"Mathematics Curriculum Standard" clearly points out: "The evaluation of students' mathematics learning should not only pay attention to students' understanding and mastery of knowledge and skills, but also pay attention to the formation and development of their emotions and attitudes; We should not only pay attention to the results of students' mathematics learning, but also pay attention to their changes and development in the learning process. " "Evaluation should pay attention to students' personality differences and protect students' self-esteem and confidence." "The purpose of evaluation is to fully understand students' learning situation, stimulate their enthusiasm for learning and promote their all-round development." Therefore, it is necessary to reform the evaluation methods under the new curriculum standards.
The new curriculum advocates the diversification of evaluation objectives, multi-dimensional evaluation contents and diversified evaluation methods. How to achieve these evaluation goals in the implementation of the new curriculum is a problem that people are very concerned about. The multiple goals of students' development should be reflected in teaching activities, and students' development should be promoted through evaluation, and the information of students' development should be fed back. However, it is difficult for a single evaluation method and means to achieve such a goal. It is necessary to explore evaluation methods that meet multiple objectives and establish an evaluation system that promotes students' development and teachers' improvement.
The evaluation of primary school mathematics homework is an important part of mathematics learning evaluation. Homework is a means for students to acquire, consolidate and apply knowledge, and it is a continuation of classroom teaching. Therefore, homework is another way of communication and interaction between teachers and students. Evaluation is a form of feedback to students' learning, and its purpose is to promote their all-round development. For a long time, correcting homework and evaluating grades are almost all arranged by teachers. The evaluation method given is to fill in a single grade of "excellent, good, qualified and to be qualified". Such a single grade evaluation has become a "habit" for the majority of students, and students spend a lot of time only looking at the results of teachers' correcting homework without reflecting. This is mainly because students mistakenly think that homework is their own business, and whether homework is right or not is the teacher's business, not their own. They did not form positive emotions, attitudes and values, and did not form a sense of evaluation and reflection. Suhomlinski said: "Don't let hierarchy become the only field that engulfs everything in people's spiritual life. If a person expresses himself in the score, it is no exaggeration to say that he does not express himself at all. Under this one-sided performance, our educators are not educators at all. We only saw a petal, not the whole flower. " Therefore, the evaluation method of primary school mathematics homework should pay full attention to students' individual differences, give play to their guiding, regulating and stimulating functions, and promote students' all-round, sustained and harmonious development.
First, let homework evaluation become a "catalyst" for students' development.
The human heart needs to be affirmed, respected and appreciated. Everyone seems to live to be appreciated. Therefore, teachers should respect and appreciate students. Look at students' homework every time with an appreciative eye and mentality, find some bright spots from it, and encourage them with appreciative language. Let their hearts be stretched in the appreciation of teachers, and let them become more and more excellent and confident. Especially for middle and late school students who are in urgent need of encouragement. Psychological research shows that the more times students are praised and rewarded, the higher the reproducibility of their behavior. Timely and appropriate incentive evaluation can effectively stimulate the emotions of teachers and students.
For example, for students who always like to think, the comment is: Your unique point of view is really refreshing.
You're amazing! I will learn from you in a way that the teacher didn't think of.
Your mind is really flexible. This method is much better than the teacher's.
This is a brilliant idea, great!
As for clever and careless comments, the method is very good. Check it carefully and see what the problem is. I hope you say goodbye to carelessness and make friends with careful people.
If you are more careful, I believe that success must belong to you.
Do your homework carefully and write neatly, but the wrong comment is: what beautiful words! I wish I had been more careful!
For students who are not serious about scribbling, the comment is: well done! It would be better if it could be written more beautifully.
According to different situations, you can also use different evaluation languages of praise and encouragement. For example:
Great progress, keep working hard!
You're great. You have made such great progress. The teacher is really happy for you!
It is not easy for you to answer such a difficult question correctly!
Nothing can beat you as long as you put your heart and soul into it.
Work harder, I believe you will be better!
It would be better if you could be more careful. Let's overcome our carelessness together!
Meticulous, worth learning!
Some people say: "A teacher's language is like a key, which can open the window to students' hearts;" "Like a torch, it can illuminate the future of students; Such as seeds, can be buried deep in the hearts of students. " Go into students' hearts, pay attention to their development, appreciate and appreciate every student from the heart, build a harmonious relationship between teachers and students, and let every student regard homework as an opportunity to communicate with teachers. Get a sense of self-satisfaction and success, so that students can experience understanding, trust, friendship, respect and encouragement while gaining knowledge.
Second, let homework evaluation become a "lubricant" to change learning attitude and behavior habits.
Homework plays a positive role in cultivating students' sense of responsibility and helping them form good study habits. Students with different personalities have different attitudes towards homework. Students who like to learn mathematics generally do problems carefully, can think independently, and are creative and flexible in solving problems. The evaluation of these assignments is: "excellent+unusual = excellent+,excellent+whimsy = excellent+,excellent+neat handwriting = excellent+,excellent+standard format = excellent+".Students who don't like mathematics very much and have no patience generally have sloppy homework. They don't take the homework corrected by the teacher seriously, and they don't think about what is wrong when they are wrong. For this reason, comments on this kind of homework should be artistic, which will not hurt students' self-esteem, but also express criticism in a euphemistic tone. For example, "good+if you can correct your homework carefully = excellent, good+if you can't read it = excellent, good+if you can correct it carefully and in time = excellent." For some students who don't like to use their brains and copy their homework, the teacher's comment is: "b+ who can finish homework independently is excellent, and b+ who can use their brains actively is excellent." "Grade+Brief" homework evaluation is a way to describe students' homework level and communicate with students emotionally. This kind of evaluation has a strong incentive and guidance. When evaluating, encouragement is more important than guidance, which is to let students know the progress and deficiency of learning in time, constantly clarify the direction of efforts, improve their self-confidence in learning mathematics, and form a positive emotional attitude.
The child is in the period of physical and mental development, and it is very unstable in all aspects. Therefore, the evaluation cannot be static and consistent. The evaluation of students should take personality characteristics as a reference as far as possible, pay attention to students' own vertical comparison, and downplay horizontal comparison. Teachers should be good at discovering students' "bright spots" and praise and encourage them in time. Only in this way can students build confidence in comparison, make continuous progress in evaluation, and truly make evaluation a "propeller" for students' development.
Third, let homework evaluation become the "regulator" of students' transformation.
"Mathematics Curriculum Standard" points out: "The evaluation of students' mathematics should not only pay attention to students' understanding and mastery of knowledge and skills, but also pay attention to the formation and development of their emotions and attitudes; We should not only pay attention to the results of students' mathematics learning, but also pay attention to their changes and development in the learning process. Therefore, the results of evaluation should have an incentive-oriented role, and students should be treated with a developmental perspective. Teachers should try to combine encouragement and criticism in a positive direction, point out the direction of further efforts in praise and affirm their progress in criticism. This will help to improve students' learning confidence and promote their all-round development and personality development. " For example, students who love to make small moves in class and affect their studies say, "You haven't made much progress recently. Can you tell the teacher why? " Judging from your usual performance, you are a clever boy, so the teacher is sure that you can learn math well and the teacher is willing to help you. Let's work together. "For students with improved grades, the teacher can say to him," Your handwriting has improved so fast that it is much better than what I wrote when I was a child. Teachers should learn from you! This task is excellent. "You are always the first to hand in your homework and correct it. It's really an honor. This assignment is the best. For some students who like sports more, but can relax themselves, they said, "The heroic posture of the sports ground will make the teacher unforgettable for a long time, but the teacher also wants to see your excellent performance and beautiful homework in class. "
Whether it's a compliment, an approving smile or a well-meaning criticism, after reading it, students inspire their inner motivation to learn mathematics and gain confidence in learning it well. If you insult students with words such as "I don't attend class and can't even do such a simple question", students will have rebellious psychology and will also affect their confidence in learning mathematics.
In addition, in order to pay attention to each student's learning process and leave their growth footprints, teachers can also set up a "growth record bag" for students. The materials in the record bag can include the students' most satisfactory homework, the most satisfactory test paper and the students' classroom exercises. The growth record bag can not only make students feel a sense of accomplishment, but also greatly arouse their enthusiasm for learning, and also provide convenience for parents to know the students' school situation in time.
No matter what evaluation method is adopted, teachers should be kind to students' "mistakes". . The evaluation method is not to draw conclusions for students, nor to just check their grades, but to let students seek real development on the existing basis. Through this evaluation, students can learn more learning strategies, provide a platform to show their learning benefits, form students' abilities of self-knowledge, self-reflection, self-education and self-improvement, make evaluation the driving force and source of learning, and serve students' lifelong development.