Evaluation Behavior Of Middle School Mathematics Classroom Teacher Delay

In September2001, across the country a new round of basic education curriculum reform starts, and what follows it is a series of profound changes covering the aspects of course structure, function, development, management and evaluation. Among them, evaluation due to its unique orientation and direction becomes the focus of people’s concern. Classroom evaluation as the basic part of teachers’ daily teaching activities is one of the fastest, most direct, frequent-used and influential evaluation manners. And among the existing evaluation system, time-lapse evaluation plays an extremely important role to promote teaching quality of middle school mathematics.This thesis takes advantage of methods like literature, case description and analysis, questionnaires and interviews and mainly from three aspects explains upon time-lapse evaluation of middle school mathematics teaching. Firstly, conduct researches on the existing problems concerning evaluation manners of middle school mathematics teachers and awareness and usage of applying time-lapse evaluation, and try to conclude reasons so as to demonstrate main problems of middle school mathematics teaching evaluation, and then further dig out the importance of time-lapse evaluation. Secondly, from the point of psychology and pedagogy, analyze the importance of time-lapse evaluation and expound upon the relationship between time-lapse evaluation and instant evaluation, as well as basic principles that school teachers should follow. Besides, from the point of theoretical basis level, explore the class time-lapse evaluation of middle school mathematics teaching. Thirdly, conduct case study upon the time-lapse evaluation behavior in class teaching, and through analyze through observation and interviews the effects of time-lapse evaluation behavior of the teachers, summarize the proper opportunities and precautions over mathematics class concerning teachers’ time-lapse evaluation behaviors.