Example 1: This is an observation class. In class, after a student answered a very simple question, the teacher said, "What a good speech! Praise him! " The rest of the students clapped their hands at once. Another student answered a question and received the same honor. In one class, there was constant praise and applause.

Example 2: In class, the teacher designed a statistical table of group awards on the blackboard. As long as the students answer the questions correctly, their group will get a small red flower. Once in class, the teacher was busy putting up small red flowers and said, "You are great! Everyone encourages him! " Students who study well are busy answering questions and taking the teacher's sticker; Another part of the poor students can't get the chance to answer questions, so they can only watch. In this seemingly intense state, teachers often make mistakes in their busy work, sometimes handing out the wrong group and sometimes forgetting to post it. The classroom is in chaos. ...

This is a common evaluation in primary school mathematics classroom at present. For a long time, the evaluation of primary school mathematics classroom teaching has some shortcomings, such as paying too much attention to learning results, monotonous and mechanical evaluation form, too high frequency of evaluation in the same form, being divorced from teaching content, ignoring emotional encouragement to students, ignoring individual differences of students and so on.

Classroom evaluation is one of the important contents of the current new curriculum reform. The new curriculum standard of primary school mathematics points out that "the main purpose of evaluation is to fully understand students' mathematics learning process, stimulate students' learning and improve teachers' teaching;" "An evaluation system with multiple evaluation objectives and methods should be established." Good classroom evaluation can make classroom teaching full of vitality, restore children's self-confidence, and make classroom teaching turn around and climax after climax. In short, good classroom evaluation can make mathematics classroom teaching more exciting. So, how can we do a good job in classroom evaluation? I think we should do the following three things well:

First, use rich evaluation language.

1, the evaluation language is accurate and targeted.

Language evaluation is direct and quick, which is the most frequently used evaluation method in classroom teaching and has the greatest influence on students. In class, teachers should have strong listening and discriminating abilities, and give timely feedback according to students' participatory learning performance, so as to accurately and objectively point out students' strengths and existing problems.

For example, in a math class, the teacher can evaluate the knowledgeable students like this: "Even you know all this, you are really a class teacher!" " "You know so much! What a rich knowledge! We all want to learn from you! " For students who actively think and explore, the teacher can evaluate: "You are so smart! What a clever boy to come up with such a wonderful method! " "You are particularly fond of thinking, and you often make a blockbuster, so that everyone can't help applauding you!" For children with poor grades and lack of self-confidence, the teacher can comment on his learning situation: "You have made great progress today! The teacher is very happy! " "Never mind, speak your mind out loud, I know you can do it!" ..... This kind of evaluation, according to the individual differences of students, gives full play to the incentive function of evaluation.

2. Humorous language creates a harmonious atmosphere.

The traditional mathematics classroom language unilaterally emphasizes standardization, conciseness, science and accuracy, which greatly challenges the vitality of mathematics classroom teaching and becomes boring. In order to change this situation and make the math class more exciting, I think we can use humorous evaluation language appropriately to make the whole math class full of personality and vitality and create a harmonious and positive atmosphere. For example, in an open class, the small blackboard hanging on the nail suddenly fell down, and some students exclaimed with the sound of the small blackboard falling to the ground. The teacher reacted immediately and said to them in time, "The children study too hard, and the little blackboard admires them." The students immediately stopped screaming and laughing, quickly returned to their study state and studied harder. Humorous evaluation language can not only make the classroom on the verge of "collapse" come back to life, but sometimes it may have unexpected gains.

3. Use body language skillfully

Classroom evaluation language is not limited to audio language, and appropriate silent language is more attractive. Perhaps a gesture, a look, and a touch will make students feel kind in gestures and bring the distance between teachers and students closer. These silent languages can assist oral English to achieve teaching purposes. For example, teachers can capture students' eyes with kind eyes, let them spread all over the classroom, and let every student feel that teachers are paying attention to themselves, thus playing an invisible role in controlling the classroom. Teachers can also criticize students who violate discipline in class with serious and warning eyes. Compared with loudly reprimanding, this silent criticism is easier for students to accept and does not affect the attention of most students.

Second, use a variety of evaluation methods.

Classroom teaching evaluation is not the absolute power of teachers, but the process of mutual evaluation between teachers and students. For example, after the new class, the teacher can ask the students to talk about what you have gained through this class. Is there a problem? In this way, in the process of self-evaluation, students not only review what the whole class has learned, but also clarify their own ideas. When communicating in groups or classes, it is the best time for students to carry out mutual evaluation. Let the students talk about other people's ideas on the basis of listening to their answers, ok? Any better suggestions? Teachers use various evaluation methods, such as student-student mutual evaluation, student self-evaluation and student evaluation of teaching, to let students really participate in classroom evaluation and give full play to the incentive role of evaluation. Therefore, in classroom evaluation, teachers should combine the evaluation content and the characteristics of students' learning to choose appropriate evaluation methods to realize the diversification of classroom evaluation.

Third, grasp the appropriate evaluation opportunity.

Classroom teaching is a dynamic generation process, and some unexpected situations often occur. If teachers can capture these fragments in time and make clever evaluation, it will have better effect. For example, in classroom teaching, after a poor student answers correctly, the teacher can say to him, "You did a good job! You can do well through hard work, can't you? " When the students' answers are creative, the teacher will say, "What a clever boy! The teacher is proud of you! " ""Your answer is great! "Through this evaluation, we can better stimulate students' interest in learning and make them think more actively and seriously.

In short, education is not only a science, but also an art. makarenko, a Soviet educator, said, "Education is the most dialectical and flexible science, but also the most complex and diverse art." The classroom evaluation of primary school students' mathematics is also a science, which requires every teacher to care for the development of students' lives with an artistic attitude, create the aesthetic charm of classroom teaching evaluation, and make classroom evaluation more exciting.