An efficient mathematics class must be produced in a lively and lively classroom with full communication between teachers and students. Effective classroom evaluation promotes the generation of such an efficient classroom. Next, I have compiled effective evaluations of primary school mathematics classrooms for you, let’s take a look. Effective evaluation of primary school mathematics classroom Part 1
1. Evaluation methods should be flexible and diverse
In the practice of primary school mathematics teaching, reflecting on our classroom evaluation, it is not difficult to find that our evaluation methods are too single. , cannot satisfy students’ vivid personalities, and is not conducive to promoting the development of students’ multiple intelligences. Children in primary school are very interested in novel things, eager for changes, and look forward to surprises. Therefore, in order to meet the needs of primary school students' physical and mental development, our classroom evaluation must be diverse and innovative in the methods and methods of evaluation.
1. Use accurate and appropriate evaluation language in a timely manner to make the classroom full of vitality
Language evaluation is the most frequently used, direct and quickest evaluation method used by teachers in classroom evaluation. When teachers use these evaluation languages, they must have scientific and effective assumptions before class, and consider whether the use of this evaluation method can truly promote student development. A teacher first showed a situation map when teaching "Problem Solving (Part 2)", and students collected mathematical information based on the situation map. When a student said three pieces of mathematical information respectively, the teacher gave an evaluation: ?Thanks to our little pioneer for collecting the information, can you ask questions based on the information he collected? Here, the teacher answered in the affirmative with a ?little pioneer? The student who asked the question also inspired other students to think actively about the next questions, and the classroom atmosphere became lively. Teachers' evaluation of students is both accurate and appropriate, which is the best way to motivate students to actively participate in classroom learning. This requires teachers to learn to listen and pay attention during classroom teaching, and to be able to evaluate students' performance in class promptly and accurately. When evaluating, they must pay attention to the content of the evaluation, which is detailed and well-founded, and do not simply say "Okay". Things should not simply be judged as "right" or "wrong", but should be appropriately praised or well-intentioned negative to prevent the evaluation language from being weak or exaggerated.
2. Be good at using body language to evaluate and enhance emotional communication between teachers and students
A raised thumb, a sincere smile, a loving touch on the head or even a concern A look in the eyes, a puzzled frown, these silent evaluations can sometimes affect the students' hearts more, and have a silent evaluation effect that is better than the vocal evaluation at this time. When I was teaching "adding two digits to two digits (adding with carry)", for the calculation formula "39+48=", I encouraged students to find a quick oral arithmetic method on their own. There are many oral arithmetic experts in my class. Who can tell the teacher the oral calculation method of this kind of carry addition? At the beginning, the students’ answers were calculated according to the idea of ????written calculation. There was no expected algorithm. I fully affirmed the students’ oral calculation method, but at the same time I smiled and answered the question I cast my eyes of encouragement on every student: "Is there any faster way to do oral arithmetic?" I found that wherever I looked, every student was thinking seriously. Some students raised their hands and answered: "Teacher, too." You can first determine the tens place. Because it is carried, the tens place must be 8, and 9+8 equals 17, and the ones place is 7. ?Facing this classmate’s wit, I made an exaggerated expression of surprise and couldn’t help but give a thumbs up. The student being evaluated also sat more upright. This kind of evaluation of expressions and gestures also infected other students, and the following exercises were as efficient as expected. In fact, I often use these silent comments in class. I don't do it deliberately. Most of the time I can't help it. As long as you have full passion and love for students. I rarely interrupt class to reprimand students who are distracted in class. Instead, I give a concerned look, a reproachful frown, or touch the distracted student's head or knock on his desk to remind him. Gradually, I found that a rare spiritual tacit understanding had been formed between me and the students. This tacit understanding shortened the emotional distance between us, and our classroom became harmonious and warm.
3. Use the evaluation of symbolic language to give students a direction for their efforts
A small red flower on the homework book, a small red flag on the poster, and a small red flag on the math book A little red star or a little smiling face on the evaluation form will stimulate children's interest in learning, ignite their hopes and expectations, and give them some small dreams.
I remember when I was teaching first-grade mathematics, in order to praise a little boy for actively answering questions in class, I promised to reward him with a small red flower after class. However, I forgot about it after class. As a result, when school was over, the child brought The mother found the office. After I apologized to the child and printed a small red flower, I saw the joy and pride in the child's eyes. It turns out that a teacher's evaluation is so important in the minds of children. It can make them excited, confident, and even unforgettable.
2. Use more evaluation criteria to increase the flexibility of the evaluation scale
Not only are there differences in students’ personal potential, but they also differ in the extent to which they can develop their potential. If we have only one standard for evaluation, it would be like using a ruler to measure a child. He may always be ranked at the back. This can easily dampen the self-esteem of some students. Such a ruler has no impact on the personality of some students. Development often does more harm than good. If there were more rulers, more standards for evaluating children, and more opportunities for children to succeed, the child might be at the forefront in front of a certain ruler, and would work hard to move forward, and might achieve great results in a certain aspect. achievements. In addition, in front of each standard, I evaluate the children on different scales. Students with a score of 100 points will be on the honor list, and students with a score of 60 points may also receive verbal praise or written encouragement from the teacher, because this 60-point score of students failed the last exam. Every progress of students must be encouraged in time, especially for students with learning difficulties. They need to build up confidence and work hard to catch up. Just like a jointed wheat seedling needs sunshine, rain and dew, no matter which child grows up, he expects attention and recognition from others.
3. Evaluation must be gradient, malleable, and ongoing
Many times, our classroom evaluations are one-time. After teachers evaluate students, they may be able to Let the students be excited for a while, and then the successful evaluation has completed its function and ended its mission. I think that effective classroom evaluation should have an extended charm. In my mathematics class, I use a "Primary School Student Mathematics Class Performance Evaluation Form", one copy for each student, which is evaluated based on the students' attention state, participation state, communication state, thinking state and achievement state in the mathematics class. The method of evaluation is to print smiling faces on the table of children who have performed well. When five smiling faces are collected, a star will be posted on the class? I am a little star in the classroom? On the honor list, when five stars on the honor list are collected, you can get Exercise book with thumbs up (prize). In this way, subsequent evaluations will be accumulated from previous evaluations, and the long-term effectiveness of the evaluation can be imagined. At the same time, there is also an important column on this form - the parent evaluation column, which requires parents to evaluate their children based on their performance in the math class and at home. Students take the forms home at the end of each week for parents to evaluate. This is equivalent to extending the timeliness of classroom evaluation and expanding the space for classroom evaluation. Practice has proved that such evaluation is successful and efficient. The children's performance in the classroom is getting better and better, because they know that they are listening to the class with the attention of their parents. They also know that the teacher's evaluation of each of them is in progress, and the children are eager to get the teacher's affirmation and encouragement. . In this desire, I believe that children must grow up healthy and happy.
IV. Diversification of evaluation subjects
In the past classroom teaching, the evaluation of student learning was mainly completed by teachers, and classroom evaluation often lacked student participation. But for students, different students have different experiences with regard to their mastery of some basic knowledge and basic skills, especially some emotional experiences during the learning process, such as whether they like the teacher's teaching methods, whether they have confidence in learning mathematics, etc. There are great differences in the feelings of different individuals. Therefore, for these contents, student self-evaluation is valuable. In the process of cooperative learning, teachers can guide students to evaluate the performance of other students in learning (mainly looking for strengths). Through mutual evaluation, a good psychological environment is formed among students and a learning atmosphere of unity, cooperation, mutual encouragement, and common progress is created. Therefore, in our classroom, students should be encouraged to participate in evaluation, so that they can learn to evaluate themselves and each other, and students should be encouraged to evaluate teachers, so that the entire teaching is full of democracy, equality, and harmony.
For example, when answering questions in class, I ask other students to listen carefully and give their own evaluations: say right or wrong, or use body language to express agreement or disapproval. Sometimes, I will participate in discussions among students, put forward my own opinions and suggestions, and ask students to evaluate. In the review and reflection session of each class, I ask students to tell what they learned from this class and evaluate their performance in the class.
Regarding how to involve parents in classroom evaluation, I think the method I tried to use? Primary School Students’ Mathematics Classroom Performance Evaluation Form? was successful. Facts have proved that parents’ evaluations have an irreplaceable value for their children. motivating effect. Therefore, in order to enable students to develop more healthily, we should advocate the combination of evaluation from teachers, students, and parents.
Effective evaluation can enable children to find a suitable position for themselves and clarify the direction of their efforts when being evaluated. At the same time, they can reflect on themselves from the evaluation of others and learn from each other's strengths in mathematics learning. Receive comprehensive and healthy development, and experience the joy of growth in this sustainable development process. Effective Evaluation of Primary School Mathematics Classroom Part 2
1. Evaluation should be flexible without distortion
The evaluation of mathematics learning should not only pay attention to students' learning results, but also pay more attention to their learning In the process, we should pay attention to the level of students' mathematics learning, and more importantly, pay attention to the emotions and attitudes they show in mathematics activities. Help students understand themselves and build confidence. In teaching, we must pay special attention to and make full use of students' life experiences, regard these life experiences as important curriculum resources, help students understand the mathematical knowledge in books, feel the connection between mathematics and life, and cultivate students' understanding of mathematics-related things around them. Curiosity and awareness of mathematical applications. Students' wonderful answers should be enthusiastically affirmed, and the "different voices" produced in the classroom should be promptly identified and rectified. Students' life experience is not as much as we imagine, so we must take special care of some reasonable reasoning.
Case 1: "Possibility" in the third grade
After learning several situations of possibility, the teacher asked: Can you connect with life, use? Definitely? Possibly? No Maybe? Say something? Student 1: The elder brother must be older than the younger brother. (Most of the students agreed. The teacher also thought that the student had a good grasp. He was about to ask another student to speak, but unexpectedly a student shouted.) Student 2: No, I don’t think the elder brother is necessarily older than the younger brother. Big, if they are twin brothers, they were born on the same day, same year, same month, and are not the same age?
Regarding the questions in the case, I have also asked senior students about this, and the answers I got were varied. Today's primary school students are well-informed and are getting smarter. Their ways of thinking about problems are often unexpected, unique and refreshing. Students are the masters of learning and the constructors of mathematical knowledge. Students have their own way of thinking, and as long as what they say makes sense, the teacher should affirm it.
2. Avoid ineffective evaluation in the classroom
Under the new curriculum standards, more and more teachers choose to use encouraging evaluation instead of discriminating evaluation, making the entire classroom encourage each other. In an atmosphere of cheering for each other and learning from each other, whether you answer a question correctly or provide an idea for solving the problem, the students will give you warm applause, which is a great encouragement to the students who answer the questions. This kind of evaluation is feasible, but it is cumbersome and sometimes becomes a burden for teachers in class, because regardless of whether students answer more or less, rewards are given as long as they answer questions, which seems too frequent and shifts the focus of classroom teaching. Therefore, teachers are The language used in classroom evaluations should be concise, clear, and in place. Only in this way can students be given effective incentives.
At the beginning of teaching, I adhere to the principle that every student is a good student. I will praise the students who actively answer the questions without reservation, applaud collectively, etc. I will also take the opportunity to Students are evaluated with general evaluation language such as "good, very good, okay, not bad, very good, you are great", etc. However, this kind of blind praise is detrimental to the development of students. Not only does such praise not have a positive impact on students, Positive guidance will make students mistakenly believe that as long as they answer the questions, the teacher will praise me. Over time, students will form a negative learning attitude and the evaluation will lose its original meaning.
Case 2: "Addition within 10"
A teacher evaluated the students like this when teaching "Addition within 10". Teacher: Can you tell me an addition formula within 10? Student 1: 7+9=16. Teacher: (Thumbs up) You are amazing! You can figure out that 7 plus 9 equals 16. Health 2: 6+8=14. Teacher: You are also amazing.
In this case, the question asked by the teacher is: Name an addition formula within 10?. However, Student 1’s answer was obviously that he did not hear the teacher’s question clearly and took it for granted. Although the student's answer is correct, it does not meet the teacher's requirements. Faced with the students' answers that were wrong, the teacher's feedback to the students was a thumbs up and praise to the students: "You are amazing." Obviously, such an evaluation is not conducive to the development of students. Because teachers must respect the development of students' personality when evaluating, but they must not ignore students' "mistakes". If the teacher just praises blindly, other students will follow this line of thinking and form a fixed mindset. It is obvious that Student 2's answer was significantly affected by the teacher's evaluation. For example, after the teacher answers the question, the teacher can make an appropriate evaluation, such as: You are awesome. You have mastered all the knowledge we have not learned yet, but you did not hear the teacher's question clearly. Can you say an addition within 10? Calculation? This kind of evaluation not only encourages the student, but also points out his problem. It will have a positive and correct impact on the student himself and the answers of the following students.
3. Diversity of evaluation methods
The "Mathematics Curriculum Standards" particularly emphasize the diversity of evaluation methods, pointing out that: primary school children have just entered school, and their feelings about mathematics will determine whether they like mathematics in the future. Mathematics learning and whether you can learn mathematics well are very important. Therefore, teachers should try their best to guide students' evaluation in a positive way and affirm what they know and master. When evaluating students, teacher evaluation should be combined with peer evaluation, self-evaluation and parent evaluation.
4. Seize the opportunity to fully evaluate
The opportunity cannot be missed, and the time will never come again. Teachers should seize the opportunity to evaluate students in the classroom and conduct timely and targeted evaluations for students. To evaluate, this requires teachers to have solid basic skills. They must study the teaching materials carefully before class, and prepare both teaching materials and students. Only after fully presupposing the students' answers can they evaluate the students' answers in a short time. judgment to make effective evaluations.
Teaching language is an art, and classroom teaching evaluation language is the essence of this art. Teachers should be good at capturing the bright spots from students’ feedback information and creatively implement evaluation. Constantly change the way of expression and the angle of evaluation, whether it is a compliment, a joke, or a famous quote. The tone should be sincere, and words full of love and wisdom should be used to edify and infect students, so that students can bathe in the teacher's personalized evaluation and promote the healthy development of individual students.