The Research On Dimensions And Standards Of Evaluating Primary Mathematics Lessons

Lessons are the main course to realize the goals of quality education. Though lessons, not only can we develop students'knowledge and skills, but also their development of learning methods, positive sensation and a right direction of values. Led by the goals of quality education, mathematics lessons changed a lot compared to its traditional state in the process of the new elementary education reform. We pay more attention to students'development by means of creating a vivid, lively learning environment for them. However, we can not ignore some so-called"creation for special circumstance"and"activities"in mathematics lessons did not realize teacher's expected objectives. So we need to make some reflections and refocus on the function of mathematics lessons, especially from the angle of evaluation. Some problems, such as the dimensions and standards of evaluation, become the focus of reform in mathematics curriculum and instruction.My research aims to make out a series of scientific, reasonable classroom assessment tools in primary mathematics lessons. So on the basis of definition about dimensions and standards of evaluation catered for quality education, we made some flexible transformation of these evaluative dimensions and came up with mathematics lessons'assessment tools .Finally, we observed the mathematics lessons in classroom and evaluated it by the series of assessment tools we made .By doing this, we can test and verify the effectiveness of the assessment tools.This thesis is composed of four chapters. The first chapter makes an introduction of research backgrounds, research issue, methodology and research object. The second chapter summarizes the whole pre-study conditions of lesson evaluation, pointed out the existing problems in mathematics assessment system in teaching practice, to offer evidence for the definition of dimensions and standards of evaluation. The third and fourth chapters are the key of my research. Though reflection and re-position of mathematics teaching, we defined the key points of mathematics teaching evaluation and then came up with the assessment tools in mathematics lessons. The fourth is the utilization of assessment tools. Via the observation of what happened in classroom, and teacher's reflection after being evaluated, we tested and verified the assessment tools. The fifth chapter is the contents of the conclusions we came to and enlightenment we got.