Research On The Status Quo And Improvement Strategies Of Primary School Mathematics Classroom Learning Evaluation

The organic combination of assessment,teaching and learning is an important trend in the international study of learning assessment in recent years.The assessment theories and methods proposed by many foreign scholars,such as authenticity assessment,assessment for learning and assessment as learning,all emphasize timely attention,understanding and feedback to students' learning in the teaching process,so as to improve the process value of teaching and promote students' in-depth learning.assessment is an important link in the integration of teachers' teaching and students'learning process.The organic combination of assessment and teaching process is helpful to the improvement of teachers' teaching professional ability and classroom teaching quality.The organic combination of assessment and learning process is conducive to the improvement of students' learning enthusiasm and the development of their learning ability,and urges them to reflect on their learning process and make positive corrections.Therefore,it is necessary to explore the value appeal,reality and improvement strategy of classroom learning assessment of primary school mathematics from two aspects of theoretical carding and empirical investigation.In terms of theoretical combing,through literature reading and sorting of existing research results,the core functions of classroom learning assessment and the necessary conditions for achieving the core functions are clarified,and the effective implementation of classroom learning assessment is further explained and required in terms of assessment subject,assessment content and assessment language.Based on the subject of mathematics in primary school,this paper designs classroom learning assessment observation form from assessment subject,assessment type,assessment content,assessment feedback opportunity and so on Teachers are interviewed from the aspects of teachers' assessment cognition,the use of assessment methods,the design of assessment tasks,and the deficiencies of teachers' assessment in classroom learning.The analysis of typical teaching cases,together with classroom observation and teacher interview,is to understand the concept of classroom learning assessment of Primary School Mathematics Teachers and the implementation of classroom learning assessment of primary school mathematics.It is found that there are positive aspects in classroom assessment,such as teachers' positive assessment and the conscious use of detailed assessment to feedback students' mathematics learning In practice,there are still some problems such as the lack of classroom learning assessment before teaching,the low level of students'participation in assessment,the teachers' neglect of the use of delayed assessment feedback,and the insufficiency of collection and utilization of assessment information due to the simplicity of assessment methods.The above-mentioned problems are caused not only by the external competitive pressure of education,but also by the teachers' low quality of classroom learning assessment and the students' insufficient ability of participating in assessment.In order to better develop the function of classroom learning assessment in practice,this study to strengthen students' self-assessment and mutual guidance from teachers,improve teachers' own assessment skills,diversification of assessment content and assessment methods,build a supportive learning put forward the corresponding suggestion to the assessment strategy,from improving the internal assessment of action and looking for the two aspects of external assessment support,in order to realize the true value of classroom learning assessment.The survey objects selected in this study are limited,and there is no further study on the effectiveness of the proposed improvement measures.Therefore,the depth and promotion of the study still need to be strengthened,which will be improved in future studies.