It mainly reflects whether students are in the best psychological state in their learning activities.

Performance: (1) The best state of attention: concentration, concentration, concentration and stability.

(2) The best cognitive state: clear perception, keen observation, active thinking, rich imagination and firm memory, and the brain is in the best state of excitement.

(3) The best emotional state: serious attitude, enthusiasm for learning, strong interest and liveliness.

(4) Best will: strong motivation, curiosity, initiative, overcoming difficulties, self-control and perseverance.

2. The degree of students' participation in learning.

It mainly evaluates whether the teaching design conforms to the actual level of students and whether the thinking space left behind can stimulate students' cognitive needs. American educational psychologist Brula's "Mastery Learning Theory" holds that: "As long as there are suitable learning conditions, the learning ability, learning efficiency and motivation of most students will become very close. 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.

3. The display space of students' innovative consciousness and exploration spirit.

It mainly evaluates the reasonable transfer of students' self-study ability structure and creative thinking level in learning activities. Including: reading mathematics textbooks independently and solving new problems with existing knowledge and methods, self-organizing learning activities and the unity of feedback divergence and aggregation thinking, the organic combination of intuition and analysis, and the participation of creative imagination.

4. Master basic knowledge and skills.

It mainly evaluates whether the way students master the "double basics" is scientific and reasonable, and whether the formation process is efficient, time-saving and independent in building a knowledge body. Mastering knowledge should include four aspects: what it is, where to find it, how to learn it, and what is the use. It is not the same as memory or imitation.

5. Students' ability to use mathematical knowledge to solve problems around them.

It mainly evaluates students' understanding of mathematics from life, discovering and refining mathematical laws from collected information, and observing and answering practical problems in life with mathematical eyes. Including: collecting life information before class, exchanging, sorting and analyzing information in class, and re-understanding and imagining innovative practice information with what you have learned. It truly embodies that mathematics comes from life and mathematics serves life.

The key to students' enthusiasm for math class is that teachers respect students' personality. Try to reduce the prescribed behavior of teachers in the classroom. As long as teachers pay attention to students' words and deeds, they must encourage students. Teachers should be good at discovering students' learning personality, guiding and developing it, and avoiding the formulation of the learning process; Reasoning is integrated into life situations and childishness to overcome monotony and boredom. According to the survey data, primary school students like a teacher because they like the subject taught by the teacher, and then show the best psychological state in class.

"The optimization of teaching is that all the activities designed by teachers can inspire students' thinking and get the maximum gain with the least time and energy. "Teaching design should be based on students' life examples, provide students with materials to participate in the learning process in the form that students are most interested in, and ensure the content and time of students' activities. Learn what? How to learn? Back to students, teachers can provide learning materials instead of explanations, and sort out original information instead of processing; We should believe that every student can learn math well at different levels with different speed and methods. Teachers should encourage students to think independently, learn from each other and dare to express new ideas and practices. Only by truly forming an open classroom and designing open questions can students take the initiative to participate and cultivate their awareness of exploration, innovation and practice. Primary school mathematics should be regarded as applied mathematics rather than pure mathematics, and abstract book contents should be visualized and boring exercises should be gamified in teaching; Let students use mathematical thinking methods to solve the problems around them and feel that learning mathematics is the need of life. Change "I want to learn math" to "I want to learn math".

The experiment shows that changing the object of teaching evaluation can promote the change of teachers' educational concept and guide a new mode of preparing lessons and attending classes. It can better reflect that teachers are organizers, guides and collaborators in the teaching process. To sum up, the implementation of the new curriculum standards of primary school mathematics classroom teaching evaluation quantification is as follows:

I. Teachers' activities

1. Be able to grasp the internal relationship between old and new knowledge and stimulate students' thirst for knowledge by creating scenarios.

2. According to the key points, difficulties and doubts, effectively organize group cooperative learning, design substantive collective learning content, guide learning methods with correct mathematical terms, and infiltrate mathematical thinking to cultivate ability.

3. Join the study group and give individual counseling.

4. Attempt, practice and innovative practice of thinking training closely related to goals.

5. Be able to use questions and inquiry, group communication, collective evaluation, self-revision and mutual revision of homework, sampling inspection and other methods to get timely feedback and give appropriate evaluation.

Second, student activities.

(A) the status quo of autonomous learning

1. Make full use of your mouth, hands and brain to actively collect, communicate, process and process learning information.

2. Independent thinking, mastering learning methods, bold practice, self-evaluation, self-examination and self-correction.

(B) the status quo of cooperative learning

1. Have the courage to express your opinions, listen to and respect others' opinions, and implement division of labor and cooperation, with respective responsibilities.

2. Debate and be harmonious, and help and learn from each other effectively in groups.

(C) the state of creative learning

Observe from all directions, be good at asking questions, think differently, draw inferences from others and practice flexibly.