The Study Of Mathematics Classroom’s Teaching Evaluation Inrimary School

The teaching in class is the priority in the campus education; also the quality of theclasses has a great impact on the quality of campus education, which can influence thenational quality of education. From the point of educational value theory, the evaluationof classroom teaching uses scientific methods and play its role of orientation,motivation, diagnosis and identification, which is significant to promote theimprovement of teaching standards and quality of teaching. Therefore, establishing anevaluating standard of the teaching of mathematics with focusing more on thecharacteristics of mathematics is necessary.This thesis is divided into four sections:The first chapter is an introduction, mainly introduces the origin, purpose andsignificance, research methods and thesis framework of this research. Deifne the coreconcepts. Make a summary of mathematics classroom teaching evaluation, mainlyintroduce the status and trends of the research at home and abroad, and make a textanalysis of Chinese and American classroom teaching evaluation criteria to comparetheir differences and similarities, give a commentary of informed research.The second chapter is an investigation of classroom teaching evaluation in primarymathematics lessons. On the basis of theoretical study and the learning from foreignexperience, using questionnaires and interviews to investigate mathematics teachers inS primary school, to know more about status and existing problems of primarymathematics classroom teaching evaluation, and provide a realistic basis for theconstruction of classroom teaching evaluation criteria in primary mathematics lessons.The third chapter is the construction of classroom teaching evaluation criteria inprimary mathematics lessons. Firstly, analysis the ifve basis of primary schoolmathematics classroom teaching evaluation criteria.secondly, based on the ifve basis,tentative out seven level indicators, including teaching goals, teaching content, teachingpsycho logical environment, teachers’ quality, students’ learning state and teachingeffect, then thinning out4-5secondary indicators under each level indicators, andthrough consultation, interviews with experts to revise these indicators. Finally, using paired comparison method to calculate the weight of level indicators, and usingquantitative statistical method to calculate the weight of second indicators, anddetermine the elementary school mathematics classroom teaching evaluation formultimately.The fourth chapter is the applying of primary school mathematics classroom teachingevaluation criteria. In order to verify the effectiveness of the newly developedevaluation criteria, conducting a reliability analysis, the Cronbach a coefficient is0.905,indicating that the rating scale with high reliability. With cooperation of the teachers inS primary school, design a classroom teaching and teaching lessons according to thenew evaluation criteria, analyze the results of the evaluation and make a feedback.Finally, based on the combination of the previous section discussed, illustrate theinadequacies of this thesis, and make a bold imagination of the research anddevelopment of classroom teaching evaluation in primary mathematics lessons.