Effective evaluation of primary school mathematics classroom 1. Evaluation methods should be flexible and diverse.
In the practice of primary school mathematics teaching, reflecting on our classroom evaluation, it is not difficult to find that our evaluation method is too simple, which can not meet the vivid personality of students and is not conducive to promoting the development of students' multiple intelligences. Children in primary school are interested in novelty, eager for change and expecting surprises. Therefore, in order to meet the needs of primary school students' physical and mental development, our classroom evaluation should be diversified, and the evaluation methods should be innovative and diverse.
1. Use accurate and appropriate evaluation language in time to make the classroom full of vitality.
Language evaluation is the most commonly used, direct and quickest evaluation method for teachers in classroom evaluation. Teachers should have scientific and effective pre-class presuppositions when using these evaluation languages, and consider whether the application of this evaluation method can really promote the development of students. When a teacher is teaching problem solving (Part II), he first presents a situational diagram, according to which students collect mathematical information. When the students say three pieces of mathematical information respectively, the teacher gives an evaluation:? Thank you for the information collected by our young pioneer. Can you ask questions according to the information collected by him? Here, the teacher uses one. Little pioneer? Affirmed the students who answered the questions, and also inspired other students to think positively in the next questions, and the classroom atmosphere became warm. Teachers' accurate and appropriate evaluation of students is the best way to stimulate students to actively participate in classroom learning. This requires teachers to learn to listen and concentrate in classroom teaching, and to evaluate students' performance in class timely and accurately. When evaluating, teachers should pay attention to informative and well-founded, and can't simply say? Okay？ Just do it, don't just use it? Right? Or? Wrong? To judge, but should be properly praised or denied in good faith, to prevent the evaluation language from being pale or exaggerated.
2. Be good at using body language to evaluate and promote emotional communication between teachers and students.
Thumb-up, sincere smile, touching one's head affectionately, even a concerned look and a puzzled frown, these silent evaluations can sometimes touch students' hearts and play a greater role in silence than in audio evaluation. I am teaching? Two digits plus two digits (carry plus)? For the recipe? 39+48=, encourage students to find fast oral calculation methods by themselves. There are many experts in oral arithmetic in my class. Who can tell the teacher that this oral arithmetic method of carry addition has just begun, and the students' answers are all calculated according to the idea of pen calculation, and there is no expected algorithm. I fully affirmed my classmates' oral arithmetic, but at the same time, I smiled and rolled my eyes and asked everyone to encourage them. Is there a faster way to do oral calculations? I found that I looked around, and everyone was thinking seriously. Some students raised their hands and answered: Teacher, you can also determine the ten digits first, because it is carried, so the ten digits must be 8, 9+8 equals 17, and the unit is 7. ? In the face of this classmate's wit, I made an exaggerated expression of surprise and couldn't help but give a thumbs up. And the students being evaluated are sitting more and more straight. This kind of expression and gesture evaluation also infected other students, and in the next exercise, it received the expected efficiency. In fact, I often use these silent comments in class, not intentionally, but often can't help it, as long as you are full of passion and love for students. I rarely interrupt the class to reprimand the absent-minded students, but use concerned eyes, frowning reproachfully, or touching the absent-minded students' heads and knocking on their desks to remind them. Gradually, I found that my students and I formed a rare spiritual tacit understanding, which narrowed the emotional distance between us and made our classroom harmonious and warm.
3. With the help of symbolic language evaluation, give students a direction to work hard.
A small red flower in the exercise book, a small red flag on the poster, a small red star in the math book and a small smiling face on the evaluation form will all stimulate children's interest in learning, ignite their hopes and expectations and give them some small dreams. I remember when I was teaching mathematics in grade one, I promised a little boy a small red flower after class to praise his positive performance in answering questions, but I forgot it after class. As a result, after school, the child and his mother found the office together. After I apologized to the child and printed a small red flower, I saw the joy and pride in the child's eyes. It turns out that a teacher's evaluation is so important in children's minds that it can make them excited, confident and even unforgettable.
Two, more evaluation criteria, increase the flexibility of evaluation criteria.
There are not only differences in personal potential among students, but also differences in the degree of potential play. If there is only one standard for our evaluation, it is just like measuring children with a ruler. He may always fall behind, which will easily dampen the self-esteem of some students. Such rulers often do more harm than good to the personality development of these students. If we have more rulers, more standards to evaluate children, and more chances of success, the child may be in the forefront in front of a ruler, and he will try his best to move forward, and may have great achievements in a certain respect. In addition, in front of every standard, I have different standards for evaluating children. /kloc-Students with a score of 0/00 will be on the honor roll, and students with a score of 60 may get verbal praise or written encouragement from the teacher, because this student with a score of 60 failed the last exam. Every progress of students should be encouraged in time, especially for students with learning difficulties, who need to build up confidence and try to catch up. Just like jointing seedlings need sunshine and rain and dew, no matter which child grows up, he expects to get attention and affirmation from others.
Three, the evaluation should be gradient, plasticity and continuity.
Many times, our classroom evaluation is one-off. After the teacher evaluates the students, it may excite them for a while, and then the successful evaluation completes the efficacy and ends the mission. In my opinion, effective classroom evaluation should have extended charm. In my math class, I used it. Primary school students' math classroom performance evaluation form? One for each student. According to the students' attention state, participation state, communication state, thinking state and achievement state in mathematics class, the evaluation is made. The evaluation method is to print smiling faces as good children, and put five smiling faces in the class for a star? I'm a class star? On the honor roll, when there are five stars on the honor roll, you can get an exercise book (prize) with your thumb printed on it. In this way, the later evaluation will be accumulated from the previous evaluation, and the long-term effectiveness of the evaluation can be imagined. At the same time, there is also an important column on this form-parental evaluation column, which requires parents to evaluate their children according to their performance in math class and their performance at home. Students take the form home every weekend for parents to evaluate. This is equivalent to extending the limitations of classroom evaluation and expanding the space of classroom evaluation. Practice has proved that this evaluation is successful and efficient. Children are doing better and better in class, because they know that they are listening under the attention of their parents, and that the teacher's evaluation of each of them is in progress. Children are eager for the teacher's affirmation and encouragement. In this desire, I believe that children must grow up healthily and happily.
Fourth, the evaluation subject is diversified.
In the past classroom teaching, the evaluation of students' learning was mainly done by teachers, and classroom evaluation often lacked students' participation. But for students, different students have different experiences in mastering some basic knowledge and skills, especially some emotional experiences in the learning process, such as whether they like the teacher's teaching methods, whether they have confidence in learning mathematics and so on. And the feelings of different individuals are even more different. Therefore, students' self-evaluation is valuable for these contents. In the process of cooperative learning, teachers can guide students to evaluate the performance of other students in learning (mainly to find advantages). Through mutual evaluation, we can form a good psychological environment among students and create a learning atmosphere of unity, cooperation, mutual encouragement and common progress. Therefore, in our classroom, we should encourage students to participate in evaluation, let them learn to evaluate themselves and each other, and encourage students to evaluate teachers, so as to make the whole teaching full of democracy, equality and harmony. For example, when I answer the roll call in class, I ask other students to listen carefully and give their own comments: right or wrong, or agree or disagree with body language. Sometimes, I will participate in discussions among students and put forward my own opinions and suggestions for students to evaluate. In the review and reflection of each class, I ask students to tell what they have gained in this class and evaluate their performance in the class.
I think I tried how to involve parents in classroom evaluation. Primary school students' math classroom performance evaluation form? The method is successful, and it has been proved that parents' evaluation has an irreplaceable incentive effect on children. Therefore, in order to make students develop healthily, we should advocate the combination of teachers', students' and parents' evaluations.
Effective evaluation can help children find their own position in the evaluation and make clear the direction of their efforts. At the same time, we can reflect on ourselves from others' evaluation, learn from each other's strengths, get comprehensive and healthy development in mathematics learning, and experience the happiness of growth in this process of sustainable development.
Effective evaluation of mathematics classroom in primary schools. The evaluation should be flexible without distortion.
The evaluation of mathematics learning should not only pay attention to students' learning results, but also pay attention to students' learning process, learning level and students' emotions and attitudes in mathematics activities. Help students know themselves and build up confidence. In teaching, we must pay special attention to and make full use of students' life experiences, regard these life experiences as important curriculum resources, help students understand mathematics knowledge in books, feel the connection between mathematics and life, and cultivate students' curiosity about things around them and their awareness of mathematics application. Students' wonderful answers should be warmly affirmed. What happened in class? Different voices? , should find out the root cause in time, dredge. Students' life experience is not as much as we thought, so we should pay special attention to some reasonable reasoning.
Case 1: Possibility of Grade Three
After learning about several possibilities, the teacher asked such a question: can you contact life and use it? It must be possible. Impossible? Say a word about health 1: My brother must be older than my brother. Most students agree. The teacher also thought that the students had a good grasp and was about to invite another student to speak, but one of them shouted. ) Health 2: No, I don't think my brother is necessarily older than my brother. If they are twin brothers, they were born on the same day in the same year, aren't they the same age?
As for the questions in the case, I also asked my senior classmates, and the answers were varied. Nowadays, primary school students are more and more knowledgeable, and their way of thinking is often unexpected, unique and refreshing. Students are the masters of learning and the constructors of mathematical knowledge. Students have their own way of thinking. As long as what they say is reasonable, the teacher should give it affirmation.
Second, avoid invalid classroom evaluation.
Under the new curriculum standards, more and more teachers choose to use encouraging evaluation instead of discriminating evaluation, which makes the whole classroom in an atmosphere of mutual encouragement, mutual applause and mutual learning. Whether you answer a question correctly or tell me how to solve it, the students will give warm applause, which is a great encouragement to the students who answered the question. This kind of evaluation is feasible, but it is more complicated, and sometimes it will become a burden for teachers in class, because no matter how many or how few students answer, they will be rewarded as long as they answer questions, which seems too frequent and shifts the focus of classroom teaching. Therefore, teachers should be concise, clear and in place in classroom evaluation, and only in this way can students be effectively motivated.
At the beginning of teaching, based on the principle that every student is a good student, I praised the students who answered questions positively without reservation, applauded collectively, and so on. I also lost no time? Okay, okay, okay, okay, okay, you're great? Such as the general evaluation language to evaluate students, but this kind of blind praise is unfavorable to the development of students. Such praise can not only lead students positively, but also make students mistakenly think that the teacher will praise me as long as they answer the questions. Over time, it will make students form a negative learning attitude and make the evaluation lose its original meaning.
Case 2: 10 internal addition
A teacher said this to his students when teaching addition within 10. Teacher: Can you name an addition formula within 10? Health 1: 7+9 = 16. Teacher: (thumbs up) You are really something! 7 plus 9 equals 16, so forget it. Health 2: 6+8 = 14. Teacher: You are great, too.
What is the teacher's problem in this situation? Name an addition formula within 10? . But the student 1 obviously didn't hear the teacher's question clearly, but took it for granted. Although the student's answer is correct, it does not meet the requirements put forward by the teacher. In the face of students' irrelevant answers, the teacher gave the students a thumbs-up in praise? Are you amazing? Obviously, such evaluation is not conducive to the development of students. Because teachers should respect students' personality development on the one hand, but they can't ignore students' personality development? A mistake? . If the teacher just praises blindly, other students will follow this idea and have a mindset. Obviously, student 2' s answer is obviously influenced by the teacher's evaluation. For example, 1 After students answer questions, teachers can make appropriate comments. You're great. You have mastered all the knowledge we haven't learned, but you haven't heard the teacher's question clearly. Can you name the addition formula within 10? This evaluation not only encourages students, but also points out his problems, which will have a positive and correct impact on students themselves and the students below.
Thirdly, the diversity of evaluation methods.
"Mathematics Curriculum Standard" especially emphasizes the diversification of evaluation methods, pointing out that the feelings of primary school students about mathematics are very important for whether they like mathematics learning in the future and whether they can learn mathematics well. Therefore, teachers' evaluation of students should be as positive as possible, affirming what they know and master. When evaluating students, teachers' evaluation should be combined with peer evaluation, self-evaluation and parental evaluation.
Fourth, seize the opportunity to fully evaluate.
Opportunity knocks but once. Teachers should seize the opportunity of students' classroom evaluation and evaluate students in a timely and targeted manner, which requires teachers to have solid basic skills, carefully study textbooks before class, and both textbooks and students should be prepared. Only by fully presupposing students' answers can students' answers be judged in a short time, so as to carry out effective evaluation.
Teaching language is an art, and classroom teaching evaluation language is the essence of this art. Teachers should be good at capturing the bright spots from students' feedback information and making creative evaluations. Constantly changing the angle of expression and evaluation, or a compliment, or a joke, or a famous saying. The tone should be sincere, edify and infect students with loving and intelligent language, let students bathe in the teacher's personalized evaluation and promote their healthy development.