Teaching evaluation: According to certain teaching objectives and teaching principles, the whole or part of the teaching system is comprehensively investigated and evaluated by using practical evaluation methods and means. The evaluation of primary school mathematics teaching under the new curriculum is mainly based on the classroom, including the evaluation of teachers' teaching and the evaluation of students' learning.

First, the evaluation function of primary school mathematics teaching:

1. Guiding function-the ontological function of evaluation. Disadvantages of written test development: the infinite expansion of guiding function makes teaching lose its own dependence and become a vassal of evaluation.

2. Feedback function-the fundamental purpose of evaluation. Promote the improvement of teaching and learning.

3. Decision improvement function-the ultimate goal of evaluation. Improve curriculum and teaching decisions, improve the teaching and learning process, improve the quality of education and teaching, and promote the development of teachers and students.

Second, the category of primary school mathematics teaching evaluation:

Including primary school mathematics classroom teaching evaluation, students' mathematics learning evaluation, primary school mathematics examination evaluation and teachers' developmental evaluation based on self-reflection.

1. Mathematics classroom teaching evaluation Classroom teaching is a practical channel to turn text courses and advanced educational concepts into practice and student development. The quality and effect of classroom teaching are the key factors to determine the learning effect of students.

(1) What changes have taken place between the traditional primary school mathematics classroom teaching evaluation and the modern primary school mathematics classroom teaching evaluation?

The new curriculum reflects and locates the classroom teaching evaluation of primary school mathematics from the aspects of evaluation purpose, evaluation focus, teaching goal, classroom structure, teaching material processing, teacher's role, learning method, learning effect and teaching means. This paper attempts to obtain real evaluation information through various evaluation methods such as factor evaluation method, scale evaluation method, comprehensive comparison method, online evaluation method, court debate evaluation method and "behavior follow-up" evaluation method, analyze and study the realistic classroom teaching, and pursue a real, solid, atmospheric and aura mathematics classroom between "ideal" and "reality" in order to promote the common development of teachers and students.

2. Students' mathematics learning evaluation is the core part and primary task of teaching evaluation. Including:

The first is the basic knowledge of mathematics. It mainly includes some basic mathematical facts, such as definitions, theorems, formulas, concrete proofs, historical materials and so on.

The second is the basic ability and method of mathematics. That is, the ability to understand, express and use based on the above basic knowledge. At the same time, we should also pay attention to the evaluation of students' ability to express, communicate, cooperate with others, find and solve problems in mathematics learning. Mathematical method refers to the basic ideas and methods to solve mathematical problems.

Third, mathematics learning attitude and emotion. Evaluate whether students actively participate in teaching, whether they have confidence and interest in learning mathematics, whether they are curious about mathematics-related problems, and whether they can actively try to overcome and solve problems when they encounter them.

Mathematics learning evaluation methods include: classroom observation table evaluation, classroom impromptu evaluation, math diary, growth record bag evaluation, homework evaluation, final qualitative evaluation and other evaluation methods, and establish an evaluation system to promote students' development.

3. Mathematics examination evaluation proposition should reflect the characteristics of foundation, comprehensiveness, reality, inquiry and openness, and reform the traditional paper-and-pencil examination. In addition to closed-book test, there are oral test evaluation, open test evaluation, operational test evaluation and cooperative test evaluation.

4. Teachers self-reflection

Through the reflection in our own classroom teaching practice, others' evaluation and students' evaluation, we systematically think about teaching events, teaching process and teaching effect, and try to prepare lessons after class, make a teaching diagnosis, reflect on diaries, teach cases and observe and analyze, so as to sum up successful experiences, find out the reasons for failure, record difficulties and puzzles, and promote professional growth.

Third, the primary school mathematics teaching evaluation advocated by the basic ideas

"The main purpose of evaluation is to fully understand the students' mathematics learning process, motivate students' learning and improve teachers' teaching; An evaluation system with multiple evaluation objectives and methods should be established. The evaluation of mathematics learning should pay attention to the results of students' learning, pay more attention to their learning process, pay more attention to their learning level, pay more attention to their emotions and attitudes in mathematics activities, and help students know themselves and build confidence. " Mainly includes:

1, and the evaluation objectives are diversified. Teachers, students, parents and other aspects of evaluation.

2. Multidimensional evaluation content. Two dimensions: one is the four requirements of students' mathematical literacy, including knowledge and skills, mathematical thinking, problem solving, emotion and attitude. The second is the teaching content in four aspects, namely, number and algebra, space and graphics, statistics and concepts, practice and comprehensive application.

3. Diversified evaluation methods, combining quantitative evaluation with qualitative evaluation, and combining result evaluation with process evaluation. We can combine written investigation with growth record bag, performance evaluation, self-reflection, math diary and other evaluation methods.

Four, the specific requirements of primary school mathematics teaching evaluation

1. Pay attention to the evaluation of students' mathematics learning process.

2. Appropriate evaluation of students' understanding and mastery of basic knowledge and skills.

3. Pay attention to the evaluation of students' ability to find and solve problems.

4. Pay attention to the processing and presentation of evaluation results, qualitative and quantitative.

The second chapter is the evaluation of primary school mathematics classroom teaching under the new curriculum.

summary

1, the difference between traditional primary school mathematics classroom teaching evaluation and modern primary school mathematics classroom teaching evaluation.

2. Primary school mathematics classroom teaching evaluation criteria.

3. Basic methods of classroom teaching evaluation of primary school mathematics.

Learning and thinking

1, "A good math class has four fulcrums." Tell me how you understand it.

2. What changes have taken place between the traditional primary school mathematics classroom teaching evaluation and the modern primary school mathematics classroom teaching evaluation? Please give an example.

3. What is the factor evaluation method? What "elements" does it include?

First, the transformation of traditional primary school mathematics classroom teaching evaluation and modern primary school mathematics classroom teaching evaluation.

There are nine major changes in classroom evaluation:

1. From the evaluation purpose, the focus has shifted from screening to promoting teachers' professional growth.

2. From the point of view of evaluation, from paying attention to teachers' teaching to paying attention to students' learning.

3. From the perspective of teaching objectives, from a single goal to multiple goals.

4. From the perspective of classroom structure, linear development has changed to nonlinear development.

5. From the perspective of textbook processing, the use of adequate textbooks has been transformed into the use of living textbooks.

6. From the perspective of the role of teachers, authority has become an equal participant.

7. From the perspective of learning style, it has changed from passive acceptance to independent inquiry.

8. From the perspective of learning effect, the focus has changed from problem-solving ability to sustainable development ability.

9. From the perspective of teaching methods, from formal innovation to pragmatism.

Details are as follows:

1. From the evaluation purpose, the focus has shifted from screening to promoting teachers' professional growth.

The traditional classroom teaching evaluation of primary school mathematics focuses more on the evaluation of teachers' own teaching level. This kind of classroom teaching evaluation system makes classroom teaching evaluation the basis of evaluation and reward and punishment, so various classroom teaching evaluation activities such as teaching basic skills grand prix, high-quality class evaluation and teaching expert competition have become a common practice throughout the country. Although some excellent young teachers and excellent teaching cases have emerged here, which have played a positive role in promoting the teaching reform to a certain extent, the driving force of this reform is top-down, and it has not fundamentally improved the overall quality of primary and secondary school teachers. The classroom teaching evaluation system, which focuses on screening and selecting teachers, also gives birth to the abnormal atmosphere of teaching and research activities: teachers who teach don't want to listen to "opinions", teachers who evaluate classes don't mention "opinions", and good people abound.

"Standard" clearly points out: "The main purpose of evaluation is to fully understand students' mathematics learning process, motivate students' learning and improve teachers' teaching. "This kind of evaluation is an equally important process in parallel with the teaching process, and it is the main, essential and comprehensive component of teaching and learning, which runs through every link of teaching activities. Its fundamental purpose is to promote the professional growth of teachers.

2. From the point of view of evaluation, from paying attention to teachers' teaching to paying attention to students' learning.

Several new trends of classroom teaching evaluation reform;

(1) The form of classroom teaching evaluation has changed from a single administrative reward and punishment evaluation to an interactive evaluation involving leaders, peers, students and parents.

(2) For teachers, the evaluation mode of classroom teaching has changed from external intervention evaluation based on guidance and evaluation to developmental evaluation based on expert guidance, peer assistance and teachers' personal reflection, with particular emphasis on teachers' personal reflection;

(3) For students, the evaluation mode of classroom teaching has changed from summative evaluation of research results to integrative process evaluation and summative evaluation which emphasize both learning results and learning process.

3. From the perspective of teaching objectives, from a single goal to multiple goals.

The goal has changed from the original knowledge goal as the main line and the emotional goal as the auxiliary line to diversification.

4. From the perspective of classroom structure, linear development has changed to nonlinear development. In classroom teaching, presupposition and generation should coexist.

5. From the perspective of textbook processing, the use of adequate textbooks has been transformed into the use of living textbooks.

Case "Understanding the Cylinder"

Lin, a famous special-grade teacher, didn't just stay in the expression of this harsh sentence when teaching, but skillfully combined with students' life experience and threw a fuse that was enough to ignite students' thinking in time: "Is there any other name for the height of a pillar in our daily life?" Students' thinking is completely activated, and they have made many very valuable discoveries in connection with real life: the height of a cylindrical well is also called "depth"; The height of cylindrical coins is also called "thickness"; The height of a cylindrical pencil is also called "length" and so on. One boring knowledge point, under the clever guidance of teacher Lin, magically sublimated into an amazing and wonderful lesson.

6. From the role of teachers, authority has become an equal participant.

Strive to make students' personality fully publicized; Teachers play more roles as organizers, guides, co-learners and equal participants in the classroom. "The teacher's duty is now less and less to impart knowledge, and more and more to stimulate thinking; ..... He will become more and more a consultant, a participant in exchanging opinions, and a person who helps to find contradictory arguments instead of putting forward ready-made truths. He must devote more time and energy to those effective and creative activities: interaction, discussion, encouragement, understanding and encouragement. " (UNESCO)

Case: "Please ask Mr. Qian to cooperate with us to learn this lesson well."

In 2000, Qian Xiyou, a famous special-grade teacher, participated in the national primary school mathematics teaching observation activities. Before class, Mr. Qian talked with the students in Class 3 (1), and asked them to talk about their greatest ideals. The students' chatterboxes suddenly opened. One of the students stood up and said loudly, "My greatest ideal is to cooperate with Mr. Qian to learn this lesson well." The children's innocent words deeply infected Mr. Qian. Teacher Qian then asked the classmate, "Your idea is very unique. Can you tell me why? " That classmate said shyly, "We all know that you are a famous special-grade teacher in China. There are so many teachers under the stage. If you don't perform well in class because of our poor grades, how embarrassed are you? " All the teachers applauded. At this time, Mr. Qian first thanked the classmate for his kindness, and then said to the whole class earnestly: "In fact, what you want to learn today, Mr. Qian learned as early as when you were in primary school. Just now, this classmate said that he would' cooperate with Mr. Qian to learn this lesson well'. Do you think this is wrong? " A Sheng said, "We children have to learn." "I think it is more appropriate to say,' Please ask Mr. Qian to cooperate with us to learn this lesson well'," said Mr. B. "On and off the stage, the teacher spontaneously sounded thunderous applause.

At best, the first applause was the teacher's curiosity and encouragement to "children's words are boundless"; The second applause is undoubtedly the teachers' sincere admiration for Qian's advanced consciousness of teaching reform and strong sense of ownership, which has generated a student awakened by Qian's inspiration.

7. From the perspective of learning style, it has changed from passive acceptance to independent inquiry.

Teachers must change their roles, consciously let students play a leading role, consciously embody the contents and methods of exploration in every link of teaching process design, arrangement and organization, give students space and opportunities for independent exploration, cooperative communication, positive thinking and operation of experiments, and let students learn and explore in activities with realistic background, thus cultivating students' spirit of exploration and innovation and their ability to find problems, solve problems, communicate and process information by using mathematics.

8. From the perspective of learning effect, the focus has changed from problem-solving ability to sustainable development ability.

The evolution of our teaching: full-time irrigation-combining teaching with practice-solving problems-what is the problem? We should pay attention to sustainable development.

9. From the perspective of teaching methods, it has changed from formal innovation to pragmatic.

In the choice of form, it is lively and calm. We should only choose the right ones, not the expensive ones.

Second, the evaluation criteria of a good class: a real and solid atmosphere.

These are the four fulcrums, that is, the four standards, of primary school mathematics classroom in the new period.

First of all, the new curriculum calls for a real classroom. Students' thinking is real; The teacher's emotions are real. At the beginning, what we pursued was performance-based classroom observation, but now what we need is that kind of unpretentious home cooking.

Secondly, the new curriculum calls for a solid classroom. Vivid, fake and lively classes are automatically generated, which is actually an excuse for some young teachers to teach watermelon skin. In order to achieve the goals of thinking ability, mathematical thinking, problem solving and emotional attitude in teaching, there should be wonderful presuppositions in class. There should be real and effective generation in class and real reflection and improvement after class.

Third, the new curriculum calls for an atmosphere classroom. In class, the teacher should have everyone's demeanor, and the classroom design should be rough, smooth and atmospheric. And achieve three "dare" (dare to get rid of the shackles of textbooks, teaching plans and original ideas), three "don't" (don't be too detailed and fragmented in plots, links and problems) and three "concerns" (pay attention to students' needs, students' performance and students' desires).

Finally, the new curriculum calls for Reiki class. Reiki is the highest embodiment of teachers' classroom wisdom.

Methods of classroom teaching evaluation in primary school mathematics.

1. Factor evaluation method

Concept: The so-called factor evaluation method is an evaluation method that measures the whole class as a whole based on several factors of classroom teaching evaluation.

The elements of classroom teaching evaluation should include: teaching objectives, teaching content, teaching methods, teaching means, teacher-student behavior, teaching art and teaching effect.