Primary Mathematics Teachers Rational Response

Evaluating, which is an important part of question-and-answer in class, is what the teacher react and do towards the student's answer to the question. As a scholar put it well:"Intelligence of teacher, is like the key to the window of a student's heart; the flame to light up his future; the seed that is deep in his heart." Appropriate and effective behavior of evaluating not only can stimulate their interests in study, motivate them to think over, but also create an atmosphere of exploring and learning, build a harmonious relationship between teachers and students.According to these, this research, which is based on the researches done before, chooses evaluating behaviors as content, mathematic teachers in elementary schools as object, with the help of relational theories of psychology and pedagogy, comprehensively use documents, observation, case study, aims to look at the status of mathematic teachers'evaluating behaviors in elementary schools, and discuss the effective factors of their behaviors. At last, making recommendations to elementary school mathematic teachers on basis of the research.Through the observation towards these six teachers, we have found that:these evaluating behaviors belonging to the six teachers consist of positive evaluating and negative evaluating. Moreover, positive evaluating performs stimulating, diagnostic, developmental, and reorganizable; meanwhile, negative evaluating performs ignored, interrupted, or directly answer instead. At present, positive evaluating is in the majority, accounting for 68.06% of teachers'evaluating behaviors, while negative evaluating accounting for the rest. Because of different type of questions, different qualities of teachers (mainly considerate gender, age and titles), different age of students, there are different emphasizes of evaluating. Students react differently for different ways of evaluating. Stimulating evaluating, diagnostic evaluating and about one third of developmental evaluating make students react positively, but two thirds of developmental evaluating, reorganizable evaluating and negative evaluating make them react passively. Effectiveness of evaluating behaviors which mathematic teachers perform can be affected by teachers'emotion, students'study tasks and type of questions as well.Concerning the results of observation, there are six principles announced:principle of respect, principle of emotion, principle of encouragement, principle of objectivity, principle of direction, principle of development. Meanwhile, we advocate teachers to apply these four strategies of evaluating in particular teaching activities:building awareness, being good listeners, waiting patiently and evaluating variously.