zhiping wang

At present, China's basic education is undergoing a large-scale curriculum reform nationwide. All participants will inevitably face the problem of educational evaluation.

According to the literature, the connotation of education evaluation is constantly changing with the development of society [1], and the understanding of mathematics education evaluation is roughly as follows:

① Think that education evaluation is examination and selection. This is extremely narrow;

② It is considered that educational evaluation is equivalent to educational measurement. This is a conceptual mistake, but it has a wide impact;

③ It is considered that educational evaluation is a standard evaluation. This evaluation method only reflects the completion of a specific goal by the assessed, ignoring the dynamic process of educational development, and it is impossible to formulate specific measures to reduce "differences".

④ It is considered that educational evaluation is a process of educational value judgment. At present, most scholars have reached a consensus on this view.

Obviously, there are many problems in the traditional curriculum evaluation. Its main manifestations are: overemphasizing the functions of screening and selection, ignoring the functions of improvement and encouragement; Pay too much attention to the evaluation of results and ignore the evaluation of process; The evaluation content pays too much attention to academic performance and ignores the evaluation of comprehensive quality and all-round development; The evaluation method is single, paying too much attention to quantification and traditional paper-and-pencil test, and lacking new ideas and concepts.

In order to solve the above contradiction, starting from the idea of cultivating innovative spirit and practical ability, and emphasizing the promotion of each student's physical and mental health development and meeting the needs of each student's lifelong development, the curriculum reform goal of basic education puts forward the function of changing the screening and selection of curriculum evaluation, and exerting the function of evaluation to promote students' development and teachers' improvement and improvement of teaching practice.

We believe that the evaluation of students' mathematics learning should pay attention to the results and process of learning; We should pay attention to the level of learning, pay more attention to the emotional attitude shown in learning activities, respect students' feelings and experiences in mathematics learning activities, and fully affirm those links from failure to success; We should not only pay attention to the immediate performance of learning, but also pay attention to the potential of sustainable development shown by students in learning activities, understand the needs of students' development, help students know themselves, build self-confidence, and promote students' development at the original level.

Therefore, it is necessary to establish a developmental mathematics teaching evaluation system. Research shows that learning in the true sense is a process of learners' active construction. Therefore, valuable learning is considered to be based on the learner's main role, emphasizing the connection between old and new knowledge in cognitive activities, emphasizing application and transfer, emphasizing process and experience in teaching methods, emphasizing the formation process of knowledge and paying attention to students' lifelong development.

Students' mathematics learning is to form their own judgment and thinking in the process of experiencing the conflict between emotions and attitudes and the enhancement and release of inner tension. The teaching evaluation of new mathematics curriculum should not only pay attention to the development of mathematical cognition (the formation of knowledge and ability is a spiral process), but also pay attention to students' emotional experience in classroom learning activities, and truly treat students as growing "people", so as to accommodate their various "mistakes" and help them "move from failure to success" [2]. . Just like William. Graz emphasized in The School Without Failure: "Schools have the responsibility to make students succeed and have confidence that they will not fail." Suhomlinski also said: "Let students see their success forever." Therefore, we should create a "multi-dimensional" learning method in education and teaching, so that students can finally succeed through personal efforts and the help of others, thus experiencing the joy and happiness after going through hardships and accumulating emotional experiences conducive to lifelong development.

Scientific evaluation plays an important role in the development of students. Does the evaluation under the new curriculum concept help students to have a positive emotional attitude and attach importance to vertical evaluation-is today better than yesterday? Is today's evaluation conducive to tomorrow's development? The evaluation objectives include not only the subject learning objectives, but also moral character, learning ability and cooperation ability. Its fundamental purpose is to promote students' lifelong development.