The "Mathematics Curriculum Standards" point out: Mathematics "The purpose of evaluation is to comprehensively understand students' mathematics learning process, stimulate students' learning and improve teachers' teaching." "The evaluation of mathematics learning should focus on students' learning. As a result, we should pay more attention to their learning process; we should pay attention to the level of students' mathematics learning, and we should also pay attention to the emotions and attitudes they show in mathematics activities to help students understand themselves and build confidence."

Students It is the main body of learning and development. Therefore, mathematics courses must be based on the characteristics of students' physical and mental and mathematical learning, pay attention to students' individual differences and different learning needs, cherish students' curiosity and thirst for knowledge, and fully stimulate students' initiative and enterprising spirit. . In teaching, if we can use evaluation methods timely and correctly, update concepts, base ourselves on the process, and explore potential, this will stimulate students' interest in learning, create a relaxed and harmonious atmosphere, comprehensively improve classroom teaching effectiveness, improve students' mathematical literacy, and promote It plays a positive role in promoting the all-round development of students. In teaching practice, I have explored how to correctly use evaluation methods to improve students' mathematical literacy from the following aspects.

1. Respect students and allow students to learn independently.

The new curriculum emphasizes respect and appreciation for students and advocates motivating evaluation. The modern concept of quality education requires teachers to create situations so that students can learn lively and develop learning skills and personality in pleasant physical and mental interactions. Therefore, our teachers must break the traditional teaching procedures and promote multi-faceted exchanges between teachers and students, as well as between students and students, so that students can learn independently and acquire knowledge in collective activities.

1． Create situations to stimulate students' interest in participating in evaluation

Einstein once said: "If students' enthusiasm is aroused, the homework required by the school will be accepted as a gift."

Interest is the best teacher. Interest in learning can effectively induce learning motivation and strengthen learning motivation. Therefore, in teaching, I often use hands-on demonstrations and operations of teaching aids, let students operate by themselves, or use multimedia and other methods to attract students' attention. Use these visual methods to create situations, stimulate students' interest in evaluation, and mobilize their enthusiasm for participating in evaluation. At the same time, I also inspire and encourage students to speak out their ideas boldly and give praise, thereby building their confidence in evaluation, and using a variety of activities to expand students' space for active learning, so as to release students' spiritual vitality and activate their thinking, so that they can take the initiative to speak and communicate actively in relaxed and happy learning interactions.

2. Learn to "listen" and enable students to dare to speak

After guiding students to participate in evaluation, students have more time for independent activities. They have the opportunity to boldly express their feelings, opinions and conclusions in groups and classes, instead of trying to figure out the standard answers expected by teachers. At this time, different voices will appear in the classroom, triggering debates. If we use standard answers for the final evaluation at this time, it will only limit students' thinking and inhibit the free development of students' personalities. As a result, even if there is time for students to participate in evaluation in class, students do not dare to boldly speak their minds, and "giving students the opportunity to participate in evaluation" can only become an empty phrase that is just a formality. Therefore, I pay attention to fully understanding and respecting the students' speeches, putting down the teacher's airs, and "speaking" less and "listening" more. Constantly discover the childlike world full of value and meaning in students' questions and answers, and experience students' emotions, so that students dare to speak, discuss and criticize in class.

3. Give students the opportunity to participate in evaluation

To allow students to participate in evaluation, teachers must ensure that they have time for evaluation in class. Students are living people with distinctive personalities. Therefore, I pay attention to the potential, initiative and difference of student development, and ensure that students have space for independent expression and development in the classroom, providing each student with an active participation in the classroom. Learning opportunities allow students to fully think, discuss, and evaluate.

2. Pay attention to the process and promote students’ personality development

The "Mathematics Curriculum Standards" emphasize in the "Evaluation Suggestions": "We should pay attention to process evaluation, focus on qualitative description, and fully Pay attention to students’ differences in revision, give full play to the motivating role of evaluation, and protect students’ self-esteem and self-confidence.” Students' development from mathematics learning is not only reflected in the results after learning activities, but also throughout every link of the mathematics learning process, and the "process" is more important than the "result". Therefore, in teaching practice, I pay attention to:

1. Focus on encouraging evaluation and adhere to positive guidance

The "Mathematics Curriculum Standards" emphasize that evaluation "should not only focus on the results of students' mathematics learning, but also pay attention to their changes and development in the learning process." Once There is a famous saying, "Positive encouragement is better than negative stimulation." It shows that the role of encouragement is huge. In the teaching process, instead of spending a lot of time and energy demanding students, it is better to use a little effort to discover their advantages and encourage them so that students can experience the taste of success. At the same time, it allows our teachers to reflect on whether their teaching methods are appropriate, so that we can continuously improve the teaching process and improve teaching ideas. Therefore, I never skimp on praise and encouragement in teaching, and focus on motivational evaluation. If students answer well, they will be praised in time.

When students speak incorrectly or express poorly, I will make up for it in a timely manner so as not to embarrass the students, allowing them to maintain a happy and relaxed mood and taste the joy of success.

Therefore, in the classroom, based on teaching examples, I face children with different characteristics and make evaluations as specific and accurate as possible, such as "Your answers are really clever, which really makes the teacher and The classmates admired it. "Your solution is really ingenious, the teacher is proud of you!" etc. Such encouragement ignited the spark of students' wisdom and made them feel satisfied and motivated. This kind of encouraging and appreciative evaluation can easily activate students' thinking and stimulate students' enthusiasm for active learning. At the same time, I also pay attention to insisting that the encouragement given to students varies from person to person. I pay attention to praising and spurring outstanding students, affirming and encouraging middle-level students, and tolerating and motivating underachievers.

2. Pay attention to students' self-evaluation and peer-evaluation

The "Mathematics Curriculum Standards" clearly states: "When evaluating student learning, students should be allowed to carry out self-evaluation and peer-evaluation, not just limited to teachers' evaluation of students. , parents and relevant community personnel can also be involved in the evaluation process."

There are individual differences among students. In order to allow each individual to clearly understand their own strengths and weaknesses in the group, it is conducive to stimulating the evaluation object's Awareness of competition. In teaching, I try to encourage and guide students to actively participate in mutual evaluation, so as to enhance multi-directional communication among students, so as to learn from each other's strengths and allow students to further understand themselves in comparison with their peers. In teaching, I often ask students to carry out peer evaluation at the same table, group peer evaluation and class-wide evaluation of students. For example, "What do you think he did?" "What's good about it?" This not only allows more students to have the opportunity to express their own opinions, play a complementary role among students, but also cultivates students' sense of cooperation. Students are united , develop in a harmonious atmosphere.

3. Use the method of growth records

Traditional student evaluation only focuses on students' academic performance, while ignoring other aspects of students' development and the motivation and educational functions of evaluation. Therefore, in teaching practice, I pay attention to recording students' growth, and carefully collect information that can reflect students' mathematics learning process and results, such as records of students' daily performance and interest potential, students' self-reflection and summary, and evaluations of teachers and classmates. , information from parents, etc., which records every bit of the students and reflects the personality differences of the students. At the same time, I pay attention to the implementation of teaching students in accordance with their aptitude, correctly evaluate students, so that students can regain themselves, give full play to their own advantages, and grow up healthily.

3. Inspire the mind and promote the all-round development of students

1. Create a democratic, equal, and harmonious classroom evaluation atmosphere

The new curriculum requires the establishment of a new teacher-student relationship of "dialogue and interaction". In this dialogue atmosphere, both teachers and students can be free from limitations. to fully express their opinions and encourage both parties to think positively. To this end, our teachers must create a democratic, equal, and harmonious classroom evaluation atmosphere in teaching. Only in such an atmosphere can "equal dialogue" be achieved. Love is the source of teachers’ transformation work and the source of students’ growth and development. Therefore, each of our teachers must evaluate students with care, love, understanding, and appreciation, inspire students' minds, and promote their healthy growth.

2. Implement "diversified" evaluation and promote students' all-round development

The primary school mathematics curriculum is a whole, including numbers and number calculations; space and graphics, statistical knowledge, practice and comprehensive application, etc. Therefore, in terms of evaluation goals, we teachers should not only be limited to knowledge and abilities, but also evaluate from the process and methods, emotions, attitudes and values. When conducting mathematics evaluation, we must pay attention to not only teacher evaluation and student self-evaluation, but also mutual evaluation among students and parent evaluation. Through this diversified evaluation, we can not only ensure the objectivity of mathematics course evaluation , fair, improve the effectiveness of evaluation, and truly establish students' evaluation subject status in the mathematics learning process, providing a reliable guarantee for their sustainable and lifelong development.

In mathematics teaching, I pay attention to using correct and scientific evaluation methods, and pay attention to the improvement of students' overall mathematical quality, comprehensively evaluate students, and protect students' self-esteem. At the same time, I pay attention to systematically understanding and sorting out the content of mathematics course evaluation in an open, multi-angle, and multi-level manner, such as evaluating students': 1. Learning attitude (motivation, emotion, behavioral participation, initiative, etc.); 2. Learning habits; 3. Learning styles and methods; 4. Mastery of basic knowledge; 5. Hands-on ability; 6. Practical application ability.

At the same time, I also comprehensively evaluate students in many aspects. 1. Observe students’ performance in multiple teaching activities such as number understanding and calculation and hands-on practice, and evaluate students in a timely manner, mainly with positive comments such as encouragement and praise. "Your solution is really clever. Can you find a more clever solution?" "You have made progress again today. Who says you can't do it? I think you are great, but you just don't know a little bit. As long as you boldly ask the teacher or Classmate, if you think about it more, you will definitely be able to do it.” “You are such a good student!”, “The teacher really admires you”, etc. Try to lead from the front. and documented appropriately. as the basis for final evaluation. 2. Pay attention to the combination of students' self-reflection, peer evaluation among classmates, parent evaluation and other information to give students an appropriate and relevant evaluation.

3. Analyze students' mathematics learning materials and test results, identify deficiencies and progress in learning, and make suggestions. In this way, through the combined use of many evaluation methods, we can promote the healthy physical and mental development of students and improve teaching efficiency.

To sum up, I believe that every student is special. As long as there is a suitable environment, they can develop their potential. Everyone is equal, as long as teachers treat them fairly. , they can all play their best role where they should be. In teaching, a teacher's words of praise may inspire a student and change his life, or an inappropriate comment may hurt the student's self-esteem and lead to loss of self-confidence. Therefore, when evaluating mathematics teaching, we must respect the individual differences of students and use correct and scientific evaluation methods to stimulate students' interest in learning, create a relaxed and harmonious atmosphere, comprehensively improve classroom teaching effectiveness, and improve students' mathematical literacy.