Under the new curriculum standard, teachers are required not only to find problems and analyze the hidden thoughts behind classroom teaching behavior, but also to evaluate the pre-class goal design, classroom implementation process and teaching effect tracking feedback of mathematics classroom teaching under the guidance of modern educational science theory and based on the new curriculum standard. So what is the focus of primary school mathematics subject evaluation? Thinking about this problem will help us to evaluate a math class more scientifically and accurately. Generally speaking, we believe that the focus of primary school mathematics curriculum evaluation is mainly in the following aspects: First, the objective evaluation of teaching design plays a guiding role in determining teaching objectives, correctly using teaching methods, rationally designing teaching processes, fully excavating the connotation of teaching materials, and finally realizing the overall objectives of the curriculum. 1. Evaluate the accuracy of the course concept and objectives. Grasping curriculum ideas and objectives is the macro-design of classroom teaching. Teachers should accurately grasp the intention of textbook writers, fully explore the connotation of textbooks and implement them in the teaching process. The specific comments are as follows: (1) Regarding the content of this lesson, have the teachers correctly grasped the basic concepts and objectives of the course? (2) Looking back at the course of this class, whether the teaching embodies the basic concept of the course and whether the course objectives are basically realized. (3) Pay attention to the resources of this course and whether the position and function of the course have been fully demonstrated. 2. Evaluating the appropriateness of teaching tasks and teaching objectives The determination of teaching tasks and teaching objectives is the micro-design of classroom teaching. The specific comments are: (1) Whether the knowledge and skills objectives are clear and whether the behavioral verbs used are accurate. (2) Whether the objectives of the process and method are appropriate, and whether the behavioral verbs used are aimed at students' reality. (3) Whether the goals of emotional attitudes and values are specific and whether the behavioral verbs used are just right. (4) Whether the goal design is holistic, and whether the integration of knowledge and skills, processes and methods, emotional attitudes and values is naturally coordinated. Second, the dynamic evaluation of the teaching process The design of the teaching process plays a decisive role in fully embodying the basic concept of curriculum reform, successfully completing the project objectives and improving students' necessary mathematical quality. Whether teachers scientifically design teaching procedures and optimize classroom teaching structure is an issue that cannot be ignored when evaluating classes. 1. Comment on the predictability of basic knowledge and skills. Mathematics teaching in China has a tradition of attaching importance to basic knowledge teaching, basic skill training and ability training. The specific comments are: (1) Whether to emphasize the understanding of basic concepts and ideas, pay attention to the context of basic concepts, and pay attention to the subtle influence of basic ideas. (2) Whether to pay attention to the training of basic skills, whether the training method of this course is correct and whether the effect is obvious. (3) Whether to look at the "double bases" from a development perspective, downplay complex calculations, artificially technicalize and overemphasize details. 2. The process of classroom design and thinking activities Mathematics is the process of thinking activities. The new curriculum regards paying attention to the process and improving students' thinking ability as one of the basic goals of mathematics education. Therefore, in the teaching process, we should fully reveal the process of thinking, finding problems and exploring laws. Instead of telling students the ready-made results. The specific comments are as follows: (1) Do you insist on returning to the basics and try to reveal the development process and essence of mathematical concepts, laws and conclusions? (2) Whether to pay attention to cultivating students' application consciousness and guide students to apply mathematics knowledge to solve practical problems through examples to realize the application value of mathematics. 3. The open new curriculum for evaluating learning styles and learning methods advocates active and exploratory learning styles, which should not be limited to acceptance, memory, imitation and practice. The specific comments are as follows: (1) Whether to re-create the teaching content to make students' learning activities a "re-creation" process under the guidance of teachers. (2) Whether to cultivate students' innovative consciousness through different forms of autonomous learning and inquiry activities. (3) Whether the situation of students' active learning has been created. 4. Comment on the coordination of bilateral activities and theme setting. In teaching, students should be encouraged to explore independently and cooperate and communicate. Specific comments include: whether to deeply understand students, master students' cognitive laws, and harmoniously combine the inherent laws of teaching materials with students' cognitive laws. (2) Whether to choose reasonable activities according to the teaching content and requirements. (3) How are the students' abilities of self-monitoring and self-reflection, whether the discussion is enthusiastic and whether the controversial issues have a certain depth. (4) When teachers and students interact, what is the teacher's organizational ability and counseling level, whether the teacher's response is timely, and whether it is sensitive to the new resources generated in the discussion. Three. The effectiveness of teaching effect The evaluation standard of teaching effect is a yardstick to measure the success of classroom teaching and a compass for the future development of classroom teaching. Therefore, when evaluating classes, we must pay attention to the screening and selection functions of evaluation, and highlight the incentive and development functions of evaluation. 1. Comment on the depth of knowledge understanding and the proficiency of skill mastery 2. Comment on the concern about personality differences and intellectual potential. Spielberg, a famous American educational evaluation scholar, said a very incisive sentence about educational evaluation: the purpose of evaluation is not to prove, but to improve. As far as general classroom evaluation is concerned, classroom evaluation has three purposes: one is to evaluate the advantages and disadvantages of classroom teaching; The second is to evaluate the reasons for the success or failure of classroom teaching, sum up experience and lessons, and improve teaching understanding; The third is to exchange the highlights of classroom teaching, learn from each other and promote each other. The purpose of class evaluation is to promote teaching, so we should adhere to the principle of less criticism and more encouragement in class evaluation. We should appreciate the uniqueness of the teacher, look at the teacher's shortcomings with a developmental perspective, and look forward to the teacher's success!