A Study On Teachers' Evaluation Behavior In Primary School Mathematics Classroom

In school education activities, teachers’ evaluation behavior is an important part of the evaluation of behavior,it is mostly occur in the classroom. In the traditional classroom evaluation,many teachers only pay attention to students to identify the function, there is the phenomenon of students can be divided, deserves our attention. Mathematical symbols are strong characteristics requires that we not only pay attention to the student’s final answer, should also focus on to the student’s problem solving process and way of thinking. On the basis of reference to domestic and foreign research results of this study, using the research methods of questionnaire investigation and case analysis, for evaluation of teachers in the elementary school mathematics classroom behavior present situation analysis, found that there are some problems:(1) The teacher most of the students are doing right and wrong judgment, and not of deeds detail evaluation or heuristic evaluation.(2) The teacher evaluation lay particular stress on oral language evaluation.(3) Evaluation objects neglected the evaluation of student group.(4) evaluation ignores the soft evaluation.(5) Time is not enough appropriate evaluation.(6) Compare single evaluation method. All landowners teacher evaluation of the lack of emotional color. End up evaluation standard is easy to ignore the differences of personality. Pet-name ruby evaluation results light process, failed to fully embody the concept of developmental evaluation. After found the problem, the author try to find out the corresponding Suggestions, which teachers should strive to do the detail evaluation of students, heuristic evaluation; Evaluation in terms of language diversity as far as possible; Evaluation objects while pointing to the student body, personal, actively expand group; Evaluation content should be pay more attention to students’ evaluation of soft development; Evaluate the opportunity to seize the students innovative thinking, instantaneous flashes, language and thinking spark point; Evaluation method diversification; Be sincere attitude and full of emotional evaluation of; Evaluation for difference evaluation; Pay attention to the developmental evaluation, process, implement the idea of developmental evaluation.The first part is introduction. First of all, in the classroom and evaluate the integration requirements and under the situation of basic education reform, the author puts forward the subject of this study, the significance of topic selection and methods are described. Second, about this topic, the author research status at home and abroad for the record, the sorting, summary and analysis, for the completion of this paper play a supplementary role.The second part is the theory of the teachers’ evaluation behavior. This part of teachers’ evaluation behavior and analyses relevant concepts and theory, which provides theoretical support for this study.The third part is the main part of the paper. Through the form of a written questionnaire investigation to students of primary school grade five or six years, after the analysis of various data, obtained the factors affecting evaluation behavior of teachers in the elementary school mathematics classroom and the status quo, to understand the basic situation. The fourth part is suggested. In view of the third part summarizes the present situation and problems, the author attempts to put forward some Suggestions for solution, hope to be helpful to the first-line teachers.