On The Comparaitve Study Of Classroom Evaluation Between Novice And Experienced Teacher In Mathematics In The Elementary Schools

With the concept of classroom dialogue advocated energetically, more andmore scholars and teachers turn attention to the research of classroom questionsand answers behavior. So classroom evaluation has been valued by the teachersincreasingly. In fact, valuation has always existed in classroom teaching. It isnot only a kind of teaching behavior, but also a kind of evaluation behavior.Intelligent evaluation can arouse students’ enthusiasm on study, cause thestudents’ attention and thinking, and promote the students’ understanding ofknowledge and further study. However, classroom evaluation skill is also ateaching wisdom a teacher should learn. These factors contribute to mycomparative research on class evaluation between novice and experiencedteacher in mathematics in the elementary schools. The purpose is to find out thepotential reasons why evaluation gap between novice and experienced teacher,and put forward some referable suggestions in classroom evaluation in future.This paper can be divided into five parts.The first part is the introduction. It is set in the teaching values change andexisting problems in classroom evaluation in the contemporary era, and putforward the questions to be discussed in this paper, then introduces the significance of research from theoretical and realistic aspects.The second part is the literature review. From the background, meaning,classification and influencing factors, principle, strategy of evaluation, this partconducts detailed review, and proposes some personal opinions.The third part is the study design, from the selection of research object,research methods, and research process.The fourth part is the main body of the paper, that is, research results andanalysis. First, through the two observation scales in classroom evaluation, itanalyses the evaluation tendency the two teachers reflect. Then expoundsclassroom evaluation effects of the two teachers in detail, based on the fourclasses examples collected in my practice. On this basis, I mention six potentialreasons why evaluation gap occurs. That is, the overall design of teachingcontent, the quality of the classroom questioning, the clarity of classroomquestioning expression, the understanding of the mathematics language, theattitude of teachers, the timing and form of evaluation.The fifth part is the four suggestions for effective evaluation ofmathematics classroom in the elementary school. That is, to design questionelaborately; to default fully; to enhance the evaluation consciousness; toskillfully ask a student closely, ask others, ask tentatively, ask in reply aroundthe questions; to evaluate and praise specifically; to enhance the mathematical language expression.