A Study On The Evaluation Of Elementary School Mathematics Classroom Teaching Quality To Promote Understanding

The core of comprehension is expressive ability,which is reflected by students’ behavior.The quality of classroom teaching is of great significance to the development of students’ mathematical comprehension ability.At present,classroom teaching does not fully emphasize memory and practice,but attempts to achieve the ultimate understanding of mathematics through memory and practice.In contrast to the usual "imitative" understanding,deep understanding is finally demonstrated in a flexible use of the ability.In order to cultivate citizens with rich mathematical literacy,mathematics classroom teaching should become a strong fulcrum to support students’ understanding of the world,and become a dynamic mechanism to motivate students to generate a structure of understanding preferences,so that mathematics can be learned intelligently.Therefore,the concept of understanding learning in mathematics is introduced into classroom teaching,making it an evaluation index to measure the quality of mathematics classroom teaching.So,what kind of evaluation can reflect the quality of the classroom teaching in order to promote students’ mathematical understanding? According to the dimensions of evaluation tools,how to put forward targeted suggestions for teachers to further improve teaching design? This is the question that this study tries to consider.In this study,classroom observation method,video analysis method and lesson analysis method are comprehensively used to carry out the following research contents:First of all,by combing the domestic and foreign research on mathematics comprehension learning and classroom teaching quality evaluation,the relationship between classroom teaching quality improvement factors and students’ understanding level is clear,and evaluation tools are determined in the comparison of various evaluation tools.Secondly,based on the understanding view of academic rigor evaluation of American IQA and the EFSC process model of mathematical understanding learning hierarchy development proposed by Lu Linhai in China,the internal relationship between them is correlated and implemented into the evaluation of classroom teaching quality to explore.Thirdly,with the help of the dimension of academic rigor evaluation and localization,this paper conducted average score processing and sampling analysis on the overall data of 50 primary school mathematics classes of pre-service teachers,skilled teachers and expert teachers from the dimension of rigor of mathematical task potential,task implementation and discussion after task implementation,and selected two groups of "same class heterogeneous" classes for text transcription processing.Develop a detailed comparative evaluation.Based on the evidence,this study believes that compared with skilled teachers and expert teachers,pre-service teachers have shortcomings in three aspects:(1)Pre-service teachers’ understanding of mathematical tasks is not deep enough,and students’ understanding is empirical and formal.(2)It is difficult for pre-service teachers to maintain the implementation of tasks with high cognitive requirements,and students’ understanding is difficult to go back to the deep level.(3)The classroom dialogue and discussion mechanism of pre-service teachers is not strong coordination,and it is difficult to achieve the improvement of students’ understanding level.Finally,based on the differences of classroom teaching quality among the three kinds of teachers and students’ understanding level,the teaching suggestions are put forward.To organize high-level teaching for students to understand constructively;Enhance the coordination of dialogue and discussion for the advanced level of mathematical understanding.In order to promote teaching through evaluation,bring improvement and innovation to teachers’ teaching activities,and finally achieve the purpose of promoting students’ mathematical understanding learning.