At present, in the process of promoting and implementing the new curriculum reform, an important issue is evaluation. In the past, my rich mathematics learning activities were often turned into scores by a piece of paper, and my learning situation was only evaluated by the final exam results. According to the labels of test scores, students are divided into three grades, six grades and nine grades. My method of thinking, the way to solve problems, my mentality of thinking about mathematics and solving problems, including emotion, will, attitude and interest, are all excluded from the evaluation, which often becomes the bottleneck restricting the implementation of the new curriculum.

Under the traditional single evaluation system, mathematics learning often brings me great pressure, which makes me begin to doubt my ability and become less confident, which leads to students' weariness of mathematics and some even want to break up with them for life. I am struggling with serious learning disabilities in mathematics, but my real learning disabilities are rarely noticed. These students face failure alone, and their depressed mathematics learning experience has left a shadow on them, especially mathematics. Now, the "people-oriented" education concept has gradually taken root in people's hearts, and the subjective education concept has become the core of modern education concept. So how to embody humanistic care and my subjectivity in mathematics teaching evaluation? How to make evaluation into the classroom and integrate it into the learning activities of mathematics classroom, so that students can know themselves and build up their self-confidence in mathematics learning, and make evaluation an effective tool to promote my learning and development?

Since I am the subject of learning and development, I should be the subject of evaluation. For a long time, students' self-evaluation of mathematics learning has been a weak link in mathematics teaching. Paying attention to my self-evaluation in mathematics learning is the breakthrough to solve these problems.

2. The significance of self-evaluation.

Self-evaluation of one's mathematics learning refers to the analysis and judgment of one's mathematics knowledge, ability to use mathematics, feelings, attitudes and values about mathematics, and self-adjustment of one's mathematics learning under the guidance of teachers and according to certain evaluation criteria.

In the traditional evaluation of mathematics education, students' evaluation of mathematics learning is arranged by schools and teachers, and students have no right to evaluate and are in the object position of evaluation. This student-oriented evaluation system has played a positive role in mathematics learning. However, this evaluation ignores people's subjectivity, creativity and initiative, ignores the value of the mathematical process itself, ignores people's emotional psychology, can not fully understand the students' mathematical learning process, and can not put forward targeted improvement suggestions in time. The Mathematics Curriculum Standard for Full-time Compulsory Education (hereinafter referred to as the Standard) points out: "The evaluation of mathematics learning should pay attention to both the results of students' learning and the 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, build self-confidence, give play to the educational function of evaluation, and promote students' development at the original level. Evaluation should pay attention to students' differences and different needs of development, and promote their improvement and uniqueness of development at the original level. The new curriculum standard contains the idea that evaluation criteria should be multidimensional, evaluation methods should be diversified and evaluation subjects should be diversified. Modern evaluation theory also tells us that educational evaluation no longer regards the evaluated as the subject of evaluation, but as the subject of educational evaluation. We should actively encourage students to participate in classroom teaching evaluation, and take students' self-evaluation as a part of the learning process, so that evaluation can become an effective means to promote the formation of students' subjective consciousness and improve their autonomous learning ability, so that students can continuously improve their learning through self-evaluation. Therefore, attaching importance to students' mathematical self-evaluation is an inevitable requirement of the development of the times and the new curriculum reform.

Self-evaluation of mathematics learning is not only based on mathematics knowledge, but also based on each student's internal needs and actual situation to evaluate his own development process, so as to promote his development in a better direction. This evaluation method is of great practical significance to stimulate students' learning motivation, cultivate students' serious and responsible quality, improve students' self-regulation ability in mathematics learning, establish self-confidence in learning mathematics, improve students' interest in learning mathematics, and cultivate students' subjective spirit and healthy development of personality.

2. 1 According to the characteristics of mathematics,

Mathematics is a science about quantitative relations and spatial forms. Mathematics has the characteristics of abstract content, wide application, rigorous reasoning and clear conclusion, and a high degree of abstraction is its essential feature. The main difficulty in mathematics learning comes from high abstraction. "In the process of mathematics learning, I seldom have the self-awareness to judge the rationality of my thinking activities, so I can't talk about adjusting my thinking process." It is often difficult for teachers to teach or provide students with feedback and information about their thinking process, such as their ability to analyze and solve problems, their understanding of mathematics and their awareness of application. In addition, due to the abstraction of mathematical objects, the exploration of mathematical activities, the rigor of mathematical reasoning and the particularity of mathematical language, I can't grasp the essence of mathematics at one time in the stage of thinking development. I have to go through many feedbacks, in-depth research and self-adjustment before I can really grasp the inner essence of mathematical thinking. Therefore, in mathematics learning activities, it is very important to carry out effective self-evaluation of learning activities.

2.2 From the perspective of cultivating students' cognitive ability.

Some students put a lot of energy into math study, and put more energy into people, but with little effect. Before solving the problem, they can't have a correct understanding of the nature and characteristics of the problem, and they can't make a rough estimation, judgment and choice of solving ideas and strategies; In the process of solving problems, they only know that they are solving problems, but they don't know why. They can't evaluate the methods and results of solving problems at any time according to the process of solving problems, and adjust their thinking channels in time. With the preliminary results, everything will be fine, and I can't reflect on the process of solving problems. These phenomena show that my metacognitive ability is weak. Relevant research shows that metacognition plays a monitoring and regulating role in my thinking activities, and its development level directly restricts the development level of students' intelligence and thinking. Metacognitive training is the key to improve my cognitive ability structure. If students consciously make self-evaluation on mathematical problems, they can not only consolidate and strengthen their knowledge, but also save themselves from the ocean of problems, so as to draw inferences from others and improve their problem-solving ability and metacognitive ability, which will be of great help to their mathematics learning.

2.3 From the perspective of improving teachers' teaching level.

Teachers' teaching is for the development of students, so teachers must understand students. There are many ways to understand students, and the information provided by students' self-evaluation is a good way. A student in math diary clearly reflected such a question: "My math study is a little behind my teacher. Can you give us some time to think for ourselves? " The inner call of students is the criterion of teachers' behavior. Indeed, many of our teachers tend to fill their time with their own opinions after asking questions, but they often don't understand students' feelings. In fact, as a teacher, students should be given time to think, and wait at least 3-5 seconds after asking a question, so that students can think about the appropriate answer. Feedback information from students' classroom self-evaluation can not only help teachers see where students may make mistakes, but also help teachers find out the reasons behind the wrong answers, find the crux of solving students' learning difficulties, and make up and adjust teaching in time before mistakes are regarded as facts or become habits. In addition, students' self-evaluation is conducive to eliminating the possible opposition between teachers and students, making teachers' evaluation more objective and more acceptable to students. Moreover, students' instant writing has completed a spiritual collision between teachers and students. Students' minds, students' gains, students' discoveries, students' confusion are clear at a glance, how to fill vacancies, how to adjust them, and how to give individual counseling in their minds, which makes teachers' teaching more handy. Therefore, students' teaching is more convenient.

2.4 From the perspective of students' subjectivity.

According to the modern teaching view, the development of students is essentially the result of the internal movement of the subject through activities, and external effects can promote its internal activities, but they cannot replace the "self-movement" of the subject. Therefore, in essence, students' development in mathematics is a process of self-realization. In the whole learning process, all the leading factors of teachers must play a role through students' subjective activities, such as a correct understanding of the subject and an objective evaluation of the subject's own learning situation. "In the teaching of 2 1 century, the object of education should be the subject of learning, so we should give full play to students' subjective role and reflect their self-worth in the evaluation process." Students' self-evaluation of mathematics is to regard students as masters and participants in learning mathematics. Through students' understanding, evaluation and reflection on self-mathematics, every student can accept and affirm himself with a healthy, positive and optimistic attitude, and then supervise, adjust and control his own behavior, improve himself, and truly embody the educational spirit of respecting students' individuality and subjectivity.

2.5 From the emotional attitude of mathematics learning.

"Judging from the significance of mathematics education to human development, the cognitive process of effective understanding and active inquiry is bound to be accompanied by the growth and perfection of students' psychology, will, emotion and personality. The ultimate goal of mathematics teaching is not only to point to the specific knowledge of mathematics itself, but also to point to the humanistic character and life growth of students. " The fundamental purpose of education is for the all-round development of students, and the essential function of evaluation is to promote the development of students. Unfortunately, the traditional mathematics evaluation ignores the emotional factors in teaching, and ultimately simplifies colorful mathematics learning activities into test scores, which causes many students' learning distress, anxiety and other negative factors, thus bringing many disadvantages to students' mathematics development. Obviously, students' rich emotional attitude is difficult to examine through the examination paper. Besides classroom observation, students' self-evaluation in mathematics learning is a good strategy. For example, writing a weekly math diary, some students don't want to let their classmates know their math problems and some privacy, but if they trust the teacher, they will write it in the weekly diary. If the teacher can help or solve it in time, it will effectively alleviate the psychological pressure and mental burden of students. Therefore, from the emotional field, students' mathematics self-evaluation pays more attention to the formation and development of students' emotional attitudes and values in mathematics learning, and pays more attention to understanding the process of students' mathematics learning and encouraging students to learn, which is of great significance for forming a good personality and a sound personality and comprehensively improving students' mathematics literacy.

3. The content of students' self-evaluation in mathematics learning.

Self-evaluation of students' learning refers to the activities that students analyze and judge their own learning according to certain evaluation standards and adjust their own learning.

Self-evaluation is an important part of self-awareness. The process of students' self-evaluation consists of four parts: one is self-observation, that is, observing their own learning performance, which requires putting themselves in the position of an object and objectively observing their own learning situation. Second, self-reflection, through the results obtained by self-observation, or referring to other people's evaluation conclusions, to determine the standard of self-evaluation. Third, self-evaluation is to judge one's own learning activities or development on the basis of self-reflection and form a certain sense of self. It can also be said that this step is a narrow sense of self-evaluation. Fourth, self-reinforcement. The so-called self-reinforcement refers to controlling one's behavior by evaluating one's learning results. Self-reinforcement will inevitably lead to a re-examination of self-evaluation and the criteria for determining future learning goals, thus regulating one's behavior.

Students' self-evaluation of mathematics learning is not arbitrary subjective evaluation, but based on certain standards. The standard of self-evaluation is not only the teaching goal, but also the learning goal and requirement set by students in advance. Is to unify the teaching objectives and self-evaluation objectives. This is because, firstly, in view of the fact that the main channel of quality education is the classroom, classroom teaching is the main way to comprehensively improve students' quality education and cultivate students' self-evaluation ability. Secondly, taking teaching objectives as the reference point of evaluation criteria, students are required to compare with established teaching objectives in self-evaluation, rather than students to students. Therefore, the formulation of teaching objectives should reflect the requirements of quality education, paying attention to both the accumulation of knowledge and the cultivation of emotion.

In essence, self-evaluation in mathematics learning is a process of self-knowledge, self-analysis and self-improvement.

4. Methods of students' self-evaluation in mathematics learning.

Under the new curriculum standard, the method of students' self-evaluation in mathematics learning is still being explored. In 2005, we conducted a research experiment on the self-evaluation method of mathematics learning in grade one of senior high school. There are two classes in Senior One (1) and Senior One (2) in the experiment, and four classes in the control class. At the beginning of the school year, the school divided nine classes of Grade One into classes in a balanced way, among which the average math scores (entrance scores) of two experimental classes were 57.3, and the average math scores (entrance scores) of four control classes were 57. 1. In the research experiment, we discussed the students' self-evaluation of mathematics learning in three steps.

4. 1 Preliminary evaluation. The evaluation is mainly carried out by filling in the evaluation card. Let's make a simple self-evaluation card. The main contents of the evaluation card include ○ 1 whether there is any desertion in class ○2 whether you are interested in the content of this class ○3 whether you have seriously considered the questions raised by the teacher ○4 whether there is anything you don't understand about the content of this class. Students are required to fill out a self-evaluation card after each math class. By asking students to fill in the evaluation card every day and simply reflect, we can cultivate students' habit of attaching importance to mathematics learning and strengthen their consciousness of mathematics learning.

4.2 Mid-term evaluation. Self-evaluation is mainly carried out by writing a mathematical weekly diary. The teacher asks each student to write a math diary every week, which can be in various forms; You can sort out and summarize what you have learned in a week, which can be the experience of a math class, the inquiry report of interesting math problems, or the summary of math learning in a week. In short, you can only ask for something related to mathematics. Mid-term evaluation is mainly to cultivate students' emotion and interest in mathematics.

4.3 Post-evaluation. Mainly through the method of self-scoring. After the mid-term and final exams of each semester, each student gives a summary score for his two-month study. The score is not based on the number of exams, but on whether the interest in learning mathematics is stronger than before, whether the attitude towards learning mathematics is better than before, whether the score in mathematics exams is higher than before, and whether the ability to solve practical problems with mathematical knowledge is stronger than before. In short, compare yourself with yourself, see how much progress you have made, and then give yourself a reasonable score. This evaluation is not a simple scoring, but a comprehensive reflection, analysis and summary of several aspects, and then scoring after forming written materials. Through summative self-grading, students' abilities of self-knowledge, self-reflection and self-improvement are cultivated.

In July, 2006, we inspected the experiment of "Research on Self-evaluation Method of Mathematics Learning" by stages, and the main inspection methods were questionnaire survey and score comparison. The survey shows that 18.4% of the students in the experimental class have changed from uninterested in mathematics to interested in mathematics, while only 0.5% of the students in the non-experimental class have changed from uninterested in mathematics to interested in mathematics. 67.2% students in the experimental class feel that they have made progress, while only 26.3% students in the non-experimental class feel that they have made progress.

Comparison of test results:

Experimental Class (2) Non-experimental Class (4)

The entrance score in September 2005 was 57.5 57.438+0.

The final grade in July 2006 was 6 1.256.8.

Although our experiment can't prove anything, it can at least show that letting students learn self-evaluation can motivate students and form positive mathematical attitudes, emotions and values; Can establish learning confidence, let students enhance their interest and courage in learning; It can promote reflection, make teachers accurately diagnose the difficulties of students' mathematics learning, adjust and improve the teaching process in time, and promote the realization of three-dimensional teaching objectives.

refer to

1 People's Republic of China (PRC) full-time compulsory education mathematics curriculum standard (experimental draft) [M], Beijing: Beijing Normal University Press, 200 1

Shi Tian one. Research on Mathematics Self-monitoring Ability [J], Scientific Development and Education C, 1998(4)