Research On The Effectiveness Of Primary School Mathematics Teachers' Classroom Evaluation Under The Background Of The New Curriculum Standard

As an important tool for interaction between teachers and students in classroom teaching,effective classroom assessment language not only plays a role in motivating students and promoting their development,but also enhances teachers’ assessment skills and makes the teacher-student relationship more harmonious.Primary school students are at the stage of forming their ’self-concept’,their self-understanding is not yet perfect,they are sensitive to feedback and evaluation from others,and they are highly dependent.Therefore,teachers’ classroom assessment language plays an irreplaceable role in promoting teaching and learning,enhancing the productiveness of studying,creating a lively classroom atmosphere and facilitating students’ learning.Through extensive reading of related documents,this study uses classroom observation,text analysis and case study methods on this basis to select primary school mathematics teachers’ classroom assessment language as the research object.Firstly,this paper summarises the basic characteristics of effective classroom evaluation language in relation to the relevant literature and the Compulsory Education Mathematics Curriculum Standards(2022 Edition),and constructs an observation scale for the validity of educational institution mathematics teachers’appraising language.Secondly,with the help of classroom observation method,observations were made by means of audio recording and transcription from the dimensions of classroom evaluation language such as evaluation objects,evaluation contents,evaluation methods,evaluation timing,core literacy embodied in evaluation language,evaluation effects and language expressions,then the writer will put the collected information in order for discerning existing circumstances,interviews were combined to summarise the status quo.The discovering of the case studies and interviews were used to summarise the existing problems in the use of classroom assessment language by primary school mathematics teachers and to analyse the causes of these problems,with a view to making targeted suggestions to improve the effectiveness of the classroom assessment language of primary school mathematics teachers.(1)Schools should provide strong external support,construct a scientific and reasonable evaluation mechanism,conduct regular classroom evaluation teaching and research activities,and improve the school’s system of listening and evaluating lessons.(2)Teachers should develop a scientific concept of evaluation,improve their language skills and write "teaching diaries" to enhance their reflective skills.