evaluation of teaching process is an important content of classroom evaluation. The design of teaching process plays a decisive role in fully embodying the basic concept of new mathematics curriculum standards. Whether teachers scientifically design teaching procedures, optimize classroom teaching structure and achieve teaching objectives depends on the following aspects:

1. Comments on the teaching content and the handling of teaching materials

① See whether the teaching content is based on students' existing knowledge and experience, and whether it is scientific, true and interesting. Whether the presentation of content pays attention to hierarchy and diversity, whether it is too easy or too difficult, and whether it conforms to students' cognitive psychology and existing knowledge level.

(2) To see whether teachers really grasp the learning situation, construct the teaching content from the actual level of students, and carry out autonomous learning, cooperative learning and inquiry learning for all students; Whether to let all students participate in mathematical activities such as discussion, experience and inquiry, and pay attention to students' learning differences.

(3) To evaluate whether the teaching has made it possible to highlight key points, break through difficulties, highlight doubts and highlight educational points; Whether it can make students form the growth of new knowledge and build a new knowledge structure. Whether to properly supplement teaching resources to support students' learning.

(4) Evaluate whether the teaching has triggered students' new mathematical thinking after the completion of the established goals, thus generating new problems and stimulating students' new thinking interest.

2. Evaluation of classroom teaching structure

Classroom structure is also called teaching link. A good class is structured, interlocking, natural in transition, reasonable in time allocation and high in teaching efficiency. The time allocation and connection of teaching links are appropriate.

① On the whole, whether the design of teaching ideas conforms to the reality of teaching content and students' cognitive basis; It has certain originality and gives students a sense of freshness; Clear teaching ideas, pay attention to the logic of mathematical knowledge.

② Whether classroom lead-in attracts students' attention, activates students' mathematical thinking, and pays attention to the close connection between old and new knowledge.

③ Whether the classroom explanation is timely, appropriate and effective, whether it "guides" more than "irrigates", whether it activates students' interest in thinking and whether it creates a good teaching situation.

④ Whether the practice evaluation is targeted and effective, whether it embodies the student-centered and teacher-led, and whether it pays attention to developing students' mathematical thinking ability.

⑤ Whether the allocation of classroom time is reasonable and appropriate, whether students are arranged to have sufficient time for independent inquiry and mathematical thinking, and whether teaching and learning are closely linked.

3. Evaluation of teaching methods

(1) Whether the teaching method is enlightening, whether the students' potential is fully exerted, whether the teachers have created a situation for students' active learning, and whether effective teaching strategies can be implemented according to the learning situation, the characteristics of mathematics subjects and the newly learned class types.

(2) Whether the choice of teaching methods is appropriate and conducive to students' active construction; Whether to pay attention to using different teaching methods to present teaching content. Whether the teacher's teaching guidance activates students' thinking and leads to cognitive conflicts; Whether teachers solve difficulties with students, highlight key points and reveal mathematical laws.

(3) Evaluating teachers' teaching tact, focusing on the tact of dealing with classroom emergencies, can properly handle wonderful presuppositions and ingenious generation.

④ Evaluation of teaching characteristics. A distinctive class embodies the teacher's "wisdom" and "sweat", flashes the teacher's personal teaching style and personality charm, and may even give birth to the spark of teaching concept innovation.

⑤ To evaluate the appropriateness of teaching methods and use information technology to assist teaching in time, we should not only look at the "live" teaching courseware, but also look at the "white+black" blackboard writing skills. Teachers' classroom language, teaching organization and norms are also important contents. Evaluation of this, we can see the basic skills of teachers, such as:

(1) Look at the blackboard, the teaching mode and the teaching language in class.

(4) Look at the demonstration operation [5] Look at the adaptability [6] Look at the professional skills of the discipline.

4. Assess students' learning styles

① Whether students actively participate in learning, go through the process of thinking of knowledge formation, problem discovery and law exploration, pay attention to experience and experience, and whether learning is solid and effective.

(2) Whether students experience and comprehend in mathematical situations, understand in thinking and communication, consolidate in practical application and deepen in mathematical activities. Whether to pay attention to the cultivation of students' application consciousness, and guide students to solve practical problems with mathematical knowledge through examples to realize the application value of mathematics.

③ Whether students have a strong interest in learning, a positive emotional experience and a desire for further study; Whether you have good study habits, are good at asking and solving problems, and are innovative.

Third, the effectiveness evaluation of teaching effect

Teaching effect evaluation is a yardstick to measure the success of classroom teaching and a benchmark to improve classroom teaching in the future. Spielberg, a famous American educational evaluation scholar, said: The purpose of evaluation is not to prove, but to improve.

1. Comment on the depth of knowledge understanding and the proficiency of skill mastery; Evaluate whether the teaching objectives have been achieved, that is, students have developed in knowledge and skills, mathematical thinking, problem solving and emotional attitude, especially the development of exploration spirit and innovative consciousness.

2. Evaluate whether the teaching situation is true and effective, whether teachers blindly perform, treat students as "extras", whether they engage in "show" without actual content, whether the teaching content and teaching materials are appropriate, and whether there is a good classroom learning atmosphere.

3. Comment on the personality differences, intellectual potential and attention of students at different levels; Evaluate whether the information feedback between students and teachers is smooth, timely and effective, how the teacher's organizational ability and coaching level are, whether the teacher's response is accurate, and whether it is sensitive to the new resources generated during the discussion.

4. Evaluate whether the students' learning state is tense, lively, rigorous, relaxed and happy. How about students' self-monitoring and self-reflection ability, whether the discussion is enthusiastic, and whether the controversial issues have a certain depth. Whether the discovery and correction of mistakes are students' autonomy has aroused full attention.

Teachers, from three dimensions, namely: 1. Objective evaluation of teaching design. Dynamic evaluation of teaching process. The effectiveness evaluation of teaching effect, I talked about my own ideas on how to evaluate classes. In the actual class evaluation, everyone should focus on the highlights of a class to avoid covering everything.

In a word, the purpose of class evaluation is to promote teaching. Therefore, we should uphold the attitude of "less criticism, more learning", greatly appreciate the teaching highlights, and look forward to the success of teachers with a developmental perspective for the shortcomings!