The new curriculum standard of Tanxu Town Central School in Lingshan, Qinzhou City points out that the evaluation of mathematics learning should pay attention to both the results of students' learning and their learning process; We should pay attention to students' mathematics learning level, and pay more attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence. In this paper, the ways and methods of primary school mathematics classroom evaluation are studied. For a long time, mathematics has been defined as a rigorous, abstract and logical discipline. The emphasis on "intensive teaching and more practice" in classroom teaching evaluation has resulted in the phenomenon of emphasizing conclusion over process, emphasizing explanation over learning, emphasizing in-class over extracurricular activities, and emphasizing "learning" over "learning", which has seriously restricted students' initiative in learning and affected the development of students' personality and the cultivation of innovative consciousness. Babanski pointed out when evaluating the effect of educational process optimization: "Students' behavior, their learning attitude, the number of good qualities in their personality and their educational level in participating in learning activities can make us draw a conclusion about the educational effect. Teachers' creative work can get the most accurate evaluation. " According to this idea, the evaluation of classroom teaching should be changed from the evaluation of teachers to the evaluation of students. 1. Proper evaluation and improper evaluation lead to students' lack of self-confidence, dull classroom atmosphere and lack of innovation, which affects the creation of democratic and harmonious classroom atmosphere and the normal development of "autonomy, cooperation and inquiry" learning methods. Then, how to better improve the classroom evaluation under the background of the new curriculum and make the classroom glow with a strong humanistic atmosphere? I think that in the new classroom, the language of teaching evaluation should not only be full of encouragement and care, but also have proper evaluation. Pupils generally don't care much about what they have done in the past, but they pay special attention to the formative evaluation of teachers. They like to regard the teacher's praise and praise as the result of their positive behavior. Case 1: There is a little boy in the class. He is an honest and obedient child, but he has some difficulties in learning and always has no confidence in himself. When I first entered school, I almost never raised my hand to answer questions in class. I am determined to arouse his enthusiasm for learning. So, one day in class, I asked the students to make up an application problem according to the situation. Several children demonstrated in front, and he raised his hand and retracted below, so I encouraged him to stand up and answer questions. When he finished speaking clearly and loudly, I gave him a thumbs-up sign: "You are great! Look, as long as you stand up bravely and answer questions, you can do it! " And applaud him with the whole class. He smiled. Actually, it's not a very difficult problem. I used high evaluation words such as "You are great" and "You can do it" here, which shifted the excitement to the advantages and made him easily accept my behavior guidance. At night, his parents called to thank me. Since then, he has always been scrambling to raise his hand to answer questions in class, which makes me very pleased. Case 2: I remember that there was a girl in my class just one month after my freshman year. Her rebellious attitude is very strong, and her academic performance is not good. She always likes to talk, make small moves, and doesn't raise her hand to answer questions in class. I talked to her several times, but nothing worked. Once during class, she privately said "I don't like math class" and it reached my ears. I didn't speak at that time. In the next math class, the students around are scrambling to answer questions. Finally, unable to bear loneliness, she raised her little hand. I seized the opportunity to call her. She was not stupid herself. After being guided, she gave the correct answer. I immediately praised her and rewarded her with a small sticker. She sat down very shyly, all smiles on her face. At this moment, I know, I pulled her back. Since then, in the class, she seems to be a different person, rarely making small moves, always rushing to answer questions, and now she is the most active one in the class. Her parents are also surprised by her changes and are very supportive of class work. Second, pay attention to learning interest, childlike innocence evaluates that the world of childhood is an emotional world, and external stimuli directly affect children's emotions. Positive emotions can make the classroom full of humanistic charm. A good teacher should grasp the age characteristics of students, give timely and appropriate encouragement, praise and approval when studying, let students experience the joy of success, produce positive emotional experience, and thus have a strong interest in learning. Using vivid and childlike evaluation methods in classroom teaching will make students eager and greatly inspired, and make the classroom full of vitality, such as a spring breeze. For example, when doing oral arithmetic exercises, the teacher makes courseware. If the students answer correctly, there will be a jumping star; If they are wrong, there will be a crying star. This childlike evaluation has narrowed the distance between students and textbooks. It can be said that this evaluation method full of childlike interest can arouse students' initiative and enthusiasm in learning to the maximum extent and enliven the classroom atmosphere. Third, the evaluation forms should be diversified. The new curriculum standard proposes to establish an evaluation system of "multiple evaluation objectives and multiple evaluation methods". While fully affirming and encouraging evaluation, we should also establish a variety of channels based on students' independent evaluation, such as: let students discuss, evaluate and ask students to change, let students fully participate in learning and know themselves, and let students' learning initiative, self-esteem and expertise get the most effective publicity. (1) Group evaluation: Learning activities are conducted in groups, allowing students to interact face to face and have the opportunity to help each other understand what they have learned. Group evaluation should encourage every student to participate actively, so as to avoid those students who are not good at words being excluded and losing good opportunities for exercise. Students will inevitably encounter some problems in the learning process. We should not rush to point out mistakes, but should seize this excellent opportunity to satisfy all students' desire to participate to the maximum extent and let them discuss and evaluate problems in groups fully and freely. Through evaluation, unclear thinking becomes clear and imprecise thinking becomes rigorous. At the same time, it can fully mobilize the enthusiasm of students, learn from each other's strengths and improve together. (2) Self-evaluation is a manifestation of respecting students' personality, an effective way to strengthen students' self-affirmation and find problems, and an effective way to cultivate students' active learning, self-supervision and self-adjustment. Therefore, in the process of solving problems, it is more important to urge students to think about their own successes and shortcomings. We should strive to create an atmosphere of "you say, I say, everyone says" and provide students with an opportunity to evaluate themselves and others. In the evaluation, we should have the idea that "Dont Ask For Help people are successful, but everyone wants to make progress" and put the emphasis on cooperation. No matter what form of evaluation, all teachers and students should participate in the evaluation. When students report, the rest of the students should not only listen carefully, but also think carefully, compare other people's reports, find out their own shortcomings, whether they do better than others, and whether they have better suggestions for others. After the student reports, we can evaluate the speaker with other students. Only in this way can journalists, students and teachers form a complete interactive whole. To do this, we need to start from small things, from gestures to listening to others, and cultivate students step by step. In short, classroom evaluation should be vivid, witty, wise, and full of affinity and appeal. There are many forms, so don't stick to one. It should vary from person to person and from situation to situation. Teachers should respond skillfully and evaluate appropriately according to students' feedback information or unexpected situations. The new curriculum advocates the curriculum evaluation of "based on process and promoting development". Let's build a life-oriented, student-oriented, diversified and artistic evaluation environment for students, give full play to the evaluation function of mathematics classroom, and let students obtain sustainable development in mathematics learning.