In recent years, especially in the two years when I taught in Changqing Primary School, I really felt a lot about the national new curriculum standards. Combined with my deep feelings in mathematics teaching in primary and secondary schools for eight years, I express my personal views on how to evaluate the effect of students' learning in mathematics classroom. 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 and build up confidence. Babanski pointed out when evaluating the effect of educational process optimization: "Students' behavior, their learning attitude, the number of good qualities in their personality and their educational level in participating in learning activities can make us draw a conclusion about the educational effect. Teachers' creative work can get the most accurate evaluation. " According to this line of thinking, since we have realized that students are what we should pay attention to, there are still many teachers who put the evaluation of classroom teaching on how teachers perform well in class. Isn't this putting the cart before the horse? The quality of a class is not how your teacher teaches, but how students learn in class. On the contrary, how to design the teaching standard of a class should be measured by the standard of evaluating the learning effect of students in mathematics classroom. The effect evaluation of students' mathematics course learning should follow the basic concept of curriculum reform, and establish evaluation models and methods that are conducive to promoting students' development, teachers' reflection and improvement, and realizing the overall goal of curriculum reform. For a long time, mathematics has been defined as a rigorous, abstract and logical discipline. The emphasis on "intensive teaching and more practice" in classroom teaching evaluation has resulted in the phenomenon of emphasizing conclusion over process, emphasizing explanation over learning, emphasizing in-class over extracurricular activities, and emphasizing "learning" over "learning", which has seriously restricted students' initiative in learning and affected the development of students' personality and the cultivation of innovative consciousness. From the long-term development of students, it is even worse for mathematics learning. The traditional evaluation of learning effect is the product of "exam-oriented education" and has great limitations. Its evaluation content is one-sided, the form is monotonous and the method is single, which can no longer meet the needs of quality education. Guided by dialectical materialism, we should reform the traditional evaluation of learning effect and initially establish the evaluation system of quality education. Second, the evaluation criteria of classroom learning effect under quality education We often see some math classes: some teachers speak methodically, analyze knowledge thoroughly and reason clearly. Students listen easily and seem to understand, but they are often helpless when they encounter variations and practical problems; Some teachers have designed many detailed questions, which are often asked and answered between teachers and students. On the surface, it looks smooth, but as a result, it is not ideal to test students' knowledge mastery and ability formation. Some teachers pay attention to refined knowledge and set aside a lot of time to practice various exercises. Although students' problem-solving ability is acceptable, it inhibits students' innovative thinking and creative potential. Some teachers let several top students play the leading role in class, operating, demonstrating, activities and reporting ... On the surface, it looks lively, but in fact, most students are accompanying guests, and some students with learning difficulties are even more confused. I don't know why. These classes are not uncommon in normal class activities and observation teaching, and some are even rated as good classes. As we all know, evaluation has a strong guiding function. In my opinion, this is the result of not starting from the evaluation standard of students' learning effect in mathematics classroom. The standard of good class must be re-recognized and judged by the standard of students' learning effect, otherwise, it will inevitably affect the in-depth implementation of quality education. So how to evaluate students' learning effect in math class? (1) Teaching is a bilateral activity in which teachers and students participate in teaching and learning, and it is a special communication activity between teachers and students. It is not only a practical activity that focuses on imparting and absorbing human indirect experience, but also an interpersonal activity in a specific situation. Therefore, there is not only the transfer of knowledge information, but also the exchange of emotional information between teachers and students. As a psychologist explained when discussing the essential characteristics of teaching activities, "teaching is a dynamic interpersonal process in which both teachers and students participate rationally and emotionally." "Establishing an equal, friendly and democratic relationship between teachers and students" is an important principle in teaching. Attention should be paid to the contact, collision and accommodation between teachers and students in classroom teaching. In the process of information transmission and emotional communication between teachers and students, teachers' own emotions play an important and dynamic role in the emotional activities of the whole teaching work. This effect directly affects the effect of education and teaching. Teachers should try their best to arouse students' positive emotional response with their good feelings for students and create an atmosphere of emotional integration between teachers and students. Make students interested in exploring new knowledge in a relaxed and harmonious learning atmosphere, and actively pursue the highest wealth of mankind-knowledge and skills, so as to make students dare to create, and at the same time produce spark-like creative ideas. Class teaching system is characterized by unified collective teaching, emphasizing the consistency of teaching requirements, teaching content, teaching progress and teaching test. It is based on the assumption that the knowledge base and learning ability of the whole class are the same, so it is easy to "cut across the board" in teaching. A good class should first really face all students, so that each student can get the greatest possible development on the original basis. Facing all students means acknowledging differences and teaching students in accordance with their aptitude. Students' cultural environment, family background and their own way of thinking restrict the learning results, and the resulting differences will lead different students to show different learning tendencies in mathematics. Admitting students' differences doesn't mean "filling the gap", but at the same time, we should devote ourselves to the development of most middle-level students, and at the same time let those outstanding students who have spare capacity in mathematics stand out, so that those students who have difficulties in learning can gain something and meet the basic requirements. To truly face all students, it is necessary to change the single classroom communication mode between teachers and students or between teachers and students according to the characteristics of teaching content and the reality of class students, and form a three-dimensional structure of multi-directional communication and multilateral interaction between teachers and students; We should effectively adopt active and exploratory learning methods, and play the role of "learning with the same body" through cooperation, discussion and exchange; On the practical level, "the top is not capped, and the bottom is guaranteed"; Special policies should be given to some special students (excellent students or students with learning difficulties); We should make the classroom a stage for every student to give full play to his ability. Students' mathematics learning process can not only accept ready-made mathematics knowledge, but also actively construct it on the basis of students' existing knowledge and experience. Many things are difficult for teachers to teach, and it is up to students to understand them in activities. Only when students actively participate in learning activities can they learn effectively. In a good math class, teachers should pay close attention to students' learning process, show them the process of knowledge occurrence and development, guide them to participate in the formation of concepts and laws, and expose their thinking process of learning knowledge. Specifically, in teaching, we should grasp the connection point between old and new knowledge, help students acquire the necessary experience and preparatory knowledge for learning new knowledge from their life experience and existing knowledge background, provide a cognitive fixed point for learning new knowledge, and improve the availability of suitable concepts in learners' cognitive structure; To inspire students to find the growing point of new knowledge from the original cognitive structure is not only the basis for learning new knowledge, but also how much they already know about the new knowledge to learn, so as to determine the starting point for learning new knowledge. It is necessary to highlight the differences between old and new knowledge, find contradictions in comparison, trigger cognitive conflicts, make students reach an "angry" state, create scenarios for learning new knowledge, stimulate learning interest, maintain learning motivation, and help students construct the meaning of what they have learned at present. Pay attention to students' learning process, provide them with sufficient opportunities to engage in mathematical activities and exchanges, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration. In this process, let students experience what they can learn and never teach; Let the students do what they can, and never do it for him. Let the students speak for themselves and never speak for them. Create more thinking time, more activity space, more opportunities for expression and more successful enjoyment for students, and truly "students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning." In math class, students not only learn math knowledge and develop their intelligence, but also devote themselves to the class with their own emotions, motivations and needs. Besides teachers, students also interact with their peers; In addition to cognitive and emotional development, students also include the development of group cooperation ability, behavior habits and communication awareness and ability. Admittedly, this series of goals can't be achieved in one class, but they must be achieved in every class and permeate the whole process of classroom teaching. In every math class, every student puts his life into the classroom, and what we should do is a kind of "complete humanistic education". Mathematics class should focus on the all-round development of students and create a lively, democratic and harmonious classroom atmosphere. Whether it is the introduction of the classroom, the development of new knowledge, the acquisition of conclusions, the formation of skills, the development of family ties and the display of personality, every minute of the classroom can attract students' attention like a magnet. It is necessary to create some thinking, exploratory, ideological and interesting problem scenarios and task objectives, so that students can actively engage in mathematical activities such as observation, experiment, guessing, verification, reasoning and communication, and effectively realize mutual assistance and interaction between teachers and students. We should fully tap the formal beauty and intrinsic beauty of mathematics, embody the cultural value and educational function of mathematics, and let students feel relaxed, happy and successful in the process of learning mathematics, so that every student can experience the pleasure of learning mathematics and enjoy the happiness of success. Classroom teaching in the new century has entered a new stage with the important goal of cultivating students' innovative consciousness and practical ability. Through the reflection on the current evaluation standard of mathematics classroom teaching in primary schools, we think that a good class is different from a good play. Acting is based on a fixed script, and the same story is interpreted according to established procedures. However, we are faced with living individuals in class. These individuals have different life experiences and knowledge backgrounds, different ways of thinking and study habits, different learning abilities and rich emotions. Therefore, every lesson we learn is unique, unrepeatable, rich and concrete. A good class should not pursue watertight teaching skills, seamless teaching links and meticulous details, but should face all students, pay attention to the learning process, pay attention to the combination of learning and application, and pay attention to all-round development under the guidance of advanced educational concepts, so that students can truly become the masters of learning! People's IQ is innate, while emotional intelligence is the result of acquired cultivation and hard work. According to the scientific community, a person's "IQ" only accounts for 20% of his success factors, and it is not "IQ" but "EQ" that really determines human wisdom. Therefore, the core quality of a subjective person is noble personality. It is urgent to cultivate students' moral sentiment and scientific quality through primary school mathematics classroom teaching. Therefore, the quality and degree of students' emotional input in the process of seeking knowledge should be taken as an important content to evaluate teachers' classroom teaching level. It is necessary to evaluate whether teachers combine "cultivating sentiment" with "mastering knowledge" and "developing ability" in classroom teaching. Do you spare no effort to do this and persevere?