Second, praise should be appreciated more and evaluated less. According to a book recommended by the American Tutoring Association, the basic principle of praise lies in description rather than evaluation, and narration rather than judgment. We should let the children make their own evaluations. In class, we should pay attention to using appreciative praise and avoid using evaluative praise. In the usual classroom teaching, it is not difficult for us to encounter such a situation: let students get up to answer questions, but they can't answer them or answer them wrong. Usually we will let them sit down and think again, and then let other students answer. If they get it right, they will praise that classmate: "You are great!" " We went on with the class, but we didn't know it hurt the child's self-esteem. If the latter classmate is praised as "you are great!" What about the classmate before? Is he just bad? Thirdly, the object of praise should be pointed out in the new curriculum standard: "The evaluation of students' mathematics learning should not only pay attention to students' understanding and mastery of knowledge and skills, but also pay attention to the formation and development of students' emotions and attitudes;" We should not only pay attention to the results of students' mathematics learning, but also pay attention to their changes and development in the learning process. " More importantly, it is "mainly based on process evaluation". This requires us to evaluate not only the behavior of learning activities, but also the process of students' learning activities. For example, if a student has a good method to solve practical problems, we can boast that "your method is very good!" " ""You work hard on this issue! "This is a kind of praise for the process of students' learning activities, and students will be very happy. If you simply boast "You are so smart!" It is to praise students themselves, and students will think that achievements are attributed to their abilities, which is not conducive to their own development. Students' grades have improved through hard work, and they should be praised for their achievements through hard work. Because he praised his efforts and let him know the real reason for being praised, he will continue to work hard. Praising his cleverness may make him feel complacent and conceited. In classroom teaching, when teachers affirm and praise students' learning process, students will pay more attention to their own learning activities rather than their own abilities and results. Although there are differences in learning results between gifted students and underachievers, if teachers praise their learning process, they will not damage students' enthusiasm for learning, and underachievers will not pay too much attention to their academic achievements and their own abilities, but will pay attention to their own efforts, so their interest and enthusiasm in participating in learning activities will continue and increase. Such praise does have a positive effect. Fourth, the degree of praise should be moderate. The purpose of praise is to stimulate students' interest in learning, arouse their enthusiasm and initiative in learning, encourage students to think deeply and continuously, and improve the efficiency of classroom learning. Praise for students should be realistic, objective and fair, not stingy or dull, not exaggerated or grandstanding. If you answer simple questions in math class, excellent students often show indifference to the teacher's praise, and even if they are praised, their response is mediocre; The underachievers will be praised by teachers for the questions they can answer with a little effort, even if they are very simple questions, they will be happy to be praised. There is no need to praise some general answers that everyone can think of, just give affirmation, and praise those creative performances that can open students' minds. In classroom teaching, teachers should pay attention to students' emotions and learning attitudes, help them know themselves and build confidence, especially when the sparks of students' wisdom flash, teachers should fully affirm them. However, praise should also have a "degree" and must not be abused. If students are praised as long as they speak, such evaluation will lose its due value and significance, and "over-valued" "commendation meeting" will make students inert. Moreover, the mistakes made by students must be carefully pointed out, and respect cannot be equated with accommodation. Objective evaluation can make students clear the direction of their efforts, and "encouraging appreciation" must be based on "objective evaluation". Fifth, the forms of praise should be diversified. Classroom praise doesn't have to use language, but a gesture and a look can encourage praise. As a member of the student group, students want to be encouraged and praised not only by their teachers, but also by their own student groups, so as to make themselves feel "more dignified", which requires us not only to create an atmosphere in which teachers and students participate in the evaluation together, but also to create an atmosphere in which students help each other and promote each other with a positive attitude. In classroom teaching, teachers should pay attention to the relationship between criticism and praise. They are the unity of opposites, and both are indispensable. The criticism mentioned here is not to scold students with a straight face, nor to dig at them mercilessly, nor to insult them in a demeaning way. Criticism needs wisdom and pays more attention to art, and criticism is based on respecting students. In short, objective praise can make students clear the direction of their efforts. "Encouraging appreciation" must be based on promoting students' development and objective evaluation. At the same time, we should go into students' hearts, pay attention to students' lifelong development, appreciate and appreciate every student from the heart, so that students can gain a sense of self-satisfaction and success, and experience praise, trust, affirmation, friendship, respect and encouragement while gaining knowledge. Only in this way can we really play a role in encouraging praise.