A Study On Quantitative Evaluation Of Mathematics Teaching In Junior Middle School

The evaluation of classroom teaching is the evaluation of classroom teaching carried out by teachers.The evaluation of classroom teaching can reflect the professional accomplishment and teaching ability of teachers.The effective classroom teaching evaluation can promote the development of teachers and students.How to effectively carry out the evaluation of junior high school mathematics classroom teaching,how to adapt to the new teaching reform and development,the construction of evaluation system of junior high school mathematics classroom teaching and the formulation of evaluation index is the urgent problem to be solved.This paper is divided into five chapters:The first chapter is the introduction.This paper mainly introduces the background and significance of this paper,the research status,the research goal,the content and the method at home and abroad.The second chapter is the theoretical basis and curriculum requirements.The main theoretical basis of this paper is Bloom's theory of objectives,effective teaching theory and classroom teaching evaluation of the basic principles.The main math curriculum requirements include the three-dimensional teaching objectives of the new curriculum,the two-dimensional evaluation objectives of classroom teaching,the mathematics curriculum standards of compulsory education and the core competence of mathematics in recent years.The third chapter is the quantitative evaluation of junior high school mathematics classroom teaching process.First,we develop the first-level evaluation index of the quantitative evaluation table,including the six aspects of time allocation,question classification,presentation mode,preset fragment,speculative activity and effect feedback.And then develop a quantitative evaluation of the secondary evaluation index.Time distribution from the teacher teaching,student activities,cooperation and interaction of three dimensions of evaluation;question classification from the judge to ask questions,guide questions,innovative questions to assess the three dimensions;presentation from teaching presentation,blackboard presentation,multimedia presentation of three dimensions to evaluate;The default fragment from the default fragment,non-preset fragments,students questioned three dimensions of evaluation;speculative activities from the self-exploration,cooperation and exchange,share the three dimensions to show the evaluation;effect feedback from the target to achieve,Three dimensions were tested for evaluation.The weight of the quantitative evaluation index is determined by the comparison method,the expert judgment mean method and the multiple comparison method.Finally,through the horizontal,vertical test quantitative evaluation of the reliability of the table,through the use of quantitative analysis of curriculum analysis of the details of the evaluation.The fourth chapter is the focus of the evaluation of different classroom teaching process.The concept class can be evaluated from three aspects:effective introduction,mathematical abstraction,conceptual representation.The exercises can be evaluated from three aspects:case introduction,variant practice and ability enhancement.Sampling analysis,whether there is a typical solution of the causes of analysis,whether there is a coexistence of exam questions,whether there are teachers and students free discussion process,whether to avoid the wrong link to focus on five aspects of the evaluation.The fifth chapter is the question that needs to be considered in classroom teaching evaluation.Mainly on how to learn how to carry out the perspective of observation,learn how to record the course of observation,learn how to use data to support the point of view,learn how to let themselves in the classroom,learn how to grow together with the team.The sixth chapter is a summary.Summarize the research contents of this paper and reflect on the shortcomings in the research.