First, renew ideas and grasp the essence of evaluating "promoting development".

As an important part of Uygur emotion, it directly affects students' psychological activities. Teachers' evaluation is very important for students, especially primary school students. Teachers should firmly grasp the essence of evaluation and promote development. The evaluation of students' learning should not only pay attention to the results of students' learning, but also pay attention to the changes and development of the learning process; We should pay attention to students' learning level, and pay more attention to students' emotions and attitudes in mathematics practice. No longer regardless of the level difference of students, praise the best if you get it right; If the answer is wrong, say "No, next"; If you can't answer, you will be seriously accused of "not attending classes"; It is no longer only the teacher who evaluates the students, but the teacher has the final say; It is no longer just a matter of content. Teacher-student evaluation is the subject and object of each other, realizing mutual respect, mutual love, mutual respect, mutual help and mutual teaching between teachers and students, and embodying humanistic care.

Second, evaluate students with different rulers and pay attention to their level differences.

One more ruler will bring more good students. Yes, ten fingers are not the same length, let alone students in the same class. No matter which school, grade and class, students' knowledge level, understanding ability and thinking speed will be different. "Curriculum Standard" points out: Everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in their study. Therefore, teachers should teach students in accordance with their aptitude and design different learning goals, and students should choose according to their own conditions to achieve different goals. Let every student jump up and pick peaches. Changing the traditional teaching is only a paradise for top students, while students with learning difficulties only listen.

For example, after teaching the surface area of a cuboid, I proposed the following exercise and set three goals:

Target 1: The surface area of this cuboid can be calculated by 1.

Goal 2: The surface area of this cuboid can be found in two ways.

Goal 3: You can solve it in many ways, speak your mind and sum up the simplest method.

During the inspection, the following solutions were found:

a 、( 5×5+5× 10+5× 10)×2

b、5×5×2+5× 10×4

This design shows that the evaluation should pay attention to students' personality differences, and each student can achieve the goal according to his own actual situation. The teacher will praise him in the evaluation check. In this way, every student can achieve the goal and have the joy of success. Students with learning difficulties can achieve the goal of 1, middle students can achieve the goal of 2, and top students can achieve the goal of 3, which overcomes the disadvantages of traditional teaching that students with learning difficulties can't eat enough and top students can't eat enough, and respects students' personality differences.

Third, pay attention to the evaluation language, reflecting the incentive function of evaluation.

Mark? Twain said, "I only need a compliment to live for two months." Everyone wants to hear praise, and for primary school students, especially those with learning difficulties, they want to be recognized by teachers. Because praise includes the teacher's encouragement, the teacher's love and expectation. Of course, what is wrong is wrong after all, depending on how you evaluate it, not that you give up criticism. We always see that there is a kind of "magic" in the classroom teaching of famous teachers, that is, to let students actively participate in classroom teaching activities. An important reason for this magic is that they are good at using classroom evaluation language. Therefore, in the teaching evaluation, we should pay attention to the following points:

1. Evaluate the friendliness of the language.

"If you are a teacher, you will believe in your way." The warm-up instructions of famous teachers before class are all good friends and so on. The students accepted and liked him at once, the teachers and students were integrated, the classroom atmosphere was relaxed and harmonious, the students' thinking was active, a good start was achieved, and half the battle was won. Address students, friends, children, children, etc. Show kindness in class.

2. The evaluation language should be accurate.

The evaluation standard should be "people-oriented, promoting students' all-round development". . Pay more attention to whether students actively participate in learning, whether they have a strong interest, whether they actively explore learning, respect individual differences, help students know themselves and build up self-confidence.

3. Evaluation language is full of motivation.

For example, "You have made progress again today", "You still need to work hard", "Be more careful" and "Never mind, you have done your best". Treat each of our students with inspiring language, establish their self-confidence and let them raise their heads to meet every day.

4. Evaluation language is full of humanistic care.

"Without love, there is no education". Therefore, the evaluation of our teachers should vary from person to person, from class to class and from thing to thing. Correct evaluation with love will make students like a spring breeze and a spring rain.

Fourth, combine immediate evaluation with delayed evaluation, and attach importance to the learning process.

Curriculum Standard points out that the main purpose of evaluation is to fully understand students' mathematics learning process. To improve teachers' teaching evaluation, we should pay attention to students' learning results and learning process. Through instant evaluation, teachers can master the classroom learning situation, standardize teaching activities and mobilize students' learning enthusiasm. But there are also good opportunities to hit students' self-esteem and miss thinking training. Therefore, in classroom teaching, I adopt the combination of immediate evaluation and delayed evaluation, which is not only conducive to triggering discussion and evaluation among students, but also fully expressing my thoughts and opinions, which is conducive to the mobilization of students' emotions and the development of innovative thinking.

In primary school mathematics teaching, the combination of immediate evaluation and delayed evaluation is clever and flexible, which can not only grasp the situation in time and give feedback, but also leave students time to think. In this way, asking students "why" is helpful to stimulate their innovative thinking.

Five, the combination of self-evaluation and mutual evaluation, give play to the communication function of evaluation.

"Mathematics Curriculum Standard" points out that when evaluating students' learning, students should be allowed to evaluate themselves and each other, not just teachers' evaluation of students. Help students know themselves and build up confidence.

(A) to encourage self-evaluation

Only when the learner decides the evaluation standard, the purpose of learning and is responsible for the degree of achieving the purpose, can he really learn and be really responsible for his own learning. Self-evaluation method sets up a modern evaluation concept, which makes external evaluation change to internal evaluation, from formal evaluation to substantive evaluation, and from passive evaluation to active evaluation. Self-evaluation establishes students' dominant position in evaluation activities, which is conducive to mobilizing students' initiative, enthusiasm and creativity and cultivating students' cognitive ability.

In teaching, at the end of the whole class, ask such a question, "What have you gained from this class?" "How was your performance?" "What is excellent and what needs to be worked hard" and so on. Let students reflect on the teaching content, process and results in self-evaluation, make a summative memory of knowledge, and know their own successes and shortcomings, so as to constantly improve themselves.

(2) Mutual evaluation

"Mutual evaluation" refers to mutual evaluation and feedback, expressing one's own views, affirming or denying them, or supplementing others' views and stating one's own reasons. In the evaluation process, due to the mutual contact and communication between the evaluator and the evaluated, we can see the strengths of others, but also notice our own shortcomings, which is conducive to learning from each other, learning from each other's strengths and making progress together.

In the teaching process, most students use the method of mutual evaluation to guide students to boldly expound their own views and reflect on their own thinking process and views. In the process of evaluation, students will have a very important question: how much knowledge have I mastered? Who has the most knowledge in the class and who has the best knowledge? Which students have problems and mistakes in what areas? Evaluate each other who performs best after class, and so on. In the long run, students not only know each other, but also know each other; Know not only right, but also wrong. More importantly, students can get inspiration from each other's evaluation, deepen their understanding of what they have learned, and stimulate their sense of competition in mutual evaluation. This kind of consciousness will make everyone dare to express themselves, make them work hard, set higher goals and make greater efforts for them. At the same time, students' evaluation of teachers and teachers' performance in this class are conducive to continuous improvement of teaching methods.

Satisfied, please adopt.