The new curriculum concept advocates multi-subject participation in evaluation, especially encourages students to evaluate themselves and each other. How to cultivate students' self-evaluation and mutual evaluation in mathematics class, so that students can develop good study habits and dare to speak, comment, speak, comment and listen in class. Let every student speak, really want to speak, dare to speak and speak, so as to cultivate students' ability to listen carefully.
First, create a harmonious atmosphere and let students dare to evaluate.
Respect students' emotional experience, let students dare to question and explore, be willing to express their opinions, and give full play to students' main role. Teachers should respect them, encourage and appreciate them at any time, listen carefully to students' speeches, allow students to ask questions and explain, conduct vivid self-evaluation and mutual evaluation, and create a harmonious and relaxed evaluation atmosphere, which can not only stimulate students' desire to explore, but more importantly, let students experience progress and success in the learning process, know themselves and build self-confidence.
For example, interest and percentage have been included in the application of percentage. After the teaching, I designed a practical problem, that is, "calculation of interest tax", which requires students to go to a nearby bank to investigate the current interest rates of deposits with various maturities, and help parents calculate the interest earned by deposits and the interest tax payable. In practice, some students asked the bank staff: Why pay interest tax? What's the point? What is the relationship among principal, interest and interest rate? ..... They bring these math problems into the classroom, communicate with each other and evaluate each other. In a positive and lively atmosphere, I listened carefully and patiently to the students' speeches, observed them record valuable problems, abandoned irrelevant problems and evaluated each other's solutions. The classroom atmosphere is very active. Its "chaos" makes students have no pressure and no grades. In this democratic and relaxed atmosphere, students not only learned knowledge, but also fully understood themselves, and achieved twice the result with half the effort.
Second, pay attention to the guidance of methods and let students learn to evaluate.
In the traditional mathematics classroom teaching, it may happen that when students answer a question or put forward an idea, teachers always like to make an evaluation immediately, which will not only dampen the enthusiasm of most students, but also limit the further divergence of students' thinking. In the long run, students will lose their individuality in their studies. The implementation of self-evaluation means that students listen to other students' ideas in teaching and evaluate their own ideas in combination with teachers' requirements, which is conducive to the improvement of students' learning ability. Therefore, to guide self-evaluation, we can start from the following aspects:
(1) Self-perception in the answer
In the classroom, students should be asked questions, and teachers should seize the opportunity to guide students to evaluate, constantly activate students' thinking and make them active. For example, when students summarize the concept of the surface area of a cuboid, they answer: the surface area of a cuboid refers to the areas of six faces of a cuboid. At this time, the teacher didn't judge right or wrong immediately, leaving some room for the students. The students immediately realized that there was a loophole in the answer: Oh, no, it should refer to the total area of six sides of a cuboid. In this way, students can evaluate themselves in time within the appropriate time left by the teacher, so as to realize self-improvement.
(2) the length of different evaluations
Students can be encouraged to say different methods from others in a multi-solution topic and talk about the advantages or disadvantages of their own methods compared with others. Through such self-evaluation, students' self-confidence and self-improvement ability can be cultivated.
(3) Seeking perfection through discussion
Group cooperative learning is often used in classroom teaching, especially in the form of discussion and communication. In the process of discussion, primary school students are often good at discovering the situation of others in their studies, but they can't objectively evaluate themselves. At this time, it is necessary to guide students to find out their own advantages and disadvantages in thinking and debate in mutual communication and mutual evaluation.
Third, create scenarios to make students good at evaluation.
The basic idea of the new curriculum standard is to emphasize that the content of mathematics learning should be realistic, meaningful and challenging. Therefore, to show the application value of mathematics in class, we should also pay attention to openness, and at the same time, with the help of students' existing life experience, stimulate students' good evaluation. Example: "There are 20 willows in the park. There are twice as many cherry trees as willow trees, and there are eight more poplars than cherry trees. How many poplars are there? " Ask the students to answer, and then ask, "Change one or two conditions of the above question, make up different two-step application problems, and then solve them." Students can change the conditions of the topic according to their existing knowledge and experience, and there will be different "conditions" and quantitative relationships, and there will be different answers. Such exercises make students at different levels feel successful, respect their cognitive structure, enhance their confidence in exploring knowledge, better solve the contradiction between unified requirements and teaching students in accordance with their aptitude, and promote the development of all students. It not only improves students' ability to analyze and solve problems, but also trains students' evaluation ability and language expression ability.
Fourth, with the help of multiple goals, students are willing to evaluate.
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 their changes and development in the learning process. From paying more attention to knowledge and skills in daily life to paying attention to students' innovative ability and practical ability, as well as their emotions, attitudes and values. There are not only qualitative and quantitative differences in students' personal potential, but also different degrees of potential play. Therefore, as teachers, we should always pay attention not to dampen students' self-esteem, but to provide children with more opportunities for success and make them achieve certain achievements in a certain aspect as much as possible.
Teachers should pay attention to students' daily behavior, progress and changes in the learning process, collect and analyze relevant information that can reflect students' learning process and results in time, and give feedback in time. Students' performance is usually evaluated by means of "rich and interesting symbolic evaluation", "concise notes" and "observation and evaluation in philosophy class". Teachers use friends in the evaluation process.