Due to the differences in cultural environment, family background and their own way of thinking, there are bound to be differences in the development of mathematics learning among students. Some students should be allowed to work hard for a period of time and gradually achieve possible goals. Therefore, we can choose to postpone the evaluation. For example, in my class, a student did badly in a unit test and lost confidence. I allowed him to answer again. After he corrected the mistakes on the original answer sheet through hard work, I made an evaluation on his second answer sheet and gave an encouraging comment. This "delayed evaluation method" weakens the screening function of evaluation and highlights the vertical development of students. Especially for students with learning difficulties, this delayed evaluation method can let them see their progress and feel the joy of success, thus stimulating new learning motivation.

I think in classroom teaching, we should advocate delayed evaluation. Students can't be asked to answer questions at once, and they can't bear to give them time to think. When students can't answer, they are busy enlightening and hinting. You can't give students enough time to study in group discussion. Some students ask for a report immediately before they can think deeply. Over time, it will form that some students are actively thinking and some students are not thinking; Some students' thinking has been developed, and some students just don't want to listen, so their thinking can't be developed. So after asking questions in class, I will wait patiently and give students enough time to think deeply and explore and study. Especially when students encounter difficulties, they should wait with expectation or give appropriate instructions, and never let students act rashly when answering questions.