Authentic Assessment In The Primary Mathematics Curriculum

The new round of curriculum reform in China is about to enter its tenth year, recalled the years in the field of education on the changes, we can see the impact of energy reform and innovation. Reform in school mathematics, "Life of mathematics", "Mathematical Games" has become the slogan of the reform loud. That the authenticity of this evaluation as a growing concern by the international concern about the new evaluation system is not only the performance of students, help students build "mathematical" learning, help students to play emotional factors, stress students with comprehensive problem-solving skills, and it's "authenticity task" concept and "Life of Mathematics" and primary school mathematics learning concept adapted to build up a help to students interested in mathematics learning evaluation. At the same time, it's "authenticity mission" fusion of basic and developmental requirements of the content comes from real life of its mandate, the mission design, the use of the principle of gradual and orderly progress, meaningful and challenging, not only concerned about students learning activities The result is more concerned about the process, while also opening the authenticity of the task requires students to use modern information technology, cooperation with others, so on to obtain a reliable task information.In this paper, the research background of topics proposed for the authenticity of the current evaluation is not only a new evaluation of primary mathematics curriculum, students also is a "real" mathematical ability evaluation. In the second chapter summarizes the evaluation of domestic and foreign scholars on the authenticity of all aspects of research and evaluation of the authenticity and veracity of this task by the connotation. In the third part of the main task of the concept of authenticity in the primary mathematics curriculum in the status and role is described, first talked about the authenticity of the task characteristics and classification, which proves the authenticity of the task meet the primary mathematics curriculum standards and primary mathematics study psychological needs, and explains the authenticity of tasks and other types of learning tasks / activities, and finally, on the authenticity of the task in the distribution of primary school mathematics textbooks, the situation is analyzed. The fourth part of the contents of the article is based on interviews with three primary school mathematics teachers and one teaching observation, the article by the way this task on the authenticity of the Primary Mathematics Teaching in the conduct of cases in the study. The fourth part mainly consists of two case studies of the authenticity of the task, by accurately observing and recording, the authenticity of the article aims to carry out the task to identify the specific methods and potential problems, and drawn from two areas recommendation that the authenticity of the textbooks on how to improve the task, and how to improve the authenticity of the teaching task.