The Study On The Changes Of Compulsory Education Mathematics Classroom Assessment Behavior

The beginning of this century, our country started the eighth elementary education curriculum reform since the founding of new China, the adjustment and the reform of basic education curriculum system, structure, content, construction meet the requirements of quality education and the new basic education curriculum system. By the end of 2011, the Ministry of Education issued the "compulsory education mathematics curriculum standards(2011 Edition)", which started in the fall of 2012. At present, the compulsory education mathematics curriculum reform has been carried out for 15 years, with the reform in curriculum implementation, start, promote, many changes took place in the mathematics classroom in primary and secondary schools, especially in mathematics classroom assessment behavior has become increasingly rich and colorful, flexible and diverse. Therefore, summarizing the changes since the curriculum reform of mathematics classroom assessment behavior, has very important significance to promote the curriculum reform.In this research, the changes of compulsory education mathematics classroom assessment behavior as the research angle of view, through the questionnaire survey and Analysis on the video before and after a new round of curriculum reform in fifteen years(1999-2014) of continuous change of mathematics classroom assessment behavior in depth, and obtained before the curriculum reform, curriculum reform(1999-2001)-(2006-2008), curriculum reform after ten years(2012-2014) characteristics of the three periods of classroom assessment behavior. The questionnaire will be around the classroom evaluation form, content, subject, object, efficiency, such as the number of six dimensions, 19 dimensions of investigation, finally analyzed by SPSS data analysis tool to collect data. Nvivo video analysis tools of curriculum reform, curriculum reform, before the mid course reform ten years after the three period of the classroom video coding analysis, through the evaluation of the form and content of the subject and the object, and the four dimensions of analysis and research. From the macro level of the new curriculum reform of classroom assessment behavior to explain the changes that occurred in the process of the fifteen years of reform, in order to find the main problems existing in the classroom evaluation behavior, and puts forward some countermeasures to these problems.The study found that, along with the reform of the course start, implementation, great changes have taken place in mathematics classroom teaching evaluation in primary and secondary schools. Classroom assessment form is rich and varied, particularly the use of heuristic evaluation and incentive evaluation language classroom assessment rate gradually increased, to play a positive effect more, and in the knowledge of classroom assessment evaluation at the same time, begin to pay close attention to students’ learning process and learning level, more attention to students’ emotion and attitude shown in mathematics activities in the classroom, students evaluation as evaluation subject identity recognition. However, mathematics classroom assessment behavior problems still exist in the process of curriculum reform, aiming at these problems, this paper puts forward some countermeasures, to provide some effective measures for the operation of mathematics classroom assessment in the future.