With the in-depth development of curriculum reform, an important value has been generally accepted, that is, academic evaluation is a part of curriculum teaching, and the basic value of primary school mathematics evaluation is to promote the development of students. This kind of values has been reflected in the content structure of primary school mathematics academic evaluation. And academic evaluation is the evaluation of students' academic performance. Academic evaluation can not be simply understood as the judgment of learning results, that is, the acquisition of learning, but also the judgment of learning process performance. Similarly, mathematics academic evaluation can not be simply understood as the evaluation of students' acquisition of mathematics knowledge, but also includes the evaluation of students' ability to use mathematics and their feelings, attitudes and values in learning mathematics.

The national mathematics new curriculum standard clearly points out that the purpose of evaluation is to promote the all-round development of each student, and the evaluation of students' mathematics learning should not only pay attention to their learning results, but also pay attention to their changes and development in the process; We should not only pay attention to students' learning level, but also pay attention to students' emotions and attitudes in mathematics practice. Then, how to guide teachers and students to pay more attention to the improvement of students' operational ability, practical ability and problem-solving ability in the teaching process through the baton of evaluating students' academic performance? * * * Knowledge acquisition, the evaluation methods of students' mathematics learning should be diversified, including not only the model test of knowledge mastery, but also the evaluation of students' mathematics activities, the evaluation of learning practical writing, the evaluation of students' group cooperation activities, the daily evaluation of students, and the evaluation of five comprehensive performances, so as to achieve objective and fair results for students. Whenever our evaluation standards change, the standards of students in our eyes will inevitably change.

First of all, students should be the main body of evaluation.

In traditional evaluation, teachers are the main evaluators or even the only evaluators of students' learning. Teachers' evaluation results are authoritative, and students always passively accept evaluations. This evaluation is no longer suitable for quality education. Let students become the main body of evaluation. Through self-evaluation and mutual evaluation, we can improve students' self-improvement consciousness, cultivate students' self-education ability, promote students to form positive, independent and opinionated personality characteristics, and combine students' self-evaluation with other evaluations by teachers, classmates and parents to enhance the comprehensiveness and accuracy of evaluation, which is more conducive to students' correct understanding of themselves, and parents and teachers can treat students correctly and better serve their all-round development.

Second, closely integrate with practice and evaluate mathematical practice in a planned way.

The information contained in mathematical practice activities should be rich and flexible. We should focus on finding, asking and studying problems, pay attention to the diversity of students' autonomous learning, and let students play freely without giving them a frame. Mathematics activities should give consideration to comprehensiveness, sociality and activity. Making and using mathematical learning tools and contacting with the surrounding things through mathematical games can stimulate students' interest and curiosity in mathematics, stimulate students' thirst for knowledge, hands-on desire and creativity, and meet students' special hobbies and requirements in learning mathematics. Mathematics activities should make full use of students' known knowledge, and cultivate students' operational ability, thinking ability and creative ability through their independent activities under the guidance of teachers. Through colorful mathematics activities, students are educated in ideological and moral education and dialectical materialism, so as to cultivate their strong will and develop their hobbies and specialties in mathematics.

Third, broaden the evaluation field and improve the content of the test paper.

The new curriculum standard requires students' mathematics learning content to be realistic, interesting and challenging, and to be conducive to students' active participation in observation, experiment, guess, verification, reasoning and communication in mathematics activities. Then the content of the test paper should be as close as possible to the actual life of primary school students, so that they can feel that mathematics is not abstract, it is closely related to nature and life, so as to examine how students understand the value of mathematics and whether they can use mathematical thinking to observe and analyze the real society and solve problems.

Fourth, the evaluation methods should be diversified.

In the primary school stage, examination is only a method used in the evaluation process to transform the view of examination into the view of evaluation. The information obtained from examinations, especially written examinations, is only one aspect of educational goals and abilities. In terms of evaluation methods, formative evaluation and summative evaluation are combined, and efforts are made to change the evaluation that only pays attention to "grasping the results" into the evaluation that pays attention to both "grasping the results" and "grasping the development process". "Different people get different development in mathematics" is one of the basic concepts in the new curriculum standards, which questions the traditional evaluation mechanism that attaches importance to * * * but ignores individuality. How can teachers evaluate students with a single and unified paper-and-pencil measurement method and pay attention to the individual differences of students' cognitive construction? Because every student is an independent individual and has his own best learning style, his knowledge construction is not necessarily the same. For example, there are 30 carrots and 25 radishes. How many carrots are more than white radishes? Students list three different formulas: 30-5 = 25, 25+5=30, 30-25 = 5. The answer is that there are five more carrots than white carrots. If only the third formula is judged to be correct, students' personality will be obliterated by unified evaluation criteria over time. Therefore, students should be allowed to show their personality and cultivate their innovative spirit in a diversified, relaxed and development-oriented evaluation environment.

In a word, it is the essence of scientific primary school mathematics academic evaluation to replace student achievement evaluation with student development evaluation and dilute student achievement, and it is the foundation of deepening curriculum reform, comprehensively promoting quality education and comprehensively improving the quality of pedagogy.