The Present Situation, Problems And Countermeasures Of Primary School Mathematics Classroom Teaching Evaluation

Recently, the theory and practice of education as well as the discipline of mathemati cs have developed constantly. With the deep promotion of elementary education reform, t he change of classroom teaching of mathematics is also great. Under the idea of people oriented, our primary mathematics classroom pays more attention to the development of people and makes efforts to give a lively and vivid mathematics classroom back to the s tudents. However, the traditional concepts have not been changed completely. Moreover, t here is the phenomenon that the primary mathematics classroom is a mere formality with false prosperity. The evaluation of classroom teaching is the great power to promote the reformation and development of classroom teaching which could help the students with comprehensive development in order to constantly improve the professional level of teach ers. Therefore, understanding the present status of evaluation of classroom teaching of pri mary mathematics, thinking the existing problems, analyzing its reasons and putting forw ard the reasonable measures are significant which should become the problem of current mathematics curriculum and thoughts on teaching reform.Based on the survey of evaluation of classroom teaching of primary mathematics of K School in Taizhou, this paper analyzes the present status. It finds the problems, anal yzes the problems and puts forward some measures to optimize the evaluation.The introduction mainly explores the research background of this paper. It analyzes t he research objective and significance, summarizes the research status of evaluation of cl assroom teaching especially the status of discipline of primary mathematics and introduce s the research thought and method of this paper. This paper mainly adopts the methods of questionnaire survey, interview, observation and text analysis in order to understand th e present status of lesson assessment on mathematics of K School in Taizhou.The first chapter is about the rational thinking on evaluation of classroom teaching of primary mathematics and defines its core concept. In this research, the evaluation obje ct is classroom teaching. Besides, it elaborates the basis, principle, function and significa nce in order to make theoretical preparation for the following research.The second chapter takes K School in Taizhou as the example. Through the empiric al research of questionnaire survey, interview, observation and text analysis, it presents th e present status of evaluation of classroom teaching of primary mathematics of K School in Taizhou from eight aspects which are the subject of evaluation, objective, content, st andard, method, tool, application of results and actual effect.According to the research results, the third chapter refers to that during the impleme ntation of evaluation of classroom teaching of primary mathematics, there are many probl ems which are the subject of evaluation is not professional enough; focus on knowledge and skill with little attention on emotional experience; focus on the form of mathematics activity with little attention on activity results; neglect the innovation of students; focus on teaching with little focus on study and have no practicability; focus on subjective feel ing with little focus on objective basis; the feedback is lagging and imperfect and the ch annel is not smooth; education has not been improved obviously. Based on that, it analy zes the reasons. And the main reason is that in the teaching of teachers, they do not pa y enough attention to the cultivation of the ability of lesson assessment of teachers; they do not grasp the new concept of evaluation comprehensively; influenced by examination-oriented education system; the lag of concept and skill of evaluation of teachers; no rel atively perfect system on evaluation management, therefore there is no way to guarantee the effective implementation.Based on the research of the above three chapters, the fourth chapter mainly puts fo rward some measures to optimize evaluation through sorting, analysis and theoretical rese arch. For example, during the process of evaluation, we should pay attention to the culti vation of the ability of lesson assessment of teachers; comprehend and understand the de mand of the new concept of curriculum reform comprehensively; know the new concept of evaluation and improve evaluation technique; perfect the lesson assessment managemen t system and ensure the strong implementation of evaluation behavior.