Research On The Current Situation And Influencing Factors Of Incentive Classroom Evaluation Of Mathematics In Primary School

Motivational classroom evaluation refers to the evaluation of the individual or group of students who make changes in the school room from the four points of view of students' knowledge and skills,thinking mathematically,problem-solving and emotional feeling.It can arouse students' interest in learning,strengthen students' motivation and preserve students' ardour for learning.For the lower grade of elementary school students in the phase of heteronomy and morality,teachers' motivational classroom evaluation can help students to set up self-confidence and strengthen their learning motivation to a considerable degree.However,the more significant " incentive and promotion " function has not been paid attention to.Based on the above background,this study hopes to reveal the current situation of applied incentive classroom evaluation of mathematics teachers in the lower grade of primary school through practical investigation,analyze its influencing factors,and combine the specific conditions of teachers and students respectively.Put forward concrete and feasible suggestions on how to carry out incentive classroom evaluation effectively.In order to grasp the relevant data of incentive classroom evaluation more comprehensively and accurately,this study mainly applies three research methods:literature method,classroom observation method and interview method.Literature method provides sufficient theoretical basis for this study,classroom observation method and interview method provide intuitive and real first-hand information for this study.To ensure the representativeness and scientific nature of the subjects,the author identified the subjects as the public primary schools with the same level of teaching ability,teachers' strength and school size in C city,namely A primary school,K primary school and W primary school,respectively.10 teachers,including teachers,in three primary schools in C City Five senior teachers over 20 years old and five new young teachers under 5 years old.Through the investigation of the classroom and teachers in the lower grade of primary school,the author finds that the evaluation of the incentive classroom in the three primary schools often ignores the physical and mental characteristics of the students in the lower grade of primary school,many incentive evaluations lack the connection with the content of mathematics,most of the incentive evaluation objects are concentrated on the individual students,the evaluation forms often ignore the application of posture evaluation,the evaluation content is narrow,still limited to the knowledge and skills,the evaluation time is relatively simple and rigid,and limited to the correct answer to the six parts of the question.Through analysis,it is found that the primary school mathematics incentive classroom evaluation is mainly affected by three factors: The quality of teacher-student relationship,educational evaluation concept,classroom teaching environment.In view of the above situation,the writer brings forth the proposals to perfect the incentive classroom evaluation of mathematics in the lower grade of elementary school,that is,to improve the interest of evaluation from the perspective of the students in the lower grade of primary school;to deeply feel the characteristics of mathematics and strengthen the discipline of evaluation;to select the object of incentive evaluation reasonably and strengthen the timeliness of evaluation;to fully understand the form of incentive evaluation and increase the flexibility of evaluation;to grasp the content of incentive evaluation and deepen the pertinence of evaluation;to control the opportunity of incentive evaluation and to pay attention to the timeliness of evaluation.