Analysis Of The Status Quo And Countermeasures Of The Instant Evaluation Of Primary School Mathematics Classroom From The Perspective Of Key Competencies

Key competencies is a hot topic in the education sector in recent years.Since 2014,the Ministry of Education has mentioned in the "Opinions on the comprehensive deepening of the curriculum reform to implement the fundamental tasks of the Liede people",focusing on the development of the key competencies system for student development,and the key competencies system as the study of academic quality standards,revision of the curriculum and After the basis of the curriculum standards,more and more scholars will focus on the development of key competencies.How to promote the key competencies in the basic education stage will surely become an important issue.As a part of the classroom teaching process in the basic education stage,the elementary school mathematics classroom real-time evaluation can stimulate the primary school students' learning motivation,lead the students' autonomy,thinking ability and other good habits through the instant feedback on the primary school mathematics classroom teaching activities.Students develop their own key competencies and can also help teachers effectively regulate the classroom.In other words,classroom real-time evaluation is of great significance for improving teaching effectiveness and promoting students' development,especially in the elementary school period in which students need to form good.This paper investigates the status quo of the real-time evaluation of the mathematics classroom in Wuhan G primary school,and analyzes it based on the relevant theories in the process of key competencies perspective.After nearly four months of internships and classroom observations,the author obtained a questionnaire survey on nearly 300 students in the third,fourth,fifth and sixth grades and interviewed five teachers and 10 students.A lot of feedback on the topic of real-time evaluation of primary school mathematics classrooms from the perspective of key competencies.This article is divided into five parts.The introduction part introduces the background,purpose and significance of the research.Based on the review of the existing research,the research content,research ideas and methods are determined.In the first chapter,according to the research needs,the author defines the key competencies,classroom real-time evaluation,the real-time evaluation of the primary school mathematics classroom and other related concepts,analyzes the possibility of the integration of key competencies and mathematics,and the feasibility of the key competencies research in the primary school mathematics classroom.Theoretical support.In the second chapter,the author mainly analyzes the current situation of the mathematics classroom mathematics classroom in Wuhan based on the survey data.In the third chapter,the author mainly sorts out and analyzes the current problems in the current situation of mathematics classrooms in Wuhan G primary school based on the data collected and compiled before and after the investigation.Through analysis,it is found that the current situation of G-primary mathematics classroom real-time evaluation has the following problems: teachers,the understanding of key competencies is shallow,the subject of instant evaluation of classrooms is biased,and the content of classroom evaluation is biased.Knowledge information ignores other aspects.And some teachers' own literacy is not enough.In terms of students,it becomes an imbalance in the evaluation of the classroom caused by the lack of awareness of the subject and the complexity of the students.In terms of objective conditions,the school does not pay enough attention to the teacher's classroom real-time evaluation,and the phenomenon of being forced to ignore evaluation under the burden of teaching tasks.Based on the above problems,combined with relevant theories,the author puts forward the following suggestions for improvement in the fourth chapter: teachers,establish the concept of lifelong learning,strengthen their theoretical foundation;change the evaluation concept,form a correct understanding of the subject of classroom evaluation;focus on students The learning process forms a developmental evaluation;tempering teaching wit and enhancing the art of evaluation.In terms of students,students should be strengthened to become the subject of real-time evaluation of the classroom;help students to understand themselves and build confidence.In terms of objective conditions,schools should strengthen supervision and guidance on the immediate evaluation of teachers' classrooms;schools should appropriately reduce burdens for teachers.The question about how the key competencies theory is implemented in practice is still controversial.The author hopes that the viewpoint of this research can help the key competencies theory in the promotion of teaching practice.