Incentive evaluation can improve students' self-confidence

Students are the main body of learning, and classroom evaluation language should strive to play an incentive role, so that students can learn and master knowledge more actively.

For example, when summarizing how the decimal size changes due to the movement of the decimal point position, a student replied: "If the decimal point moves one place to the right, it will be expanded by 10 times." I gave him an evaluation: "If you can pay attention to the rigor of mathematical language, you will answer questions better." This "evaluation" inspired students and further enhanced their self-confidence in learning. Inspired by me, he gave a new answer: "If the decimal point of a decimal point moves one place to the right, the decimal point will be enlarged by 10 times." "This expression is really accurate, keep working hard!" This not only stimulates students' interest in learning, but also stimulates the enthusiasm of all students, and also promotes the interaction and communication between teachers and students in the classroom.

Art evaluation can inspire students' thinking.

Various, flexible, vivid and rich evaluation languages can make students feel the spring breeze, make the classroom full of vitality and inspire students' intelligent thinking.

1, push the boat with the tide. In classroom teaching, teachers should skillfully follow the students' answers, make the best use of the situation, and push the boat with the tide, so as to achieve better interaction, communication and generation effects.

2. Humor and wisdom. In the teaching of "the circumference of a circle", the teacher asked students to bring their own circles with different sizes and "roll" on the scale to explore the relationship between circumference and diameter. A classmate said in the exchange report; "My ruler is not long enough, but I fold the circle in half and multiply the rolling length by 2. I am faster and don't have to mark the circumference. " It can be said that the evaluation of wisdom can activate the spark of thinking, which requires teachers' knowledge and can be formed through long-term accumulation. Intelligent and artistic evaluation language just promotes the teaching process and makes the transmission of teaching information elegant.

Mathematics classroom evaluation II

First, true feelings, full of appeal.

Rousseau said: "Where teachers lack love, neither character nor wisdom can be fully or freely developed." Only true feelings can be exchanged for true feelings, and only true love can be exchanged for true love. Teachers' evaluation language should be sincere and cordial from the heart, just like gentle spring breeze stroking children, just like a small spring rain moistening children. Only in this way can we win the trust of students and win their hearts. For example, once, when I was doing "School bought two boxes of volleyball, eight in each box, each box 15 yuan". How much did it cost? " Children's formula: 8× 15×2= 120×2=240 (yuan)

Suddenly there came a deep voice: "teacher." Looking for fame is her-a child who is a little introverted on weekdays. I still looked at her with a smile: "Is there a problem?" She hesitated, and I smiled and nodded again. Finally, she got up the courage to stand up and said timidly, "My formula is 8×2× 15." I was overjoyed and quickly wrote on the blackboard. "How to calculate, we haven't learned 16× 15!" A classmate cried. "Yes, how to calculate?" I looked at her again with encouraging eyes. "I use 16×3×5=48×5=240." "ah? Oh! " It suddenly dawned on the other children that applause broke out spontaneously in the classroom. "Teacher, you can also use 16×5×3." Another child cried excitedly. In the whole process, I was full of enthusiasm, gave a positive and valuable evaluation of the students' progress, gave the evaluated students a great sense of satisfaction, and made her really feel the joy of success.

Second, accurate and appropriate, strengthen persuasion

Accuracy is the soul of teachers' classroom evaluation language. Without the "soul", the teacher's evaluation language will have no vitality, and no matter how vivid and attractive you speak, it will be powerless. Therefore, it is more important for teachers to evaluate the accuracy of language, and let students know which is good and which is not. Which is right, which is wrong, and where is wrong.

For example, when teaching "symmetrical graphics", a student answered correctly but his voice was very low. My evaluation is: "The answer is very good. If your voice is louder, the teacher will like you more. Please try again. " The student answered loudly for the second time, and other students followed suit. This evaluation is highly targeted and can remind students and help them make up for their shortcomings. When students can't answer clearly, I will say, "Don't worry, think again, the teacher believes you can do it!" " " ; When the students' answers are not completely correct, I will say, "You are brave, you express your ideas to everyone, and you have made progress. It would be better if you ask one more question before you speak or think about several plans! " Give him an appropriate "step"; When students answer completely wrong, I will politely say, "Think again, I'm sure you will answer." Give you another chance next time, and you will answer very well. " After so many evaluations, students dare to speak, can speak and speak better.

Mathematics classroom evaluation III

Active participation, cooperation and communication

The most remarkable feature of quality education is to pay attention to students' dominant position and cultivate their independent development. This requires teachers to truly regard students as masters of learning and explorers of knowledge. There is a saying that is very enlightening to us. "Math teachers shouldn't trust their mouths too much. A student's knowledge is not spoken, but learned by himself. " . In this regard, teachers must change their ideas and create education suitable for children, rather than selecting children suitable for education. Establish a new teaching concept, teaching is the result of students' active participation and creative development under the guidance of teachers, and the leading role of teachers is how to make students become the main body of development. Giving the students a glass of water is not a question of the teacher having a bucket of water and tap water. Students should be taught how to ask for a glass of water and how to get water.

In short, in classroom teaching, teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematical activities. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning.

Pay attention to thinking

"Thinking is the core of intelligence, and we should pay attention to the thinking process of students acquiring knowledge. Through operation and observation, students are guided to compare, analyze and synthesize, abstractly summarize on the basis of perceptual materials, make simple judgments and inferences, and cultivate initial logical thinking ability. " Cultivating students' logical thinking ability is the degree of mastering and applying these forms and methods, which is of great significance for developing students' intelligence, and it is also the most basic mathematical quality of students.

Paying attention to thinking is not only reflected in cultivating students' initial logical thinking ability, but also in cultivating students' image thinking ability and dialectical thinking ability in classroom teaching, especially in cultivating students' intuitive thinking ability.

Mathematics classroom evaluation iv

The language of evaluation should be oriented.

Teachers' evaluation is not a simple affirmation or praise, but to stimulate potential in the right place, inspire confidence in the wrong place and point out the direction for students. In the classroom, teachers must pay attention to observation, so as to know the situation of students' learning activities in time, understand the development process of students' thinking, and make targeted evaluations. Teachers should specifically point out what students do well and speak well, so that other students can appreciate others and get inspiration from them.

The language of evaluation contains delay.

Teachers' evaluation pays more attention to students' learning, and teaching activities should not be centered on teachers' "teaching" but should serve students' "learning". Timely evaluation should be combined with delayed evaluation to give students more opportunities to express themselves, especially when students' answers are "bizarre". Teachers should not rush to make subjective guesses, simply evaluate and jump to conclusions, but should sincerely ask "why?" "What do you think?" Perhaps the spark of students' personalization will follow.

The language of evaluation is inspiring.

In order to make classroom evaluation truly enlightening, teachers are required to adopt various, flexible, vivid and rich evaluation languages in the classroom, so as to prevent vague, one-sided and rigid evaluation. Specific requirements are put forward for classroom evaluation language, that is, it should be targeted, inspiring and artistic. Grasp the different characteristics of students in class and give them specific and appropriate evaluations.

Highlight students' dominant position and create a flexible classroom evaluation atmosphere

In the incentive evaluation of classroom teaching, in addition to teachers' incentive evaluation, students' mutual evaluation also plays an important role. It can form a process of active participation, self-reflection, self-education and self-development. At the same time, students can enhance their knowledge and understanding in mutual exchanges and consultations, which is easy to form an active, effective, equal and democratic classroom atmosphere and promote the continuous improvement and development of both sides.