Incentive evaluation of mathematics classroom teaching in primary schools refers to the evaluation of students' learning mathematics knowledge and skills, process and methods, feelings and values in encouraging students to study mathematics hard, formulating and applying evaluation standards, methods, subjects and strategies reasonably. The author intends to carry out practical research from evaluation criteria, methods, subjects and processes, so as to stimulate students' enthusiasm for learning and promote their independent learning and all-round development. In the past two years, we have done some research and exploration in the following aspects:
First, respect differences and pay attention to the individualization of evaluation criteria.
Incentive evaluation also admits that there are development differences among students, but it is by no means simply to distinguish grades by differences. Instead, we should explore the development methods suitable for everyone from students' differences, emphasize students' own comparison, and find the trend of progress and quality change, so as to stimulate all students' enthusiasm for learning, increase their sense of accomplishment and stimulate their motivation for development.
Individualization of evaluation criteria means that in the process of learning the same content, students' evaluation criteria for different students' learning behaviors, attitudes and cognitive levels are not uniform, which fully embodies that "different students can have different mathematical development". (2) Pursuing everyone's success and maximizing students' interest and curiosity in learning mathematics.
Second, tap the potential and pay attention to the diversification of evaluation methods.
The Outline of Basic Education Curriculum Reform (Trial) points out: "Establish an evaluation system to promote students' all-round development. Evaluation should not only pay attention to students' academic performance, but also discover and develop students' potential in many aspects, understand students' needs in development, help students know themselves and build their self-confidence. Give play to the educational function of evaluation and promote the development of students at the original level. " In teaching, we should pay attention to the diversification of evaluation methods and provide students with a platform to show themselves.
1, test evaluation method
Examination evaluation method refers to the most basic method for teachers to test students' learning knowledge and ability in written form according to mathematics standards, teaching contents, teaching requirements and students' actual situation. The evaluation content of test questions is generally divided into two parts: basic questions and inquiry questions. Most students can answer basic questions, and inquiry questions can make students jump up and reap the fruits. Inquiry questions require more examples to be cooperative and close to students' lives. The presentation types of test questions are generally divided into prototype questions, variant questions and open questions. The three types of questions are not divorced from textbooks in principle. Prototype questions ensure the bottom line of development, variant questions stimulate outstanding students' personality development, open questions review and sort out what they have learned, and reflect and evaluate through exploration and synthesis, aiming at cultivating students' ability to analyze, solve and understand knowledge. For example, apply the knowledge of "angle" to find the angle in life. For example, after learning "length comparison", how to compare the lengths of two covered papers and give your own reasons. Open-ended questions pay attention to guidance in the examination content, so that students can use mathematical thinking methods and mathematical knowledge to solve real-life problems, and cultivate students' habit of independent thinking, innovative spirit and ability to learn mathematics. The evaluation forms of test questions are generally divided into closed and open books (including oral and written tests). The closed-book exam requires students to complete it independently within the specified time; There are two kinds of open-book exams. One is an independent examination, which requires students to complete independently and can use materials in the process of completion. The other is cooperative examination, which is conducted in groups. You can cooperate, you can use materials, or you can do it independently after group discussion. For example, investigate the income growth of surrounding farmers in recent years, and then make a broken-line statistical chart according to the collected information.
2, job analysis method
Activity analysis is one of the important methods to evaluate teaching quality and teaching level by analyzing students' daily homework. There are two kinds of homework analysis: one is to analyze students' ready-made homework, evaluate the quality of homework completion and correction, encourage good homework, such as displaying it in the learning garden posted on the wall, so that students can have a sense of accomplishment, find existing problems, point out in time, and provide students with opportunities for correction, so that each student can have different development; The second is to provide homework on the spot and evaluate it according to the level and ability of students to complete homework. If you are quick and good, you can reward the "little expert" or be the team leader for a while. Field work can be divided into short-term work and long-term work. Short-term operation is completed in class, and its speed, quality and effect are observed on the spot; Long-term operation may take several days to several weeks from design, implementation to report. For example, middle and senior students are required to set up a mathematical tabloid according to what they have learned after learning a chapter or chapters, and then teachers or classmates will grade it from the aspects of content, form and layout design. Sometimes students are required to write a math test paper according to a chapter they have learned, and the teacher will grade it according to the content and form of the test paper as a unit test score. During this period, teachers will participate in the whole process of guidance, students can communicate and cooperate with others, and finally make relevant evaluations according to students' performance. This not only examines students' comprehensive ability to use knowledge, but also cultivates students' creative spirit and urges them to review, sort out and summarize knowledge.
3, comprehensive ability test method
Comprehensive ability test is a method to test students' overall grasp of mathematical knowledge, comprehensive analysis and problem-solving thinking ability. That is to say, in the process of students solving problems, teachers should appropriately create some specious wrong questions, encourage students to ask questions by error analysis, and then evaluate students according to their performance, such as how to ask questions, how to analyze problems, how to reason, how to communicate with people, etc. Through the reflection on classroom teaching, the evaluator grasps the students' learning mentality, finds problems or mistakes in the teaching process, and records the students' various abilities in the learning process.
4, growth record bag method
Portfolio evaluation is also called portfolio evaluation. It records a series of "stories" of students' growth in a certain period of time, is an ideal way to evaluate students' progress, self-reflection ability and their ultimate development level, collects all kinds of information in the process of children's growth, and is an effective method to evaluate children's growth. You can also use a growth desk calendar, a growth tree, etc. Collect all aspects of students' information.
The growth record bag method is generally evaluated once a month, displayed once, and summarized and evaluated at the end of the period. Students can see their own progress track and find their own shortcomings through growth records, and strengthen their self-reflection and self-evaluation ability through growth records.
5. math diary Act
Math diary's method is to let students record their daily understanding, evaluation and views on the content of mathematics teaching in the form of diaries, including their real mentality and thoughts in mathematics learning.
Math diary can be used not only to evaluate students' understanding of knowledge, but also to evaluate students' way of thinking. By keeping a diary, students can sum up what they have learned in mathematics and write down their feelings, attitudes, difficulties or interests, just like talking to themselves. The new curriculum emphasizes the development of students' mathematical communication ability, and writing math diary undoubtedly provides students with an opportunity to express their mathematical thinking methods and emotions in mathematical language or their own language. Moreover, math diary can develop into a self-report, evaluate his own abilities or reflect on his own problem-solving strategies. In this sense, math diary is helpful for math teachers to cultivate and evaluate students' reflective ability.
6. Standard chapter evaluation method.
According to the outstanding characteristics of students' abstract thinking, the standard-based evaluation method skillfully uses tangible encouragement, that is, encourages students with symbols to stimulate their self-motivation and sense of honor. For example, a school's "chapter competition" is closely combined with classroom evaluation. Teachers and students have formulated many "sub-chapters" to evaluate classroom performance, such as "good questions chapter", "cooperation chapter" and "progress chapter". When a student asks a valuable question, the teacher will stamp a "good question chapter" on his "chapter competition book" in time, thus encouraging the students. During the cooperative discussion in the study group, the whole group of students divide their work reasonably and study together. Those who perform well will be given a "cooperation chapter" to encourage the advanced to spur the backward and stimulate the enthusiasm of students to participate independently. Students feel love, appreciation and silent encouragement, which will always push students forward.
Reasonable evaluation can not only promote the improvement of students at the original level, but also tap their potential, give full play to their specialties, understand their needs in development, adopt different methods and evaluation criteria for different individuals, give different opportunities, maximize students' potential, and enable students to know themselves, build self-confidence and make continuous progress on the original basis.
Third, strengthen interaction and pay attention to the diversification of evaluation subjects.
Under the new curriculum concept, the evaluation subject expands from single to multiple, that is, the evaluation subjects are themselves, partners, parents and teachers, and the evaluation subjects interact harmoniously to achieve the effect that one plus one is greater than two.
1, students reflect on self-evaluation
Reflective self-evaluation of students is a process of students' self-knowledge, which can effectively promote the deepening of learning, improve children's self-evaluation function and help cultivate students' independence, autonomy and self-growth ability. Therefore, students are required to evaluate themselves in their learning attitude and performance activities. For example, at the end of a class, self-evaluate whether you can actively and seriously attend classes, whether you are actively willing to participate in activities, and whether you dare to express your different opinions.
2. Interactive student evaluation.
Interactive student mutual evaluation refers to the activities of mutual evaluation of learning attitude and performance activities at the end of each activity or teaching. It can be expressed as: (1) mutual evaluation among individuals, as well as the evaluation of peers' learning attitude and activity performance. (2) Mutual evaluation among groups is an evaluation of the learning activities carried out by groups. In the common learning and evaluation, each group learns to cooperate, learn to care, and learn to compete in teams.
3. Feedback parents' comments
Feedback parental evaluation refers to letting parents participate in students' daily process evaluation and objectively and truly reflect their growth and progress. In the feedback, parents participate in the evaluation, and the feedback evaluation time is generally one day (mostly in the lower grades) or after a period of time, in the form of "home-school contact book" or "student growth record book". So that evaluation can truly become a meaningful construction process for teachers, children and parents.
Parents are their children's first teachers and have great hopes for their children. Let parents participate in the evaluation of children's enthusiastic audience and write comments for children, which further promotes the communication between parents and teachers, creates a good learning environment for students and has a strong supervision effect on children. Some parents wrote in the "Student Growth Record Book": "My child works hard and can take the initiative to do homework and preview homework after returning home. Can you ask the teacher to give her some requirements? " "Son, mom is very happy after reading your homework. I hope you will continue to work hard! " ..... Parents' appreciation evaluation is like giving a child an injection of stimulants, which makes the child extremely excited and confident.
4. Comprehensive evaluation of teachers
The comprehensive evaluation of teachers is a summary and expansion of previous evaluations. On the basis of students' self-evaluation, mutual evaluation and parents' evaluation, teachers use encouragement to make reasonable evaluation, so as to achieve the effect of guidance and encouragement. It can be divided into:
(1) behavior evaluation. It includes the evaluation of classroom discipline, learning emotion and classroom learning process.
(2) Performance evaluation. Including formative evaluation and summative evaluation, the comprehensive record form is written with motivational words. Such as: "great, good, good, come on" and other humanized words and caring tone, communicate and encourage with students. Students will be very excited when they see the evaluation of "great", and they can also build up their confidence in learning mathematics and learn it well. Of course, students see "Come on, keep working hard!" When evaluating these words, students will not feel inferior, but secretly work hard for themselves and strive for new breakthroughs.
Through students' self-evaluation, mutual evaluation, parents' feedback evaluation and teachers' guidance evaluation, not only can students' learning enthusiasm be mobilized, but also their evaluation ability can be improved.
In a word, the incentive evaluation of mathematics classroom teaching in primary schools is different from the traditional evaluation. It comprehensively evaluates students' learning knowledge and skills, process and methods, feelings and values, and considers the differences among students, the different stages of each person's development and the diversity of knowledge, so as to stimulate all students' enthusiasm for learning, thus improving students' ability in different fields, promoting each student to make certain progress and promoting the common development of teachers and students.