First, the implementation of multiple evaluation
"Mathematics Curriculum Standard" points out: "The purpose of evaluation is to comprehensively examine students' learning situation, stimulate students' learning enthusiasm and promote their all-round development. Evaluation is also a powerful means for teachers to reflect and improve teaching. The methods and forms of evaluation should be diversified, process evaluation and result evaluation should be combined, and qualitative and quantitative evaluation should be combined, so as to pay full attention to students' personality differences, give play to the incentive role of evaluation, and protect students' self-esteem and self-confidence. "Examination and evaluation of mathematics learning" should not only pay attention to students' learning level, but also pay attention to their emotions and attitudes in mathematics activities, so as to help them know themselves and build up confidence. In this spirit, we ask every math teacher to examine and evaluate students' math learning level from a brand-new concept height with a diversified evaluation system of evaluation objectives and methods, so as to stimulate their interest in math learning and cultivate their love for math.
This semester, I'm teaching grade three math. Based on the theory of multiple intelligences, I try to strengthen diversified evaluation in mathematics learning evaluation.
1, my evaluation of students
First, start with the test. In order to stimulate students' self-confidence and enhance their interest in learning mathematics, I have a new rule in our class: for each quiz at ordinary times, the difficulty of the topic is divided into three levels: upper, middle and lower, so that students can choose topics with different difficulties, and allow them to choose the number of tests themselves and take the best one as their usual grade. In the way of testing, I also use a combination of written test and oral test. For example, in the oral exam, I strengthened the oral arithmetic test to give students the corresponding oral arithmetic ability. Test questions should be as close as possible to students' reality, and try to find questions from students' familiar lives, so as to guide students to pay attention to society, love life and solve life problems by using mathematical knowledge through exams.
When dealing with exam results, I advocate the combination of equal statistics, score evaluation and comment interpretation. I try my best to analyze and explain the test results of each student, and evaluate them from the aspects of learning willingness and attitude, process and method, understanding and application. In particular, first affirm the successful aspects of students' study, and then put forward some aspects that need to be improved.
For example, the comment on the contact card at home and school is like this: "So-and-so students can skillfully calculate the multiplication and division of scores through their own efforts and solve the simple application problem of multiplication and division. His calculation is written correctly, and the correct rate is very high. But he is not good at expressing the idea of solving problems in words. Keep trying! Rating: excellent. " Another example is a student who has good language expression, but many calculation errors. I gave her this evaluation: "You have certain language expression ability, very active thinking, and you are a smart child. But you don't pay attention to every calculation. If you are more careful, your study may be great! " Students often have problems in their classroom work. I will give them corresponding comments according to the actual situation: unfortunately, the way to solve the problem is right, but the house number has been forgotten. How can I go home? Look, how well this word is written! But I sent the materials to someone else's home ... After reading this qualitative comment, the student gained successful experience, established confidence in learning mathematics well, and knew the direction of his future efforts.
2. Students evaluate me
In teaching, I actively create problem situations in which students evaluate teachers, and encourage students to boldly evaluate teachers, dare to ask teachers questions and express their unique opinions.
In class, I am very willing to compete with students, engage in activities, communicate and evaluate, which can reflect the classroom atmosphere of equality, democracy, freedom, harmony and harmony, and at the same time cultivate the openness and flexibility of students' thinking in activities, and the whole classroom is full of vitality. For example, in teaching, when I write on the blackboard, I will miss a unit name and write a wrong number, so that students can correct it immediately. In this way, through students' evaluation of teachers, students' spirit of seeking knowledge is cultivated, not only in books, but also in practice, which also stimulates students' self-confidence in learning and plays a role in learning from each other.
3. Students evaluate students
Students are the main body of learning, and students' participation in evaluating students can effectively mobilize their learning enthusiasm and create a learning atmosphere of comparison, learning, catching up and helping. In teaching, I ask students to be fair and just when evaluating each other: they should not only appreciate their classmates' advantages, but also politely point out their shortcomings. After listening to the students' answers, you can guide the students to comment: "Your answer is not complete enough, and the boys should be 45% of the whole grade." Tell who let the unit'1'." "Your solution is correct, but it is not simple enough ..." After the students evaluate each other, the teacher should make a summary and evaluation, and make sure that the students are reasonable, so as to appreciate other people's speeches and politely point out the shortcomings. In autonomous evaluation, students learn to appreciate themselves and others, find their own shortcomings, express their views, make suggestions to others and so on. This kind of classroom atmosphere is warm and has achieved good teaching results.
4. Students' self-evaluation
The role of self-evaluation is irreplaceable by any other evaluation method. Teachers should pay attention to students' self-evaluation in all aspects. For example, in the field of study, we hope that students can understand their hobbies and study habits through self-evaluation, set a good position for their study, and make learning activities get twice the result with half the effort. I reflect on my math study by students writing math diary. In their diaries, students will make a pertinent analysis and evaluation of their recent study in class, homework, communication with peers and their study after the test.
The content of evaluation includes the evaluation of knowledge mastery, ability development, learning attitude and problem-solving ability in class. In this way, students can realize self-motivation, self-education, self-improvement and self-development in the process of evaluating themselves.
Second, the implementation of multiple evaluation after reflection
I think multiple evaluation has promoted the overall improvement of students' quality.
After carrying out multiple evaluations, students' interest in learning mathematics has been improved. In learning, students gradually get rid of the habit of timidity and dependence, and have strong expressive ability. They can express themselves, show their advantages, dare to speak, dare to think and ask questions, dare to express different opinions, dare to point out mistakes in teachers and even books, and dare to evaluate and supplement others' speeches. At the same time, the development of remote evaluation stimulates students' desire for autonomous learning, improves students' self-regulation ability, and makes them truly masters of learning. Students' learning ability has been continuously improved and their academic achievements have been remarkable.
Secondly, multi-evaluation promotes the optimization of classroom teaching.
Research has proved that multiple evaluation greatly mobilized students' enthusiasm for learning mathematics, not only promoted students' autonomous learning and active exploration, but also promoted the development of students' various thinking abilities. At the same time, it is helpful for teachers to adjust and control classroom teaching in time and improve teaching efficiency. Teachers can give timely feedback according to students' evaluation forms, guide students to effectively solve the problems that students don't understand and don't understand in class in self-evaluation, and improve teaching efficiency.
In addition, multiple evaluation improves the professional quality of teachers.
Practice has proved that teaching evaluation is an evaluation centered on promoting students' development and achieving teaching objectives. Implementing diversified evaluation in classroom teaching is an important auxiliary means to serve the learning objectives. It is oriented, inspiring and developing. It can effectively promote the interaction between teaching and learning, and is conducive to the active development of students and the improvement of teachers' teaching level, thus further realizing the development of teaching.