How to Verbally Evaluate Students in Primary School Mathematics Teaching

The Mathematics Curriculum Standards point out that the evaluation of students' mathematics learning should not only pay attention to the understanding and mastery of students' knowledge and skills, but also pay attention to the formation and development of their emotions and attitudes. We should not only pay attention to the results of mathematics learning, but also pay attention to the changes and development of their learning process. In order to evaluate each student correctly, I believe that it should be done:

1. Pay attention to the evaluation of the mathematics learning process. In the learning process, it is necessary to test whether students actively participate in mathematics learning activities, and pay attention to their degree of participation, the development of cooperative communication consciousness and emotional attitude. At the same time, it is important to pay attention to the thinking process of students. The evaluation of the degree of participation should be based on whether students actively participate in mathematics learning activities.

The evaluation of the awareness of cooperation and communication should be examined from whether the students are willing, whether they can take the initiative to communicate and cooperate with their classmates, and whether they have an interest in mathematics learning. The evaluation of students' emotions and attitudes should be combined with specific problem situations to understand each student's learning initiative and interest in mathematics at any time. In the evaluation of mathematical thinking, teachers can understand the rationality and flexibility of students' thinking through daily observation, and test whether students can clearly express their opinions in mathematical language.

At the same time, teachers should pay attention to the evaluation of students' daily learning and development, pay attention to students' progress and changes in learning, and give timely evaluation and feedback.

2. Establish an open, harmonious and relaxed evaluation atmosphere. Creating an open evaluation atmosphere is not only conducive to students' passive acceptance of evaluation to evaluation subject, but also conducive to students' active participation in mathematics activities. For example, carrying out vivid self-evaluation and mutual evaluation activities can stimulate students' desire in a harmonious and relaxed atmosphere, so that students can continue to experience progress and success in the learning process, and can also enable teachers to teach better according to the specific situation of students, so that classroom teaching is more effective.

3. Diversification of evaluation methods. Teachers should use a variety of evaluation methods to form a clear evaluation trajectory. A combination of individual, group and teacher evaluation can be used; A combination of oral, interview, and written examinations; Combination of quantitative and qualitative, etc.

The main content of the oral examination is reasoning, that is, arithmetic, problem solving ideas, and the derivation process of formulas. The main content of the interview is operation, such as operating a small stick to demonstrate arithmetic, assembling learning tools to derive formulas, measuring, making, etc. Let each student realize that as long as you put in an effort in a certain area, you can get a fair and objective evaluation.

Fourth, pay attention to the evaluation needs of students at different levels. Every student has a shining place, and grasping the shining point for evaluation will stimulate students' interest in learning, enhance their motivation for learning, and promote their maximum development. For some students who are slow to learn, it is necessary to ensure that their self-esteem is not harmed in the evaluation, and to compare the students' individual longitudinal development, we can see the degree of development of students in different stages and aspects, and see how much they have improved on the original basis, and how much this class has improved compared with the previous class, so that they can continue to build up their self-confidence in learning.

How are students evaluated in primary school mathematics classroom teaching?

1. Multi-angle evaluation encourages students to make continuous progress from different perspectives.

Second, that is, the best price, timely discovery, to capture the students' shining points.

3. Postpone evaluation and give students room for thinking development.

Fourth, optimize the evaluation language.

Finally, the language of evaluation should be respectful of the student. The Curriculum Standards require us to "value students' unique feelings, experiences, and understandings." ”