A Study On The Method Of Classroom Feedback And Evaluation Of Mathematics Teachers In Primary Schools

The classroom feedback and evaluation is an important part of the classroom question and answer.It is the non-verbal feedback and evaluation of students' answers after questioning.It is a bridge for communication between teachers and students.Teachers develop the level of classroom feedback and evaluation.First,it can increase the communication between teachers and students.Second,it can enrich the form of classroom evaluation.Third,it can stimulate students' interest in learning and maintain their motivation.Fourth,it can promote our professional growth.The role of classroom feedback and evaluation in teaching can not be underestimated,but at present the study of classroom question and answer is mostly focused on the research of questioning link,the classroom feedback and evaluation is often neglected.Therefore,in order to promote the common development of teachers and students,we should strengthen the study of the classroom feedback and evaluation.The main purpose of this study is to formulate optimization strategies of primary school mathematics teachers 'classroom feedback and evaluation based on the excellent classroom feedback and evaluation characteristics of primary mathematics expert teachers.so as to improve the level of primary school mathematics teachers' classroom feedback and evaluation and promote their professional growth.This research mainly uses several research methods,such as documentation,classroom observation,questionnaire survey,interview and so on.Prepared an observation record of the primary school mathematics teacher's classroom feedback and evaluation behavior,and student questionnaires and teacher interview outlines.Using the compiled observation record sheet of primary school mathematics teachers' classroom feedback and evaluation behavior.Observed and recorded the methods of classroom feedback and evaluation of 20 lessons for 5 novice teachers and 5 expert teachers.At the same time,students are questionnaires and teachers are interviewed to find out excellent classroom feedback and evaluation from different perspectives.Through the comparative analysis of various data and the combination of student questionnaires and teacher interviews,the following conclusions were drawn:First,there is no significant difference between novice teachers and expert teachers in the first level of classroom feedback and evaluation.There are significant differences in the second level of classroom feedback and evaluation.The novice teachers mainly use diagnostic feedback and evaluation and the expert teachers mainly use developmental feedback and evaluation.At the third level of the classroom feedback and evaluation,the novice teachers are more inefficient in praise and judgment of right and wrong.They lack of guidance and emotional communication to students' thinking.They have a single form and a weak consciousness.Expert teachers are good at stimulating praise.They pay attention to the students' thinking and emotional communication,and the forms of classroom feedback and evaluation are rich and varied.The second is that the students have a high expectation and care for the classroom feedback and evaluation.They think that the classroom feedback and evaluation is very helpful to their own learning.When the students answer correctly,they like the teacher's motivational feedback and evaluation method;when the students answer the wrong or not answer they hope teachers can guide in time.The third is that the expert teachers of the classroom feedback and evaluation concept has a clearer understanding than the novice teachers,and pay more attention to this teaching behavior,and often reflect on it.For this reason,from the time before class: strengthen the awareness of the classroom feedback and evaluation,pay attention to the presupposition of classroom feedback and evaluation;in the lesson:good at listening to diagnosis,tempering the ability of classroom feedback and evaluation;after class: pay attention to rethinking,improve the quality of classroom feedback and evaluation three time points to formulate the optimization strategy for the classroom feedback and evaluation methods of primary school mathematics teachers.It is hoped that this research will enable more elementary school mathematics teachers to realize the importance of classroom feedback and evaluation.At the same time,it provides reference suggestions for primary school mathematics teachers to improve their classroom feedback and evaluation level and promote professional growth.