1. Question raising

The evaluation of primary school students’ mathematics homework is an important part of the evaluation of primary school mathematics learning. It has direct guiding, motivating and diagnostic functions for primary school students' mathematics learning. What to evaluate and how to evaluate are related to students' interest in learning mathematics and affect their development. Mathematics homework has always presented us with simple red and white characters. Over the years, it seems that an inherent pattern has been formed. Both teachers, children and parents have long been accustomed to this form. If you look closely, it looks ruthless and indifferent. . As a result, students have a sense of fear and lack of enthusiasm for learning mathematics, and many students cannot mobilize their passion for learning.

When it comes to the evaluation of mathematics homework, in addition to using "√" and "×" to judge whether the knowledge acquired by students is right or wrong, people also use scores or grades to measure the amount of knowledge acquired by students. There is too much emphasis on the identification of mathematics courses and neglect of improvement and stimulation; too much focus on the evaluation of mathematics learning results and neglect of the evaluation of the mathematics learning process; too much emphasis on student performance and neglect of the significance of the mathematics learning evaluation process itself; single assignment evaluation methods and tools, neglect of Evaluation of comprehensive quality in mathematics and student development; too much emphasis on quantitative evaluation, lack of new methods that reflect new evaluation ideas and concepts, single evaluation subject, and neglect of the multi-dimensional value of the evaluation subject.

Looking at the current development trends of curriculum reform in various countries around the world, we can find that curriculum evaluation reform has the following characteristics: (1) Strengthening qualitative evaluation. This qualitative evaluation is not a simple rejection of quantitative evaluation. , which does not exclude quantitative evaluation in nature. ⑵The function of assessment shifts from focusing on screening to focusing on development. It is emphasized that assessment is not to determine students’ position in the group, but to allow students to seek real development based on their existing foundation. ⑶ Combine precise evaluation with fuzzy evaluation, and do not ignore the overall sensitivity evaluation. ⑷Evaluation not only pays attention to the conclusions of students solving problems, but also pays attention to the process of reaching conclusions, etc.

The mathematics curriculum standards point out: “The evaluation of mathematics learning should not only focus on the understanding and mastery of students’ knowledge and skills, but also the formation and development of their emotions and attitudes; The new round of basic education curriculum reform also clearly proposes to establish a curriculum evaluation system that promotes the continuous development of students, teachers and courses. Developmental evaluation, these all reflect the latest development trends and the most advanced evaluation ideas in current curriculum evaluation. We try to conduct a comprehensive developmental evaluation of students' mathematics homework through a case study of primary school students' mathematics homework evaluation, summarize and refine the phenomena, facts and cases of mathematics homework evaluation, abstract and summarize, and systematically explore. Construct an operating paradigm for primary school mathematics homework assessment with diversified assessment content, dynamic assessment process, and interactive assessment subjects to promote the continuous deepening of primary school mathematics teaching and research. At the same time, it also urges mathematics teachers in our district to mature and comprehensively promotes quality education in primary schools. process.

2. Theoretical basis

1. Based on the basic concepts of the "Mathematics Curriculum Standards for Full-time Compulsory Education", evaluate the development concept that promotes development. The basic starting point of the mathematics curriculum in compulsory education is to promote the comprehensive, sustained and harmonious development of students. Mathematics homework evaluation should reflect respect for students and help students regain their sense of loss and confidence. The physical and mental development of primary school students is not yet mature. If they receive positive encouragement and affirmation in evaluation, they will be cheerful and full of sunshine. If they are criticized and punished, they will become depressed and even give up on themselves, making learning more difficult.

"There is no best, only better." The significance of primary school students' mathematics homework evaluation is to create a good educational environment for achieving "better". "Best" and "worst" are just relative signs and temporary phenomena, and constantly striving for better is the eternal pursuit of evaluation. The evaluation of mathematics homework should scientifically evaluate students' cognition, ability, attitude and emotion. At the same time, a multi-evaluation system should be designed according to the individual differences of students. With more evaluation items and more measuring rulers, there will be more students with different strengths. Good student.

2. Constructivist evaluation view: takes the construction of knowledge as the evaluation criterion, and pays attention to the evaluation of the construction process of mathematical knowledge rather than the results.

3. The evaluation view of the theory of multiple intelligences: Each person’s intelligence is diverse and “not easily measurable”; the intelligence differences between individuals are caused by different combinations of multiple intelligences , each with its potential potential.

4. Follow the principle of "micro-teaching" and use case studies as the main method to conduct a comprehensive evaluation of primary school students' mathematics learning and its influencing factors.

3. Theoretical Assumptions and Research Objectives

1. Through the research on this topic, we strive to enable teachers to learn to do research during research, effectively promote the improvement of the overall quality of mathematics teachers, and promote teachers' Update educational concepts, use advanced concepts to guide primary school mathematics teaching, achieve a combination of learning and application, synchronize learning and application, focus on practical results, combine the school's own advantages, continue to carry out reform attempts, promote the professional development of teachers, accelerate the transformation of evaluation methods, and achieve The purpose is to promote the reform of school mathematics teaching and improve the level of mathematics teachers.

2. Accumulate homework evaluation cases, refine and sublimate successful experiences into theories, explore strategies and method systems for the implementation of primary school students' mathematics homework evaluation, and establish homework evaluation methods that are conducive to promoting the all-round development of primary school students.

4. Research content

1. The main body of homework evaluation is interactive. In order to change the shortcomings of the traditional single evaluation subject of teachers, multi-subject evaluation should be implemented in homework evaluation, strengthening self-evaluation and mutual evaluation, making evaluation an interactive activity in which teachers, students, and parents actively participate, so that evaluation will appear harmonious and democracy.

2. The content of homework evaluation is diversified. Homework evaluation should overcome the "one size fits all" approach to all students, so that every student has the opportunity to show his or her own shining points and gain a successful experience. When teachers present evaluation results, in order to make the evaluation fair, just and reasonable, teachers should adopt diversified evaluation methods. The presentation of evaluation results should organically combine qualitative and quantitative methods (mainly qualitative description, quantitative evaluation can in a hierarchical manner).

Try to use encouraging language when evaluating to give full play to the motivating effect of evaluation and let every student realize that as long as they work hard in a certain aspect, they can get a fair and objective evaluation. In addition, evaluation should pay full attention to students' personality differences and protect students' self-esteem and self-confidence.

3. The homework evaluation process is dynamic. The purpose of evaluation is not to "select" and "eliminate", but for the development of each child. In the evaluation of mathematics homework, we should not only pay attention to the results of students' mathematics learning, but also pay attention to the development process of students' mathematics learning, organically combine summative evaluation and formative evaluation, give students sufficient opportunities to correct their mistakes, and provide multiple evaluation opportunities. , Promote the transformation and development of students' mathematics learning.

5. Research Methods

This topic strives to use "research-try-reflection-improvement" as the research model, and strives to study while trying, reflect while trying, and Improve through reflection.

1. Documentation method: Extensively collect information related to the topic, and organize members of the research team to learn advanced concepts of developmental evaluation of mathematics learning, improve the concepts, and guide practice with cutting-edge theories.

2. Case study method: Carry out case studies focusing on case studies of students' mathematics homework and case studies of teachers' "reflection".

3. Action research method: Invite experts to work with us to formulate plans and provide regular guidance on timely adjustment of primary school mathematics homework evaluation actions.

4. Experience summary method. Summarize experiences and lessons and construct an assignment evaluation method that is conducive to promoting the all-round development of primary school students.

6. Project research implementation steps:

(1) Preparation stage (November-December 2006)

1. Establish a project research team and write Project research plan. 2. Organize relevant training for researchers. 3. Investigation and analysis of the current situation of primary school mathematics homework evaluation.

(2) Implementation stage (January 2007-October 2008)

1. Explore and try effective ways and methods of homework evaluation. 2. Reflect on and improve evaluation measures. 3. Accumulate information, summarize experience, and write papers.

(3) Finalization stage (November-December 2008)

1. Data compilation and analysis. 2. Write an experiment report. 3. Acceptance of application results.

7. Presentation form of results

1. Investigation report, phased research report, summary report. 2. Case collection and paper collection. 3. Student work exhibition.

8. Management of topics: (omitted)