Research On The Current Situation And Countermeasures Of Primary School Mathematics Classroom Evaluation From The Perspective Of Core Literacy

The "Mathematics Curriculum Standards for Compulsory Education(2022Edition)" points out that teaching evaluation should play a role of educating people.In the evaluation process,teachers should promote learning and teaching through evaluation.Teachers should also pay attention to whether students’ "four bases" and "four abilities" have been promoted,and whether core literacy related to mathematics learning has been formed and developed.Classroom evaluation language is an important component of teachers’ evaluation of students’ learning behavior in the classroom,and its use is always throughout the classroom teaching process.If used properly,evaluation language can not only promote students’ learning,but also have a certain impact on teachers’ teaching.For students,it can effectively promote their learning and stimulate their desire to learn.For teachers,it can create a good classroom atmosphere,which in turn can improve classroom efficiency to a certain extent.This study aims to understand the current situation of classroom evaluation used by primary school mathematics teachers through searching for relevant literature,including the targeted objects,content orientation,use types,and effects of evaluation language.Based on the collected literature,it elaborates the relevant theoretical basis,use value,and use principles of classroom evaluation language in combination with the specific requirements of this paper.The methods used in this study are classroom observation,literature research,and interviews.Relevant data are obtained through classroom observation and teacher interviews.The interviewees are the teachers of the author’s internship school,and the use of evaluation language by these teachers in the classroom is observed.Specifically,the dimensions of classroom observation are the target of the evaluation language,the content orientation of the evaluation language,the type of use of the evaluation language,and the use effect.From these dimensions,classroom observation and data collection are conducted;The interview method is mainly used to investigate and analyze the teachers’ understanding of the core qualities contained in the curriculum standards,the cognitive situation of the evaluation language,the use attitude,the reflection situation,and their views on the relevant activities carried out by the school.After the completion of the investigation process,the following problems in the current use of evaluation language are summarized through analysis of data: the core literacy permeated in classroom evaluation language is not clear enough,students’ thinking process is not paid enough attention,and students’ subjective status is not paid enough attention.The reasons for the problems include three aspects: teachers’ shallow understanding of core literacy,and teachers’ lack of developmental evaluation concepts;Incomplete evaluation mechanism and formalized training activities;The policy is not really implemented in the school classroom,and teachers are under too much pressure to make ineffective evaluations.Therefore,the following countermeasures are proposed: strengthening the understanding of core literacy and establishing the concept of developmental evaluation;Carry out practical research activities and establish an effective evaluation system;Ensure the implementation of relevant policies and appropriate burden reduction for teachers.