Out of curiosity, I want to appreciate the Chinese classroom teaching style under the new curriculum reform. I walked into the Chinese classroom with a handout. The content of xu teacher's class is the second grade text of the experimental textbook "I am proud of you". At first, xu teacher wrote the word "pride" on the blackboard for students to read and talk about what to be proud of. After sending "Proud" home (writing), xu teacher praised and said, "Look! After reading through the text, we entered the reading stage: ("I" bumped into the window glass of grandma's house while playing) "We heard the sound of broken glass and ran away like rabbits. "When instructing reading aloud, xu teacher commented on students of different levels:" I heard a little fear, which is not enough. Who will try again? " "Yes, I heard your sleepless night." "Who wants to study" "I hear your fears and worries" "I feel your inner fears, guilt and self-blame" ... The 40-minute class has ended, but the feelings and thoughts left for me have been lingering in my heart. Chinese themes are easy to play because of their own storyline and language environment rendering. Mathematics is logically rigorous in its knowledge structure. If teachers lack teaching, it is often easy to make the classroom boring. Therefore, in teaching, teachers' proper and creative use of evaluation language is an important reflection of teachers' superb teaching art. Psychological research shows that praise is the cheapest | easiest to use, most effective and most easily overlooked means to stimulate students' learning motivation, especially for primary school students. Praise is even more significant. When formal learning has made progress or created something, teachers' proper and timely evaluation will greatly promote students. Evaluation is an indispensable part of promoting quality education, and the purpose of evaluation is to promote the all-round development of every student. Evaluation is not for proof, but for better improvement. Only by closely combining evaluation with quality education can the fundamental purpose of evaluation be realized. At the same time, the mathematics curriculum standard also clearly points out. We should pay attention to students' learning level, and pay more attention to students' emotions and attitudes in the learning process to help students build confidence. "Students should" gain successful experience in mathematics learning activities, exercise their will to overcome difficulties and build their self-confidence. From this point of view, evaluation is far more than simple and uninspiring pale language such as "good", "very good" and "excellent". Teachers' evaluation language should be appropriate. Just as the spring rain moistens students' hearts, it is that they fully experience the happiness of success, brush away the fatigue of study, summon up the courage to overcome difficulties again, and inspire them to keep forging ahead, exploring, creating and succeeding! For example, when students have questions about their answers, "You didn't hear the teacher's requirements clearly, but I can see that you are still good at thinking"; If students realize their mistakes and correct them immediately, "it is also very capable to find their own mistakes and correct them"; When students accomplish their tasks well, "I give you the highest honor today, because you have learned to observe with your own eyes, practice with your own hands, think with your own brains and express in your own language"; After the intense competition, "in the competition, everyone not only used their brains to cooperate with each other, but also dared to express their ideas." Do you know that?/You know what? This is more valuable than the first place. In my mind, you are all the best. "