Research On Problems And Countermeasures Of Real-time Evaluation Of Mathematics Classroom In Lower Grades Of Primary School

Under the background of the new curriculum reform,teaching evaluation plays an increasingly important role in school education.It has many functions in teaching,such as diagnosing the current situation of learning,feeding back the learning process,stimulating the motivation of teachers and students,guiding the development direction of teachers and students and so on.Classroom real-time evaluation is a branch of teaching evaluation.It is also indispensable for classroom teaching activities.It has many positive effects,such as promoting teachers to adjust teaching objectives,teaching contents,teaching methods and means,teaching organization forms and other teaching links,activating classroom atmosphere and mobilizing students’ interest in learning.However,if teachers use classroom immediate evaluation mistakenly,students will hate studying easily,destroy the relationship between teachers and students,and have a negative effect.Therefore,this paper want to find the problems with immediate evaluation in primary school mathematics classroom,identify the cause of problems and make recommendations for improvement,in order to better adapt to the objectives of the new curriculum reform and promote the common development of teachers and students.Taking e primary school in Nanjing as a case,this study investigates that what the current status of immediate evaluation in junior mathematics classroom is.30 regular classes in the first school period(grades 1 to 3)of the school were selected as the classroom observation objects,and 6 teachers and 9 students were interviewed.Generally speaking,from the aspects of evaluation subject,evaluation object,evaluation method and evaluation content,combined with the literature sorted and analyzed earlier,we can understand the current situation of immediate evaluation of mathematics classroom in the first stage.Through the investigation,it is found that there are many problems in the evaluation of mathematics classroom in the lower grades of primary school: most immediate evaluation takes teachers as the main body of evaluation,and students lack the opportunity of evaluation;Teachers tend to evaluate individual students in class and do not pay attention to the evaluation of student groups;Teachers seldom use verbal immediate evaluation types that have a great positive impact on students,do not pay attention to the use of nonverbal immediate evaluation,abuse praise and lack of emotion;Pay too much attention to the evaluation of knowledge and ignore the evaluation of students’ mathematical thinking,problem solving and emotional attitude and values;The real-time evaluation of teachers’ pre class design classroom is not sufficient,and the real-time evaluation of post class reflection classroom is not profound.This paper deeply analyzes the reasons for the problems existing in the real-time evaluation of junior mathematics classroom,and puts forward some improvement countermeasures combined with the excellent teaching cases selected after classroom observation,which are as follows: establish a correct subject concept of classroom real-time evaluation;continuous reflection and research to improve the evaluation ability;learn the democratic teaching idea and form a democratic teaching style;comprehensive use of various teaching organization forms;improve students’ self-awareness and establish their confidence in learning mathematics;pay attention to the learning process and practice developmental evaluation;schools try their best to reduce the burden on teachers and pay more attention to teachers’ immediate classroom evaluation.