Mathematics curriculum standard puts forward: mathematics education should be geared to all, so that everyone can learn valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in mathematics. This puts forward higher requirements for students' learning evaluation. The main purpose of evaluating students' mathematics learning is to understand students' mathematics learning situation-progress, present situation, development trend and needed help, so that teachers can engage in mathematics teaching more scientifically. Evaluation is not only a horizontal comparison and ranking of different students. Our evaluation concept should be changed from "choosing children suitable for education" to "creating education suitable for children".
First of all, we should pay attention to the evaluation of students' mathematics learning process.
In traditional teaching, the evaluation of students' learning usually depends on homework or classroom attendance, but the evaluation of students' learning process is often ignored. Under the new curriculum concept, the evaluation of students' learning process should examine whether students actively participate in mathematics learning activities; Whether you are willing and take the initiative to communicate and cooperate with your peers, and whether you have a collective consciousness; Do you have interest and confidence in learning mathematics? Check whether the students' mathematical thinking process is reasonable, flexible and independent. For example, the evaluation of the process of solving mathematical problems. According to Paulia's problem-solving theory, the problem-solving process is generally divided into four stages: defining the problem, making a plan, realizing the plan and reviewing. This is the process itself to solve the problem. But as far as problem-solving teaching is concerned, it is also the first step to let students "enter the problem situation" and let students have a cognitive demand. For the link of "entering the problem situation", teachers are required to put forward learning objectives in short language, clarify learning tasks and trigger cognitive conflicts. For the other four links, teachers' behavior can be conceived according to the requirements in Paulia's How to Solve Problems. Teachers and students can focus on the first three links, but it is easy to ignore the "review" link. Strictly speaking, review plays an irreplaceable role in improving the ability to solve problems and realizing the purpose of example teaching. As for the review, in addition to the items proposed by Paulia, it is more important to summarize and reflect on the problem-solving methods, so as to transfer to the solution of other problems.
Second, we should evaluate students' basic knowledge and skills in a timely and appropriate manner.
Basic knowledge and basic skills are the most basic teaching objectives. The general objectives of mathematics curriculum standards are: to master the basic knowledge and skills of numbers and algebra and solve simple problems by abstracting some practical problems into the process of numbers and algebra; Experience the process of exploring the shape, size, positional relationship and transformation between objects and graphics, master the basic knowledge and skills of space and graphics, and solve simple problems; Through the process of asking questions, collecting and processing data, making decisions and forecasting, I have mastered the basic knowledge and skills of statistics and probability, and can solve simple problems. We often have a misunderstanding that concepts, laws, theorems and so on are basic knowledge, and the application of knowledge is a skill. In fact, this ignores that the experience and methods gained by students in the process of exploring these mathematical facts are the basis for students to learn new knowledge. The evaluation of basic knowledge and skills should combine the actual background and problem-solving process, and pay more attention to the understanding of the meaning of knowledge itself and its application on the basis of understanding.
Third, we should pay attention to the evaluation of students' emotional attitude experience in the process of mathematics learning.
The emotions and attitudes in Mathematics Curriculum Standard for Full-time Compulsory Education include: being able to actively participate in mathematics activities, being curious and curious about mathematics; Get successful experience in mathematics learning activities, exercise the will to overcome difficulties and build self-confidence; Understand the close relationship between mathematics and human life and its role in the development of human history, experience mathematics activities full of exploration and creation, and feel the rigor and certainty of mathematics conclusions; Form a realistic attitude and the habit of independent questioning and thinking. When evaluating students' mathematics learning, we should pay attention to whether students participate in mathematics learning under the guidance of teachers, whether they can express their opinions, ask questions, cooperate in groups and choose appropriate methods to solve problems. In mathematics learning, we should not only cultivate students' spirit of bold questioning and innovation, but also cultivate students to keep thinking, choose answers from the best angle, explore the mystery of mathematics and feel the rigor of mathematics when solving problems.
Fourth, the evaluation subject should be diversified.
Students, teachers and parents are the three main participants in the evaluation. In the past, we were biased towards the teacher's evaluation of students, and it seemed natural that students should listen to the teacher. Now the new curriculum should be "people-oriented" and students' "autonomous learning and cooperative inquiry" should be reflected in the teaching process, so we can't ignore students' self-evaluation and mutual evaluation, and we can't ignore some emotional experiences in the learning process, such as whether they like mathematics or not. Thus, students' self-evaluation is necessary and valuable. Mathematics learning is also a cooperative process. In group cooperation, the students in the group have the most say on the various qualities displayed by the students, whether they actively participate in it or not, and whether they have different ideas. So students' mutual evaluation is also very important. There is a special relationship between parents and children, and the influence of parents' evaluation should not be underestimated. Because parents don't understand teaching, their evaluation may have a negative impact on children's development. It is reported that a primary school teacher assigned an assignment to fifth-grade students: during the holidays, if your family is going to travel to Shanghai, please make three kinds of travel plans, which are divided into three grades: high, medium and low, including train tickets, air tickets, hotel accommodation and tickets for various scenic spots. Obviously, this kind of topic has a new curriculum concept, which is an assignment for students to use their hands and brains, and an assignment closely related to life. As a result, many students are at a loss, and parents complain about the strange homework assigned by the school. As a result, a lot of homework was arranged by parents. It can be seen that students, teachers and parents are indispensable for the evaluation of students. In this case, if parents understand and support the school's work, let students use their own hands and brains to experience the process of mathematics learning and evaluate it properly in the learning process, which will benefit students for life.