Research On High School Mathematics Classroom Evaluation Language

It is a process evaluation. Since the implementation of the new curriculum, many people study the timely evaluation and evaluation language in the classroom; however, these studies are mostly about elementary school or junior high school and other disciplines (Chinese, English, ideology and morality, chemistry, etc.). Few people study high school math, most of them propose some rules and suggestions, but there is no specific operational value when it refers to specific language. This study, in theory, has a certain reference value for enriching the language of high school mathematics teachers; based on the discussion of the findings, it offers suggestions for teachers to improve timely classroom assessment and evaluation language. Therefore, in practice it is also beneficial to teachers’self-reflection of teaching, to improve the level of classroom teaching behavior, and promote a comprehensive and healthy development of students.Evaluation language studied in the paper is divided into three areas:the students are inspired, praised and motivated, which basically covers different students and different situations in the classroom. The paper, guided by the existing educational evaluation theory, the theory of multiple intelligences and constructivist theory as psychological basis, studies high school math teacher’s evaluation language in classroom combining with high school students’features and subject character of math. The paper first has an in-depth understanding of application status of the evaluation language of high school mathematics classroom by using classroom observation and interviews, and then finds the relevant information to prepare the questionnaire aiming to further collect appropriate assessment language and strategy. Based on the findings of this study, the author gives some suggestions on how highschool mathematics teachers use appropriate evaluation language based on the performance of students in the final part.The article is divided into three parts, the first part is an introduction, including the cause and the significance of studying the problem, analysis of related research at home and abroad, and research ideas and methods and problems possibly encountered in the course of the study and their solutions; the second part is the empirical research on classroom evaluation language, including research on the evaluation language of high school mathematics in classroom, analysis of survey results of teachers and students; the third part is the study findings and recommendations, and the study results sort out the relatively good language of the three evaluation languages, which can be reference to the actual operation of the teachers. On the other hand, it also mentions a number of recommendations for teachers to pay attention to the problems and the strategies adopted in the evaluation of students, such as to stimulate and praise students as well as to inspire them. It is also suggested that the education sector should pay attention to teacher training to give more guidance on classroom assessment language.