Classroom evaluation is an immediate evaluation of students' mathematical activities. Modern mathematics theory and evaluation theory believe that effective classroom evaluation is an important condition for effective classroom teaching and an important means related to students' physical and mental health.
1. Classroom evaluation should be timely and specific.
Teachers should evaluate students' every speech in class in a timely and concrete way. Teachers' timely and correct evaluation of students' speeches in class is an affirmation of students and an effective way to cultivate students' self-confidence. The more specific the teacher's evaluation, the deeper the students' memory of knowledge will be. Give students a timely and specific evaluation, and students will know how their thinking mode and problem-solving ideas are different from others, what they should pay attention to in the future, and what they can carry forward, which can be reflected in the teacher's evaluation. For example, after students answer, teachers can evaluate whether their answers are correct or whether their answers are loud. "Your idea is very good!" "Yes, it's easier to use your method!" "You are so loud!" Teachers should not be stingy with their own language, but should respond to students' answers in time, so that students have the motivation to learn.
2. Classroom evaluation should pay attention to students of different levels.
In the classroom, when evaluating students, we should not only pay attention to students' unified requirements, but also pay attention to students' individual differences and different needs of development, so as to provide students with some personalized and distinctive development space on the original level. Besides putting forward different requirements for their knowledge and ability, they also need to be treated differently in order to achieve the purpose of different students' different development. In class, teachers should be good at observing and students with learning difficulties can answer questions. Teachers should first give affirmation, and if they can answer correctly, they can give strong praise to make them feel that they can do it. For timid students, encourage them to express their ideas in front of their classmates.
3. The forms of classroom evaluation should be diverse.
In classroom teaching, it is necessary to change the form that only teachers evaluate students, not just teachers' evaluation, and establish an evaluation system in which teachers and students participate and interact together, so as to diversify the evaluation subjects.