Conception of classroom teaching evaluation of primary school mathematics

Quality education requires teachers to fully tap the potential of each student in order to promote the all-round improvement of students' quality. Therefore, primary school mathematics classroom teaching should carry out the three-dimensional teaching goal of "mastering knowledge, developing intelligence and cultivating sentiment", so that students can become a new generation with rich knowledge and noble personality. The so-called personality here refers to the sum of students' ability characteristics and moral characteristics. This is not only the goal of primary school mathematics classroom teaching, but also the basis for supervising and evaluating primary school mathematics classroom teaching. Now the evaluation of primary school mathematics classroom teaching, ideas are as follows:

First, the conception of the overall evaluation of mathematics classroom teaching in primary schools

1. Whether the guiding ideology of teaching conforms to the principles of modern teaching theory; Whether all students' cognitive process, emotional process and will process are fully mobilized through the bilateral activities of teaching and learning. In order to promote each student to master knowledge, cultivate and improve various mathematical abilities, improve personality and achieve all-round development.

2. Whether the determination of teaching objectives and teaching contents is beneficial for all students to systematically master the best knowledge structure of primary school mathematics. That is, the knowledge system composed of the most basic and representative concepts, laws, laws, formulas and mathematical ideas is a knowledge system that conforms to the laws of physical and mental development of primary school students and can be accepted and understood by primary school students.

3. Whether the design of teaching process is conducive to students' understanding of knowledge, the formation of skills and the development and improvement of potential intelligence; Whether to cultivate and form students' good observation ability, thinking ability, problem analysis and problem solving ability, manual operation ability and mathematical language expression ability through "acquiring knowledge" and "applying knowledge".

4. Whether to emphasize the implementation of "for every student, for every aspect of students" and give consideration to the promotion of "teaching students in accordance with their aptitude" in classroom teaching.

5. Does classroom teaching better reflect the harmonious overall relationship among "cognitive structure", "textbook structure" and "teaching structure"?

6. In the whole process of seeking knowledge, what is the quality and degree of non-intellectual factors such as interest, emotion, belief, will and personality, and whether the development trend is conducive to students' forming good psychological quality.

7. Carry out quantitative test of classroom teaching effect in terms of knowledge and ability, and combine the corresponding extracurricular follow-up inspection in terms of intelligence and emotion.

Secondly, the conception of "three-dimensional teaching goal" evaluation in primary school mathematics classroom teaching.

(1) Evaluate the concept of "mastering knowledge".

Implementing quality education is not to change knowledge and its core position in classroom teaching, nor to reduce the quality of primary school mathematics classroom teaching, but to put forward higher and broader requirements for the content involved in primary school mathematics classroom teaching quality. Therefore, the process of knowledge formation should be put in the first place in teaching, so that students can experience the real cognitive process, gain vital and useful knowledge, and master the vivid and mobile knowledge structure. Then, how to evaluate the teaching of "mastering knowledge" in primary school mathematics class, I think it should include the following contents:

1. Evaluation content of "Perception and understanding of new knowledge".

① Whether the perceptual materials provided for introducing new knowledge are substantial;

② Whether the choice of perceptual materials contains the essential attributes of new knowledge;

(3) Whether the induction in the perceptual stage is convenient for students to enter the newly discovered fields and explore knowledge as soon as possible;

(4) Whether the determination of the intersection of old and new knowledge is conducive to the rapid and positive transfer of students' cognition, and whether the guidance of teachers is helpful to arouse students' thinking confrontation and successfully complete the assimilation or adaptation of cognition;

⑤ Whether the use of teaching AIDS helps students to discover and understand the essence of new knowledge in a time-saving and high-quality way.

2. Evaluation content of "abstract generalization of new knowledge".

(1) Does the laying of the thinking ladder help students to observe, compare, analyze, synthesize, judge, reason and abstract in the process of revealing the essence of new knowledge?

(2) Whether the students have experienced a cognitive round-trip process, which is based on concrete thinking in images, making the transition to abstract logical thinking and concretizing the explained abstract concepts.

③ Whether the students understand the new knowledge correctly, comprehensively and profoundly; Whether students abstract and summarize the essence of new knowledge correctly, comprehensively and simply, and express it concretely and rigorously; Whether it has reached the teaching goal stipulated in classroom teaching.

(4) What is the role of students' personality consciousness in exploring and acquiring new knowledge, and what is the quality and degree of competition in which all the staff participate.

⑤ Whether the "input" of teachers in guiding students to acquire knowledge is directly proportional to the "output" of students learning how to acquire knowledge.

(2) the evaluation view of "developing ability".

The development of ability can only be obtained in the process of mastering knowledge. Without knowledge, ability becomes a castle in the air. "Cultivating ability must be combined with the process of imparting knowledge. Knowledge has its ability value. It condenses in knowledge. If you don't think about it, it will be black. If you don't pay attention to analysis and excavation, you will fail if you don't give full play to it in the process of imparting knowledge. " The cultivation of ability must be combined with knowledge system purposefully, planned and orderly, and gradually improved from low level to high level. Practice is the main way to form and develop ability. Therefore, as far as the evaluation of the "development ability" of the comprehensive mathematics curriculum in primary schools is concerned, it should include the following contents:

1. Evaluation content of "semi-autonomous exercise" in class.

(1) Whether a given topic belongs to a basic topic closely related to new knowledge points; Whether it is convenient for all students to apply new knowledge directly plays a role in consolidating understanding and strengthening memory.

(2) In the process of guiding students to use new knowledge, whether teachers should base themselves on students' initiative to solve problems, pay attention to the training of thinking ability, highlight the formation of basic skills, and appropriately "help" and "release" instead of replacing students' reproduction of new knowledge.

(3) Whether the students' ability to use new knowledge to solve basic problems and narrative reasoning, or the language expression ability of rules or problem-solving ideas have reached the prescribed teaching objectives.

(4) Whether the teacher's classroom summary at this stage hits the key points of students' performance and classroom patrol feedback; Whether "conclusion" helps students reproduce and develop new knowledge points.

2. The evaluation content of the level of "autonomous practice" in the classroom.

① Whether the exercise design at this stage consists of three types of questions with different requirements; Whether the arrangement of these topics is convenient for cultivating and improving students' ability to use knowledge independently to solve problems. The requirements for the three types of themes are as follows:

Low-level questions: slightly different from basic questions, its purpose is to let students use new knowledge independently to form skills and deepen their understanding and memory of new knowledge.

Intermediate questions: comprehensive questions with new knowledge as the main body. The arrangement of questions not only highlights moderate comprehensiveness, but also has certain thinking color, which is used to cultivate and train students' comprehensive ability and flexibility to solve problems.

High-level topic: a topic with strong thinking and slightly greater difficulty. This kind of topic does not exceed the limit of students' knowledge and thinking ability, and is used to solve students' psychological needs of "not having enough to eat", stimulate students' sense of competition, and promote students' thirst for knowledge and competitiveness.

(2) At this stage, whether the teacher gives students enough independent practice time (the interval is 10 to 15 minutes); Whether the teaching tasks at this stage have been well completed and the prescribed teaching objectives have been achieved.

3. The evaluation content of the level of "independent practice communication and classroom summary".

(1) When teachers organize students to practice and communicate independently, do they create a relaxed, harmonious, confident and democratic classroom atmosphere for students?

(2) Whether the teacher's communication and evaluation of students' problem-solving is based on cultivating students' innovative thinking, broadness and creativity; Are you committed to cultivating students' learning quality of being brave in exploration, making continuous progress, being meticulous and striving for perfection?

(3) Whether the classroom summary of teacher-student cooperation is concise and to the point, so that students can review the process of seeking knowledge, master new knowledge points and get enlightenment.

(3) the evaluation concept of "cultivating sentiment".

People's IQ is innate, while emotional intelligence is the result of acquired cultivation and hard work. According to the scientific community, a person's "IQ" only accounts for 20% of his success factors, and it is not "IQ" but "EQ" that really determines human wisdom. Therefore, the core quality of a subjective person is noble personality. It is urgent to cultivate students' moral sentiment and scientific quality through primary school mathematics classroom teaching. Therefore, the quality and degree of students' emotional input in the process of seeking knowledge should be taken as an important content to evaluate teachers' classroom teaching level. It is necessary to evaluate whether teachers combine "cultivating sentiment" with "mastering knowledge" and "developing ability" in classroom teaching. Do you spare no effort to do this and persevere?

To sum up, students' cognitive process, emotional process and will process are closely related. A correct understanding of students' learning from things is the basis of emotional activities and will activities; Good emotion can promote students' understanding and action; And a strong will can enable students to constantly improve their understanding and cultivate their sentiments, thus completing the established learning tasks. Evaluating students' "cognitive process" aims at clarifying students' level of revealing the nature of things and the relationships and laws between things, providing teachers with information on classroom teaching reform, helping to give full play to teachers' leading role and students' subjectivity in teaching, promoting students to master knowledge, acquire intellectual skills and develop students' creative ability. Evaluating students' "emotional process" lies in making teachers pay more attention to the cultivation of students' good emotions and sentiments in classroom teaching. Evaluate students' "will process", make teachers know that good will quality is the necessary quality for students to become talents, strengthen the teaching of sharpening students' will in teaching, and make students have noble learning goals, be sure to win without arrogance, retreat after difficulties and never give up until they reach their goals.

Accordingly, the classroom teaching of mathematics in primary schools should evaluate the bilateral activities of teaching and learning around students' cognitive process, emotional process and will process.