Classroom teaching is a rigorous system, and its main components are: objectives, teaching and students. Among them, the goal is the standard of evaluation, teaching is the content of evaluation, and students are the object of evaluation. In classroom teaching, the purpose of teaching evaluation is to improve teaching quality according to students' feedback around teaching objectives. It can be seen that the evaluation of students is one of the important standards of classroom evaluation. Mathematics classroom evaluation is the evaluation of students' learning process, and its purpose is to stimulate students' learning motivation, not just the evaluation of students. Effective student classroom evaluation is an important part of successful teaching. In this sense, evaluation is a means of education and an art of education. Flexible application can effectively improve students' learning and ability. Then, how to embody the art of evaluation more effectively in primary school mathematics classroom teaching and stimulate students' interest? Let me talk about my own experience:
The new curriculum standard points out that the evaluation of mathematics learning should pay attention to the results of students' learning, but also to the learning process of students, their emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence. For a long time, the focus of primary school mathematics classroom teaching evaluation is "teachers". In the evaluation, we always evaluate the teacher's ability to control the classroom, whether the teaching structure design is reasonable, whether the teacher is witty and flexible in dealing with unexpected problems, whether the language expression is smooth, whether the mathematical language is rigorous and so on. Even if we pay attention to students, we should see whether students can achieve the teaching purpose of teachers. This kind of classroom evaluation mostly adopts the goal-oriented evaluation model, but it ignores the evaluation of students' emotions, attitudes and learning process in the implementation process, which limits the development of students' personality.
In the primary school mathematics classroom teaching evaluation, how to evaluate the classroom effect by evaluating students, I think that in addition to evaluating students' mastery of basic knowledge and skills, we can also evaluate them from the following aspects:
First, the evaluation of whether students like to participate in math activities in class.
The key to students' enthusiasm in math class is that teachers should respect students' personality. Teachers should give encouragement as long as they pay attention to students' words and deeds. Education is first and foremost an appreciation education. In class, teachers should believe that every student is a capable person, willing to tap the advantages and potential of every student, give students full affirmation and appreciation, and learn to listen to their opinions. Teachers have a strong authority in the classroom, so teachers' evaluation is also authoritative. In classroom teaching, teachers' premature or untimely evaluation may suppress and stifle students' valuable practice and ideas. When students have different opinions, the teacher might as well be a loyal listener first. Only in this way can we really create a harmonious atmosphere, and students will not be burdened with psychological burdens to attend classes. When students encounter problems in class, they will dare to ask questions from teachers and solve the questions in students' minds in time, instead of the previous phenomenon of "you teach me to listen", which will help to better play the leading role of teachers and students' dominant position in teaching. At the same time, the evaluation of students' classroom learning is also a side evaluation of teachers, whether it can truly realize emotional communication between teachers and students.
Second, can students participate in the evaluation of classroom mathematics activities?
Bruner, an American educational psychologist, holds that as long as there are suitable learning conditions, the vast majority of students will become very close in learning ability, learning efficiency and motivation to continue learning. The three variables that cause students' individual differences are: the degree of students' experience and ability, the degree of students' active participation, and the degree of teachers' adaptation to students' teaching. "It shows that any student can exert his greatest potential in his own situation, get the least help in his own way and achieve the same learning goal. Obviously, how important it is to participate in teaching in class, which also tells us that if students can participate in learning activities, every teacher's teaching work will become extremely easy.
(1) Evaluate students' performance in cooperative learning situations.
The "cooperative learning method" with the United States and other countries in the world, which emerged in the 1970s, is the most cooperative method, which is conducive to the development of students' learning enthusiasm, the formation of collective cohesion and the formation of students' correct concept of competition and cooperation. In primary school mathematics classroom teaching, students often acquire knowledge through cooperation such as hands-on, discussion and communication. This is also a characteristic of personality development suitable for primary school students. However, this often happens. For example, in a series of cooperative activities, such as placing figures in groups to find the area, and placing cubes in groups to find the volume, there are always one or two students in each group to replace the achievements of the whole group, which hinders the development of other students and makes them always passively observe. Therefore, the cultivation of this practical ability becomes an intuitive feeling and can only passively accept opinions. I think this also reflects from the side that teachers do not take care of all students in teaching, resulting in fewer people with strong practical ability, while others lack practical ability in large numbers, forming a polarized situation, and the teaching effect is of course not good. Through the evaluation of students' brain ability, the initiative, openness, multidirectional, fluency, flexibility and independence of students' thinking are stimulated, so that students' thinking can enter a better enlightening state. In the evaluation, I pay attention to finding the development points, connection points and growth points of students' thinking, and pay attention to guiding students to think as a whole. Therefore, in primary school mathematics classroom teaching, the evaluation of students' cooperation has also become the standard of classroom evaluation.
(2) In the classroom teaching, evaluate the ability of primary school students to use mathematical knowledge to solve practical problems in life.
Mathematics is not an isolated subject, it comes from life and also serves our life.