"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. "It can be seen that the evaluation should not only pay attention to the acquisition of students' knowledge and skills, but also pay attention to the development of students' learning process, methods and corresponding emotional attitudes and values. Only in this way can we cultivate innovative talents who are physically and mentally healthy, knowledgeable, capable and disciplined to meet the needs of the times. The concept of developmental curriculum evaluation holds that evaluation is as important as the teaching process, and it is the main, indispensable and comprehensive component of teaching and learning, which runs through all aspects of teaching activities. How to use learning evaluation in classroom teaching to serve students' learning and people's lifelong development is a topic worthy of our attention. The following author talks about some experiences of primary school mathematics classroom teaching evaluation:

First, let students experience the process of knowledge formation and strengthen the evaluation of the process of knowledge formation.

Evaluation should not only focus on the results, but also on the process. Evaluation is not only the value judgment of the current situation, but also the logical starting point of the next learning activity. Its function is to promote students to give full play to their subjective initiative and promote learning. The evaluation of primary school mathematics learning should change from simply examining students' learning results to paying attention to the changes and development of students' learning process, so as to fully understand students' mathematics learning situation and promote students' better development. This requires us not only to pay attention to the results of students' learning, but also to their changes and development in the process of forming mathematical knowledge; We should not only pay attention to students' mathematics learning level, but also pay attention to their emotions, attitudes and personality tendencies in mathematics practice. Mathematics teaching is the teaching of mathematics activities and the process of interaction and common development between teachers and students. Teachers are the organizers, guides and collaborators of students' mathematical activities, and students are the main body of this activity. At the same time, students can always be in the main position in the activities, each student is in a proactive state, and mathematics learning will become lively and interesting.

In people's heart, there is a deep-rooted need to be an explorer, discoverer and researcher, and in children's spiritual world, this need is particularly strong (in Suhomlinski). The discovery and presentation of mathematical conclusions have gone through a series of exploration processes such as tortuous experiments, comparisons, induction, conjecture and testing. If teachers omit the discovery process of mathematical conclusions in teaching, students will only learn a mechanical imitation, and students will not know why. Therefore, teachers must pay attention to guiding students to establish the concepts of "experience", "feeling" and "experience" in the teaching process, and explore and draw conclusions.

In math class, our teachers should carry out some new learning methods, such as small experiments, bold guesses, group cooperative learning, etc., so that students can experience the formation process of knowledge personally, which not only mobilizes students' learning enthusiasm, but also deepens their understanding of knowledge. For example, when teaching the volume of cones, the teacher guides students to do experiments on several groups of cones with different sizes but equal bottoms, and then draws the conclusion that the volume of a cone is equal to one-third of the volume of a cylinder with equal bottoms. Through experiments, students can understand and master the derivation process of cone volume formula and enhance their hands-on operation ability. For another example, when teaching the calculation of parallelogram area, the teacher can give four parallelogram figures with squares of different shapes and sizes, so that students can calculate the base, height and area of parallelogram by counting squares, and then observe and guess what the parallelogram area is related to. Students soon guessed that the area of parallelogram is related to its base and height, and the area is the product of base and height. Whether this conjecture is correct or not, the teacher does not tell the students directly, but asks such a question: "What method can you use to prove this conjecture is correct?" This naturally guides students to use the mathematical thought of transformation, and only through experiments can the calculation formula of parallelogram area be deduced. Students can really understand and master the origin and development of parallelogram area calculation formula and the derivation process of the formula through hands-on and brain exploration activities. Because students personally experienced the process of learning and summing up knowledge, they left a deep impression and laid a solid foundation for the harmonious development of students.

Second, fully show students their own time and methods, and comprehensively and macroscopically evaluate students' learning results.

In the past, we usually used the score of a test paper to evaluate students' academic performance, but some students could not play their math ability normally because of anxiety in the formal exam; Some students tend to think deeply, thinking about questions is often slower than impulsive students, but the answers to questions may be more comprehensive, and the time limit stipulated in formal examinations makes them unable to play well; There are also some students who are better at the practical ability of hands-on operation, and the paper-and-pencil form in the formal examination can not fully and correctly evaluate their ability. Therefore, we should evaluate students' mathematics learning macroscopically from the whole learning process.

For example, after the teaching of "Practice and Application of Scale", the teacher asked "What did you learn through this class?" The students answered the following questions: there are two scales: linear scale and digital scale; We find the actual distance or the distance on the map according to the distance on the base map: actual distance = scale, and the meaning of this scale is calculated by determinant; The world is so big that we can't draw it on paper according to its original size. We can draw it on paper according to the meaning of the scale. Cells or viruses are so small that they are almost invisible to the naked eye. Scientists or medical researchers must use the principle of proportion to enlarge them before drawing them on paper. In the process of collecting data, it is found that scale can be used not only in maps and plans, but also in military, science and technology, life and scientific experiments. Mathematics is around us, in life. Scale is also in our lives; Using mathematical knowledge can solve the problems we need and are interested in.