| This article focuses on elementary mathematics classroom, research in this 40 minutes of instructional time for students to implement scientific and effective performance evaluation, so as to promote the overall development of students.The writer named this evaluation mode in the mathematics classroom "mathematics classroom diverse student evaluation." In this study, Chapter 1 introduces the background mathematics classroom evaluation of diverse students elaborated diverse student research status evaluation, innovation and research methods, and so on. Chapter 2, mainly from the point of leading scholars to start, combined with their understanding of the mathematics classroom diverse student evaluation related concepts are defined and its theoretical basis that the theory of multiple intelligences, constructivism, humanism, developmental evaluation theory analysis and elaboration. Chapter 3 describes the results of the evaluation of the status quo diverse elementary school mathematics classroom conduct investigations, but also on mathematics classroom diverse student evaluation core idea that the evaluation of the content of diversification, diversification evaluation, evaluation methods diversification depth analysis. Chapter 4 focuses on the diverse mathematical evaluation method for teachers to use in class three students, namely mathematics classroom teacher-student dialogue, immediate evaluation methods and performance evaluation. Each method elaborated by definition, types and implementation strategy aspects. Chapter 5 describes the experimental study of the design process combined with a typical case of the above three student evaluation concepts and methods into everyday classroom teaching, verify the value of this study diverse student on classroom assessment. Chapter 6 discusses the practice of breaking point of this research, the effect of multiple evaluation describes the mathematics classroom problems in practice. |
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