Research On The Influence Of Junior Middle School Mathematics Classroom Evaluation On Students' Classroom Participation

With the deepening of reform in Chinese class,the researchers pay more and more attention to the influence of the evaluation of students and school,and many studies have shown that the evaluating standard of teachers' classroom has direct and profound impacts on students' learning style.Students' deep and meaningful learning cannot be separated from students' active participation in class.This paper studies the assessment of mathematics class in middle school and the present situation of students' classroom participation,and explores the influence of classroom evaluation on students' participation.The writer has referred to the research directions of evaluation of many researchers,then made the questionnaire about maths class in middle school to make a quantitative study.The writer chose 281 students of a middle school in Yancheng,Jiangsu Province,as the test object,and has researched the present situation of junior middle school mathematics classroom assessment and students' classroom participation,the differences between grades in classroom evaluation,and differences between grades,genders,and further analysis the relationship between classroom assessment and students' classroom participation.The results are as follows:(1)Overall,the evaluation level in junior middle school mathematics classroom is not high,and there was a significant difference in grades between grades.In particular,grade two was the lowest in class evaluation and grade three is the highest.As far as the content of the evaluation is concerned,the teacher's assessment of the students is mainly focused on the level of learning,followed by the method level,and less attention is paid to the personality category of the students' emotions,interests,etc.,and the evaluation method is too concentrated and slightly single.(2)The overall participation of junior high school mathematics classroom students is not high.In the three dimensions of participation,the student's behavior participation score is the highest.The students' classroom participation has significant grade differences,and the grades of the three grades are grade two,three,and three.There was no significant gender difference in participation in total scores,emotional participation,and cognitive participation,but there was a significant difference in gender participation in behavioral participation.Boys were higher than girls.(3)There is a significant positive correlation between the instant assessment of mathematics classes in junior high school and student participation.There is a significant difference in the participation of students in different assessment level classes.Students in the classroom with a high assessment level have a high level of class participation.Students in a class with medium level have medium class participation.Students in a class with lowest level have the lowest class participation.It can be said that the level of instant assessment of a class is higher,students'participation is also higher.(4)Based on the data analysis obtained from questionnaire and combined with teacher interviews,five strategies for immediate assessment of students' participation in class are proposed:evaluation must implement the student's dominant position;evaluation should pay attention to the language's "motivation";evaluation should play an effective feedback;evaluation should take into account the "presupposition" and"generation";evaluation to be taught in accordance with their aptitude.