I think we should mainly do the following:
First, evaluate students with different rulers.
One more ruler will bring more good students. The theory of multiple intelligences holds that everyone has nine intelligences at the same time, but these nine intelligences exist in different ways and to different degrees, making everyone's intelligence unique. Therefore, in this sense, there is no so-called "poor student" in the school, and every student is unique and excellent. This view of students can make teachers willing to evaluate, observe and accept students from many angles, thus developing students' potential.
In mathematics classroom teaching, many teachers require every student to have a goal in each class, and as a result, students with learning difficulties do not have enough to eat, and top students do not have enough to eat. In fact, evaluation should pay attention to students' personality differences, because students' individual differences exist objectively. In the above-mentioned teaching links, teachers set three different levels of goals: goal 1 is the evaluation goal that all students with learning difficulties can achieve, goal 2 is the evaluation goal that all average students can achieve, and goal 3 is the evaluation goal that all excellent students can achieve. This effectively overcomes the disadvantages of one-size-fits-all teaching objectives, respects students' personality differences, and enables each student to develop on his own knowledge and ability. Therefore, this teaching goal has the characteristics of humanization and flexibility.
Second, strengthen the evaluation of students' exploration, innovation and practical ability.
Classroom teaching is the main channel to cultivate students' innovation and practical ability. Therefore, the evaluation of students' exploration, innovation and practical ability in class is an indispensable and important link in the teaching process. Scientific, reasonable and innovative evaluation is helpful to improve students' innovative spirit and practical ability.
Third, the evaluation of primary school mathematics classroom teaching should help students to know themselves and build their self-confidence.
Dido Shihui, a famous educator, has a famous educational saying: "The essence of education lies not in the process of imparting knowledge, but in awakening, inspiring and encouraging."
Fourthly, pay attention to the application of delayed evaluation.
The purpose of delayed evaluation is mainly to give students more opportunities to further develop their imagination and get more different answers before they know the correct conclusion, thus further cultivating their mathematical thinking ability.
In class, it often happens that the teacher asks questions and individual students immediately raise their hands to answer them, and the answer is very correct. The teacher is also excited to praise the students in time. In this way, a large number of students may not have thought it over, but the result came out. These students' ideas were suddenly assimilated into the past and lost the value of thinking. The classroom has become a stage where only top students can perform. There will be such a situation, the student's answer is wrong, and the teacher will immediately deny it. This kind of arbitrary negation will dampen students' enthusiasm for learning, and it is not conducive to the formation of a teaching scene of speaking freely. Of course, the wrong is always wrong. The key is that the teacher's evaluation should not be too early, let the students speak thoroughly enough, and cause disputes among the students. Before the teacher makes an evaluation, every student is willing to express his own ideas, and students will try their best to make their own ideas different, which is very beneficial to the development of students' mathematical thinking ability.
Let students learn to evaluate in listening carefully.
Due to the short duration of intentional attention of primary school students. Therefore, some teachers (especially junior teachers) give students material rewards such as "little red flowers" and "five-pointed stars" one after another in a class. Although this evaluation method has some merits, it has improved the enthusiasm of some students. However, if this method is used too much in a class, all students' attention cannot be guaranteed. Some students spend a lot of time on how to get rewards, which reduces the time for listening and thinking, and is easy to develop a "utilitarian" psychology.
The new curriculum advocates new evaluation methods, pays attention to students' learning situation and needs, and pays attention to the development and change process of students' learning, so that every student has the confidence and ability to keep learning mathematics. Evaluating students' performance in classroom teaching is one of the focuses of the new curriculum reform, and what kind of evaluation will lead to what kind of mathematics classroom teaching.
As educators working in the front line of education, we have the responsibility to correctly evaluate students in mathematics classroom teaching, care for students' self-confidence, and constantly reflect on the evaluation of students in the process of classroom teaching evaluation, so as to really stimulate students' enthusiasm for learning, promote students' sustainable development, improve teachers' teaching ability and promote the realization of teachers' self-worth.
How to evaluate students correctly in class
Correctly evaluating students has always been the focus of modern education. When evaluating students, teachers should not only be a grade or a score, but also show teachers' respect and care for students. Through evaluation, students can be improved at the original level, so as to meet the requirements of the training objectives of basic education, discover students' potential and specialty, help students know themselves and build their self-confidence.
Then, how can teachers correctly implement evaluation in teaching, which can not only protect students' self-esteem and enthusiasm, but also improve students' original understanding level? In my opinion, praise and criticism are still a pair of magic weapons in teaching. As long as teachers can use it flexibly and make it complement each other in teaching, it will achieve a win-win effect.
(1) Praise
Ushinski once said: The teachers that children hate are those who can't get praise from him and admit what they have done at any time. Growing students are eager to be recognized and praised by others and affirm their own value. If praise comes from teachers, it will help them improve their understanding of themselves and enhance their self-confidence. A compliment can change a person's life, so why not a teacher? So, what should you pay attention to when praising?
1. Praise and praise should come from the heart and have true feelings.
Educator Tao Xingzhi said: "Education is a kind of heart-to-heart activity. Only from the heart can we touch the depths of our hearts. " The ancients also said: "Those who touch people's hearts should not show their feelings first." Therefore, no matter what kind of evaluation, it must be emotional. There are also some teachers who praise students in class.