Research On The Construction And Application Of Consistency Analysis Framework Of Primary School Mathematics Classroom Teaching Evaluation

With the deepening of the new curriculum reform,the reform based on the curriculum standards also inevitably requires the reform of curriculum and teaching reform,which requires front-line teachers to pay more attention to the problems of teaching,learning and evaluation in classroom teaching.However,there are also doubts about the separation of teaching,learning and evaluation,under the “baton” of the college examination.These questions undoubtedly point to whether teaching,learning and evaluation are coordinated in classroom teaching under the current curriculum standard? In order to more accurate judgement of the relationship between the expected and the actual situation,it is necessary to scientifically construct the consistent analysis framework for classroom teaching evaluation to conduct systematic judgement and analysis.The current domestic research mainly focuses on the construction of theoretical framework on the basis of speculation,or directly "transplantation" the foreign consistency related frameworks.This paper mainly uses the methods of literature,classroom observation,comparative analysis,questionnaire survey and related tests.By sorting out the current research status and research dilemmas at home and abroad,the value and significance of the consistency of classroom teaching evaluation are clarified.Through the theoretical discussion of the consistency of primary school mathematics classroom teaching evaluation,this paper establishes the theoretical basis for the construction of the consistency analysis framework of primary school mathematics classroom teaching evaluation.Based on the reference and meta-analysis of foreign consistency paradigms,this paper deconstructs the common and individual characteristics of foreign consistency research paradigms,and tries to theoretically construct the analysis dimension,evaluation level and evaluation criteria of the localization analysis framework in theory by combining with the characteristics of domestic primary school mathematics.This paper selects the classroom teaching of teachers and students in the fourth grade of primary school,including an ordinary teacher and an expert teacher was selected,as the application object.From the perspective of students,the survey and analysis of formal questionnaire are carried out to collect the quantitative data of teaching evaluation consistency in primary school mathematics classroom.Then,the consistency analysis framework of primary school mathematics classroom teaching evaluation has been constructed,and the teaching design,classroom teaching and homework of the applied are processed by using text analysis and classroom video observation.From the perspective of the third party,the data are collected and analyzed to obtain the consistency analysis results of primary school mathematics classroom teaching evaluation.Finally,through the comparative analysis of the results of quantitative analysis and qualitative analysis,the scientific construction of the consistency analysis framework of primary school mathematics classroom teaching evaluation established in this study is tested,to ensure the reliability and validity of this study,thereby ensuring the importance and feasibility of the construction and application of the consistency analysis framework of primary school mathematics classroom teaching evaluation.Finally,according to the analysis of questionnaire data,text analysis and classroom video information in the empirical study,four research results are finally obtained.They are as follows: it is the logical starting point to analyze the reasonable connotation of the consistency of teaching evaluation;it is imperative to promote the consistency analysis of classroom teaching evaluation in primary school mathematics;The framework of consistency analysis of primary school mathematics classroom teaching evaluation is reasonable and feasible;the establishment of primary school classroom teaching evaluation consistency student questionnaire promotes the diversified development of primary school mathematics classroom teaching evaluation consistency research.According to the analysis of empirical data,the paper makes some reflections and suggestions from qualitative research and quantitative research.In the empirical analysis of the overall consistency performance of primary school mathematics classroom teaching evaluation is acceptable and the current situation of insufficient of evaluation consistency is found,the main reason is the uneven distribution of students’ homework and teaching objectives and the appropriateness of the evaluation.Therefore,we should pay attention to the internal consistency level of each link of teaching evaluation,so as to improve teachers’ attention to the internal consistency of teaching evaluation,form a regional learning community,and promote the scientificity and appropriateness of teachers’ lesson preparation and evaluation.