Research On Evaluation Of Junior High School Mathematics Classroom Teaching Guided By Core Problems

In the context of developing students' core literacy,classroom teaching based on "core issues" has received extensive attention from frontline teachers.Therefore,teachers need to better understand,implement and evaluate the teaching guided by the core issues in teaching,otherwise it is easy to cause teaching to fall into the teaching trap of "wearing new shoes and walking the old road".To this end,this article adopts the method of combining literature analysis,questionnaire survey and expert consultation to carry out theoretical and practical explorations on the research question "how to construct the evaluation standard of junior high school mathematics classroom teaching led by core issues".Firstly,through the analysis of core problem teaching,problem leading teaching,and classroom teaching evaluation and other related theoretical literature,and combined with the new curriculum reform's requirements for cultivating students' core literacy in mathematics classrooms,the evaluation criteria are initially constructed;Then,in view of the suitability of each evaluation standards,consult the opinions of mathematics education experts in colleges and universities and mathematics teachers of first-line middle schools;Nextly,study the selection or modification of the evaluation criteria for the problems in the expert opinion consultation,conduct interviews with the experts,and solicit the opinions and suggestions of the experts;Finally,based on the opinions and suggestions of experts,the evaluation criteria were revised and perfected,and the final evaluation index system of core issues leading junior high school mathematics classroom teaching is formed;The last part of the research is to test and try out the evaluation standards,which reflects the role of evaluation standards in the guidance,diagnosis and improvement of mathematics classroom.The main conclusions are as follows:(1)The evaluation index system is composed of 4 first-class indexes,10 second-class indexes,29third-class indexes and 56 evaluation standards.The four first-level indicators are: "problem leading","classroom inquiry","classroom culture" and "accomplishment achievement".Each first-level indicator contains 2-5 second-level indicators,each second-level indicator contains 2-4 third-level indicators,and each third-level indicator has 1-3evaluation criteria;(2)The evaluation index system has high reliability and validity,and can effectively evaluate mathematics classroom teaching led by core problems;(3)The evaluation index system is of great significance in perfecting the core problem teaching theory,guiding the value of mathematics classroom teaching and improving the quality of mathematics classroom teaching.