The outline of basic education curriculum reform puts forward the idea of establishing an evaluation system to promote students' all-round development. Evaluation should not only pay attention to students' academic performance, but also discover and develop students' potential in many aspects, understand students' needs in development, help students know themselves and build their self-confidence. Give full play to the educational function of evaluation and promote the development of students at the original level. "Based on the overall goal of mathematics curriculum standards, this paper discusses the contents and methods of junior high school mathematics students' academic evaluation in order to make junior high school mathematics academic evaluation more objective, scientific and effective. Key words: The contents of mathematics learning evaluation in junior high school mathematics academic evaluation implementation design curriculum standard are as follows: knowledge and skills, mathematical thinking, problem solving, emotion and attitude. In the overall goal, the curriculum standard puts forward specific requirements for students' mathematics learning in these four aspects, which is not only the learning goal, but also the evaluation content and standard. According to the requirements of the 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' emotional attitude. 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. Evaluation should pay attention to the process of students' development, emphasize the comparison between students' past and present, and let students truly experience their progress through evaluation. In the concrete implementation of students' mathematics learning evaluation, we should pay attention to the following problems: First, attach importance to the evaluation of students' mathematics learning process. Students' mathematical knowledge and skills, the ability to find, ask and solve problems, and positive emotional attitudes and values are gradually formed in the process of students' mathematics learning. Teaching evaluation should pay attention to students' subjective initiative, development and variability, not only to students' exploration conclusions, but also to the process of students' conclusion. Evaluation is not only an evaluation, but also an incentive. Through our evaluation, we should let students experience the joy of success, so as to promote the development of every student. Therefore, the classroom teaching process should have the following characteristics: 1. After creating situations and activating students' active participation in the classroom, teachers should create an environment and atmosphere for knowledge and inquiry, stimulate students' desire and enthusiasm for knowledge and activate students' active participation. For example, when teaching axisymmetric graphics, I used photos to present an origami activity, so that students can explore the axisymmetric properties and related properties of angles in practical operation. This kind of situation is novel, suitable for students' age characteristics, can activate students' interest in inquiry, and is closely related to the teaching content, and students can actively participate in the later autonomous learning. In teaching, teachers should be creative; The situation should be interesting; The content should be closely related to the teaching theme; The form should be novel and lively, which can activate students' active participation. 2. Asking questions, stimulating students' active inquiry and cultivating students' independent inquiry ability are the tasks that our mathematics classroom teaching should undertake. Therefore, raising questions and motivating students to actively explore are important links that classroom teaching must go through, and also the intermediary and bridge for students to experience the exploration process. There are three main ways to ask questions: first, teachers ask questions; Second, teachers ask questions, and students screen and determine questions; The third is students asking questions. From the perspective of inquiry learning, teachers' questioning is the first stage of training students to ask questions. Through the demonstration of teachers' questioning, guide and train students to learn "what questions to ask" and "how to ask questions" The teacher asks questions, and the students screen and determine the questions, which is the second stage of training. Generally speaking, teachers will ask several questions to study, from which students can choose the questions they can study and determine the questions they study. The third stage of training is for students to ask questions themselves and complete the screening and determination of questions. 3. Interaction between students. Cultivating students' cooperative learning is the basic strategy to implement classroom teaching, and the interaction between students is the main feature of cooperative learning. Student-student interaction mainly refers to mutual cooperation, mutual coordination, mutual communication, mutual supplement and mutual learning among students within and between groups. For example, in "Is the game fair? "Students can guess whether the game is fair first, then organize students to experiment in groups, and then analyze and discuss the experimental data to verify their guesses. In the process of cooperative learning, students cultivate and develop cooperative consciousness and spirit. In the process of cooperative learning, learn to cooperate, listen and share, develop students' multiple intelligences and achieve learning goals.