First, pay attention to differences and implement personalized evaluation.
Evaluation should pay attention to students' personality differences and carry out personalized evaluation, so that students at different levels can experience the joy of success, enhance their self-confidence, and thus promote their all-round development. For example, "this idea is so unique that even the teacher didn't expect it." Please say it again. " For those students who dare to be unconventional: use "your idea is very good." Introduce it to everyone loudly. Encourage those introverted students: "The method is very good. Check it carefully and see what the problem is. "For those students who are quick-thinking and error-prone; If you work harder, you will surely work out this problem. "Encourage those students who are slow in thinking and have a little difficulty in learning.
Second, pay attention to development and implement incentive evaluation.
Students have personalities. Teachers' responsibility lies in discovering the potential of each child, changing the traditional model of evaluating students according to unified standards, and evaluating students in the form of developmental evaluation, so that each child can get the attention of others, and his personality can be fully publicized, so that each student has the potential for development. It's just that the fields of performance are different. This requires our teachers to look at each student from different angles and levels with the aim of promoting the development of students. But also promote the excellent quality of its superior intelligent field to migrate to other intelligent fields. Therefore, teachers must use a pair of discerning eyes to observe students' emotional attitudes in the learning process, especially in the face of students with one kind or another shortcomings, find their advantages in time and affirm their strengths. Establish their self-confidence in learning.
For example, in guiding students to solve the problem of "having the length of 15 decimeter". An 8-meter-wide rectangular iron sheet is welded into a 2-meter-deep rectangular iron sheet box without a cover. What is its maximum volume? "This question. I think some students are good at drawing. Some students are good at hands-on production, while others like the characteristics of brain analysis. Encourage students to practice cooperative learning. When a student studies normally. However, students with strong hands-on ability came up with a new idea: "Cut a square with a side length of 2 decimeters from the two top corners of one end of a rectangular iron sheet, move it to the middle of the other end and weld it, and then weld it into a rectangular iron sheet box." There was warm applause in the classroom. This applause is the affirmative language of the students: this applause comes from the encouragement of the students; This applause is a fair evaluation of the students. At this moment, I have a sincere smile on my face. I seized his "bright spot" and gave the students an encouraging evaluation. I definitely said, "You dare to break the rules and be unique. Putting forward different viewpoints is the beginning of innovation. As long as we are willing to use our brains, the teacher believes that the students will make new discoveries! "
The teacher's sincere smile, positive eyes and warm language once again gave students spiritual encouragement. His success made more students believe in themselves. It also makes some students who are afraid of mathematics give up the idea of not learning math well. Enhanced confidence in learning mathematics well. Everyone's thinking is more active, and all kinds of whimsy are constantly emerging. It can be seen that every student is actively constructing a solution to the problem.
Third, highlight the subject and implement independent evaluation.
Self-evaluation plays a vital role in the development of students' intelligence and non-intelligence factors. Whether students can objectively evaluate their learning goals and attitudes, sum up various learning methods and check the quality and effect of learning activities directly affects students' further mathematics learning. So at the conclusion stage of the class, I pay attention to creating a teaching situation for students to evaluate themselves. Guide students to make self-evaluation on the learning situation of this lesson. The content of evaluation includes the evaluation of knowledge mastery, ability development, learning attitude and emotion. I often ask, "What did you get from this class? Is there a problem? What else do you want to know? " For example, at the end of the teaching of "The Meaning of Fractions". Students evaluate themselves. Some said, "I learned' how to average points' in this class. My biggest gain from this problem is that I can solve many problems in my life. " Some said, "My greatest achievement is to get two stars of wisdom." Some said, "I think math class is really interesting. I have learned and played, and I have learned a lot. " Some said, "I can speak actively and ask questions to teachers and classmates boldly. Compared with myself, I have improved! " "Some said," although I didn't get the wisdom star, the teacher praised me for speaking loudly. I am so happy! " Some said, "Although the teacher didn't let me talk. But I can actively participate in the discussion and learn to solve simple problems in life in different ways. " Some said, "I got it wrong the first time, but I finally got it wrong the second time. I made it! "In this way, students are self-motivated, self-educated, self-improved and self-developed in the process of self-evaluation.